1. Richard M. Lerner, Rachel M. Hershberg, Jun Wang, et al.
Promoting the Positive Development of Youth Through BSA Programs:  The Sample Case of the Cradle of Liberty Council “Character and Merit Project” (CAMP)
Richard M. Lerner, Rachel M. Hershberg, Jun Wang, et al.
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2. A New Approach to the Scientific Study of Adolescence
In the 1990s a new vision of the teenage years emerged from biology and developmental science.
This is the Positive Youth Development (PYD) perspective.

3. A VERY BRIEF HISTORY OF THE PYD PERSPECTIVE

4. RICK LITTLE (1989/1990, 1996)
1989/1990: Rick Little, Founding President of the International Youth Foundation
Introduces the concept of PYD
Defines PYD as composed of 4 Cs: Competence, Confidence, Connection, and Character
1995: Conference in Aspen, CO
The “C” of Caring is added
There are now 5 Cs!
1996: Rick Little suggests that when the 5Cs develop, a “6th C”, Contribution, emerges in youth

5. BSA Programs reflect all 3 meanings of PYD!
STEPHEN HAMILTON (1999)
The concept of PYD has been understood in at least three interrelated but nevertheless different ways:
As a developmental process;
As a philosophy or approach to youth programming; and
As instances of youth development (YD) programs and organizations focused on fostering the healthy or positive development of youth
BSA Programs reflect all 3 meanings of PYD!

6. PYD AS A DEVELOPMENTAL PROCESS

7. The PYD Perspective: Six Core Concepts
Because of the potential to change, all youth have strengths.
All contexts have strengths as well. These strengths are resources that may be used to promote positive youth development.
These resources are termed “developmental assets”. They are the “social nutrients” needed for healthy development.

8. The PYD Perspective: Six Core Concepts
These assets are found in families, schools, faith institutions, youth serving organizations, and the community more generally.
If the strengths of youth are combined with ecological developmental assets, then positive, healthy development may occur.
We should be optimistic that it is in our power to promote positive development among ALL youth and to create more asset-rich settings supporting such development among ALL youth.

9. EXAMPLES OF THE PYD PROCESS

10. THE RICHARD M. AND JACQUELINE V. LERNER MODEL OF PYD:
PYD occurs when youth strengths are aligned with ecological resources (assets)
Intentional Self Regulation and Hope are key strengths of youth
Individuals, institutions, collective activity, and access are key ecological assets
“Five Cs” are the outcomes of the PYD process
Thriving youth contribute to their context
Contribution is the 6th C of PYD

11. THE LERNER & LERNER MODEL OF PYD
Competence
Confidence
Character
Caring
Connection
Contribution
Reduced Risk Behavior
Ecological
Assets
Individual
Strengths

12. THE LERNER & LERNER MODEL OF PYD:
“THE BIG THREE”
Community-Based Youth Development Programs
Skill-building activities
Sustained youth-adult partnerships
Youth leadership
Civic Contributions

13. What We Have Learned About PYD To Date:
A Brief Overview of Findings from the “Character and Merit Project” (CAMP)

14. Acknowledgements

15. IARYD Research Team
Brian M. Burkhard, M.S. Robey B. Champine, M.S., M.P.H. Paul A. Chase, Ph.D. Kaitlin A. Ferris, Ph.D. Rachel M. Hershberg, Ph.D. Lacey J. Hilliard, Ph.D. Richard M. Lerner, Ph.D. (Principal Investigator) Caroline Stack, B.A. Jun Wang, Ph.D. Daniel J. A. Warren, M.A.

16. Research Aims of CAMP
Do BSA programs promote character development among participating youth?
If so, how do BSA programs promote such character development?

17. Study Design Measured multiple groups five times between 2012 and 2014
Quantitative and qualitative methods were used
Used the structure of BSA for initial data collection:
Council  Adult Leaders  Scouts

18. Participating Districts
Continental
General Nash
Baden-Powell
Washington
Lafayette
Roosevelt
Northern
ScoutReach
Constellation
Triune
Minquas
Conestoga

19. CAMP Participants Total Youth in Study: 2650 Total BSA Youth: 1787.
Total Youth in Study: 2650
Total BSA Youth: 1787
Non-ScoutReach: 1524
ScoutReach: 263
Total Comparison Group Youth: 863

20. We Developed a NEW Measure of Character
The Assessment of Character in Children and Early Adolescents (ACCEA).
ACCEA works well with Scouts, non-Scout boys, and non-Scout girls. Also works well with ethnic minority youth from low-income communities (for example, ScoutReach participants)

21. The ACCEA Measure of Character
Attributes
Definitions/Sample Items
Obedience
Participants’ self-reported levels of positive conduct or behavior (emphasizing behaving in accordance with rules for conduct).
“I act the way I am supposed to.”
Reverence
Participants’ religious activities.
“I like to read or listen to stories from my religion.”
Cheerfulness
How often participants experienced positive feelings.
“I am happy.”
Kindness
A participant’s quality of being friendly, generous, and considerate to others.
“When my friends are upset, I try to make them feel better.”
Thriftiness
Participants’ effective use of goods and services, and restraint in acquiring them, to achieve longer-term goals.
“I save my money for something special.”
Hopeful Future Expectation
Participants’ possession of a positive outlook about their life in the future.
“I will have a happy family.”
Trustworthiness
A participant’s perception of whether others believe they can place their trust in him or her.
“I can be counted on to tell the truth.”
Helpfulness
Participants’ ability to provide assistance or to be useful.
“I help people in my family.”

22. DID BSA PROGRAM PARTICIPATION PROMOTE CHARACTER DEVELOPMENT ACROSS THE FIVE TIMES OF DATA COLLECTION?

23. BUT Time 1: No difference between Scouts and non-Scouts.
Time 5: Scouts reported significant increases in cheerfulness, helpfulness, kindness, obedience, trustworthiness, and hopeful future expectations.
BUT
Non-Scout boys reported no significant increases in any of the character attributes.

24. What values do Scouts and non-Scouts consider as the most important?

25. Scouts are significantly more likely than non- Scouts to embrace other- oriented values, including helping others, and doing the right thing.

26. Participation in BSA and Values
Group
Other-oriented Values as Most Important?
Scouts
65.3%
Non-Scouts
55.5%

27. Associations between Other Activities in which Youth Participate and their Values
Activity
Other-oriented Values as Most Important
BSA
72.8%
BSA and Sports
64.8%
Sports
53.2%

28. How Does BSA Program Participation Promote Character Development?
Intensity
Duration
Engagement

29. High Intensity = “Almost Always” Participates
“Exemplar Scouts” (54%): “Almost always” participated in weekly meetings and weekend activities
“Non-Exemplar Scouts” (46%): “Sometimes” or “rarely” participated in weekly meetings and weekend activities

30. Intensity and Character Development
Time 1: No significant differences in character attributes between Exemplar and Non-Exemplar Scouts.
Time 4: Exemplar Scouts were significantly higher in kindness, thriftiness, trustworthiness, helpfulness, hopeful future expectation, academic competence, intentional self- regulation, and connection to nature.

31. Duration
The number of months each participant had been involved in Scouting when data were collected.
Duration represents persistent involvement in a YD program over time.

32. Duration and Character Development
Scouts who have remained in the program longer reported having higher levels of trustworthiness, school competence, intentional self- regulation, and hopeful future expectation.

33. Engagement Youth interest, enjoyment, and commitment to the program.
Individual engagement
Pack-level engagement

34. Engagement and Character Development
Individual-level engagement was significantly associated with cheerfulness, hopeful future expectation, helpfulness, kindness, and intentional self-regulation.
Pack-level engagement enhanced the effects of individual engagement on character development, especially for highly engaged youth.

35. Character development
Program Participation and the Character Development of Scouts
Intensity
Character development
Duration
Engagement

36. Findings about ScoutReach Youth
Higher levels of engagement associated with higher religious reverence, cheerfulness, intentional self- regulation, kindness, thriftiness, hopeful future expectation, trustworthiness, and helpfulness.

37. Conclusions and Next Steps
Scouting positively impacts youth character development, particularly for Scouts with longer duration, greater intensity, and higher engagement in the program.
We need to “dig deeper” into the ways in which BSA programs promote character among ScoutReach youth.

38. Thank you !