https://orcid.org/0000-0002-2535-4126
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Abstract
Aggressive, violent, and disruptive behaviour among Belize youth is disproportionately high. The present study evaluated a school-based positive youth development program (Positive Action) using a clustered RCT. The aim of the study sought to examine post-treatment positive youth development competencies (i.e. social-emotional character development, peer affiliation, substance abuse and violence tendencies, moral beliefs, pro-social behaviour, and school self-esteem) in comparison to students in a randomly assigned control group of schools. Participants (n = 4575) were from 24 schools drawn at random in the Belize District with outcomes assessed for two cohorts (Standard 1−3, and Standard 4−6) of children. The intervention addressed different ecologies through teacher, counsellor, and family training along with activities to promote school-wide implementation. Positive main effects for engagement in positive behaviour were observed across primary school Standards 1−6 (ages 7–12 years), indicated by substantial explained slope and intercept variance.
Acknowledgments
The authors are thankful to the Inter-American Development Bank and the Government of Japan for funding the research presented in this paper.
Disclosure statement
The opinions expressed are those of the authors and do not necessarily reflect the views of the Inter-American Development Bank, its Board of Directors, or the countries they represent. The authors have no conflicts of interests or financial or material interests in the results.
Correction Statement
This article was originally published with errors, which have now been corrected in the online version. Please see Correction (https://doi.org10.1080/01443410.2021.2022354)