A Process and Outcome Evaluation of the 4-H Mentoring/ Youth and ...

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YFP/4-H Mentoring Evaluation planning and decision-making, interpersonal competence, resistance skills, and peaceful conflict resolution). In addition to one-on-one mentoring, mentors are also expected to attend Family Night Out and 4-H activities. Family Night Out (FNO) is designed to provide structured, experiential learning opportunities to help families strengthen family life skills (Dart, 2006). FNO topics include: building trust, family support, kindness, positive family communication, working together/problem solving, and family traditions. These appear to be structured but informal activities; often a meal is served. For example, in one FNO observed by the evaluation team around Halloween, roughly 30 youth, parents and mentors gathered at a local pumpkin patch. After an outdoor dinner of fried chicken (during which the program staff visited with all of the families and youth), the youth walked through a pumpkin patch/maze. After this, each youth received a Halloween “goodie bag.” The FNO lasted for roughly two hours. The YFP program is part of the state’s 4-H program, and is promoted as the “4-H Mentoring Youth and Families with Promise program” (Dart, 2006). The program considers 4-H club involvement to be an important component of the YFP program, and all mentees are considered to be 4-H members (Dart, 2006). The program might be better thought of as a multicomponent program, of which mentoring is one of the components (Higginbotham, Harris, Lee, & Marshall, 2006). YFP youth and mentors are expected to participate in monthly 4-H activities. The activities take place within 4-H “clubs,” which are organized groups of youth with planned programs, often organized around specific projects, conducted throughout the year. Clubs are often community-based, which means that YFP youth may participate in activities with youth who are not in the program, but are part of 4-H. For example, in one of the 4-H clubs observed by the evaluation team, YFP and 4-H youth participated in one of several possible weekly 29
YFP/4-H Mentoring Evaluation activities, including karate, dance and Spanish culture. Youth could also get assistance with math, reading, or homework assignments. Process Evaluation Methodology The purpose of the process evaluation is to assess the degree to which the program is implemented and operated as planned. This assessment addresses the following issues: (1) characteristics of the population served (risk factors, protective factors, socio-demographic characteristics); (2) type and dosage of program activities; (3) mentor-mentee relationships; (4) satisfaction with the program; (5) involvement of youths’ family members in the program; (6) characteristics of mentors (e.g., type of mentor, sex, race); and (7) issues related to the length of youths’ length of stay. This assessment addresses these issues and questions for the program as a whole and considers variation across sites. In addition to allowing us to assess the fidelity of program implementation, these data will be used to determine the ability of the program to be exported to other locations. Data Sources Program implementation data are available from six sources: site coordinators’ descriptions based on interviews and surveys about how YFP is implemented at their site; mentor surveys; actual reports on implementation submitted by site coordinators that track youth involvement and program implementation; observations of program activities; interviews with youths; and socio-demographic information on program participants from pre-tests. The Program Guide (Dart, 2006) and the Mentor Manual (Platt and Woodbury, 2006) served as the program documentation and were used to develop an understanding of the program design. The analyses address similarities and differences between the program design and program 30
Page 1 and 2: A Process and Outcome Evaluation of
Page 3 and 4: CONCLUSIONS AND RECOMMENDATIONS ...
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YFP/4-H Mentoring Evaluation mentor
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YFP/4-H Mentoring Evaluation OUTCOM
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YFP/4-H Mentoring Evaluation Youths
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YFP/4-H Mentoring Evaluation • Sc
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YFP/4-H Mentoring Evaluation form.
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YFP/4-H Mentoring Evaluation Table
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YFP/4-H Mentoring Evaluation that t
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YFP/4-H Mentoring Evaluation Initia
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YFP/4-H Mentoring Evaluation collec
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YFP/4-H Mentoring Evaluation are no
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YFP/4-H Mentoring Evaluation matche
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YFP/4-H Mentoring Evaluation If onl
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• youths ages 12 to 17 at admit,
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etween boys in the two groups. When
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Predicting Change on the BERS-2 Sub
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Table 50. Predictors of Change on A
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Table 53. BERS-2 Pretest Subscale S
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Table 55. Correlation Between YRM S
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two, youths reported that mentor ac
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Given these very low numbers, we di
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differences in the proportion of yo
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Table 67. Court Involvement in Firs
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youths’ perspectives regarding th
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percentage (83%) of comparison yout
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Table 73. How Much the Program Help
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youths were closest to “mostly Bs
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skipped school, but improvement on
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PROGRAM COSTS Overview In order to
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There was substantial variation by
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school performance nor scores on th
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for several subscales they continue
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youth met with their mentor once ev
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differences is the concentration of
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court-involved. It may be that thos
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of a weak method, the “retrospect
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started out equivalent, we would ha
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implementation matched the program
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The results from our study of 4-H M
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REFERENCES Ahrens, K., DuBois, D.,
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Freedman, M. (1993). The Kindness o
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Larose, S., Ceyrenne, D., Garceau,
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Scales, P.C., & Leffert, N. (2004).
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APPENDIX B: SITE-SPECIFIC INFORMATI
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Table B2. YFP Activities During the
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Table B4. Average Number of In-Pers
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Table B6. Site Type and Use of High
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Table B8. Reasons for Referral Beha
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Table B10. Mentor Characteristics S
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