Evaluating the ‘PULSE’ Program: Understanding the implementation and perceived impact of a ‘TPSR’ based physical activity program for at-risk youth

The PULSE program is a community-based physical activity (PA) and life skills program designed to help at-risk youth become more physically active. This program is based on the Teaching Personal and Social Responsibility (TPSR) model and develops the physical and psychological skills needed for youth to regulate PA participation. The purpose of this research was to examine the PULSE program and measure changes in the five levels of the TPSR model and perceived impact. A mixed-method approach was used that included one quantitative measure of self-ratings of the TPSR levels and qualitative semi-structured interviews. The results indicated that the five TPSR levels showed a gradual increase from the beginning to the end of the program and the qualitative findings supported the quantitative findings as the youth discussed how they learned how to put forth effort, self-coach, become leaders and transfer these skills outside of the program. The results demonstrate that the TPSR model is a framework that can be used to teach youth self-regulatory skills to become more physically active. Researchers and practitioners working to increase youth PA involvement should recognize the value and importance of applying interventions that integrate self-regulatory skills development.El programa PULSE es un programa comunitario que pretende enseñar habilidades para la vida y actividad física para ayudar a los jóvenes en situación de riesgo a ser más activos físicamente. Este programa se basa en el modelo de Enseñanza de la Responsabilidad Personal y Social (TPSR) y desarrolla las habilidades físicas y psicológicas necesarias para que los jóvenes regulen su participación en la actividad física. El propósito de esta investigación fue examinar el programa PULSE y medir los cambios y el impacto percibido en los cinco niveles del modelo TPSR. Se utilizó un enfoque de métodos mixto que incluía una medida cuantitativa de la auto-evaluación de los niveles TPSR y entrevistas semiestructuradas cualitativas. Los resultados mostraron un incremento gradual desde el principio hasta el final del programa en los cinco niveles TPSR y los resultados cualitativos apoyaron los hallazgos cuantitativos mediante la discusión con los jóvenes sobre cómo aprendieron a esforzarse, auto-entrenarse, a convertirse en líderes y a transferir estas habilidades fuera del programa. Los resultados demuestran que el modelo TPSR es un marco que se puede utilizar para enseñar habilidades de autorregulación de la juventud para ser más activos físicamente. Los investigadores y los profesionales que trabajan para aumentar la participación de los jóvenes en la actividad física deben reconocer el valor y la importancia de aplicar las intervenciones que integran el desarrollo de habilidades de autorregulación

‘I'd rather learn outside because nature can teach you so many more things than being inside’: Outdoor learning experiences of young children and educators

Outdoor and nature-based activities promote better health and academic outcomes for children. The school context represents a critical opportunity to support increased outdoor time. Yet, outdoor learning (OL) is not being implemented consistently across school contexts, therefore, many students do not receive the opportunity to participate. This study was designed to support increased uptake of OL and explores young children’s perspectives of learning within an outdoor context and explores how educators support OL opportunities within an early learning context. This research places a focus on children’s voices in order to emphasize their perspective of the learning experience and to highlight experiential child-led processes within OL. We collected semi-structured interviews with students, their parents and school staff who were involved in OL. An exploratory thematic analysis was applied using QSR NVivo. Findings that emerged were organized under two main themes: Nature as the teacher and Child-led exploration of nature. Nature as a teacher contained three subthemes: 1) Seasonal change influencing inquiry, 2) Engagement with other living things in nature and 3) Dimensionality of the outdoors as an element that enhances learning – experiential immersive learning. Child-led exploration of nature contained one subtheme: Learning driven by play. These findings can be used to advocate for increased uptake of OL in education and to provide guidance to educators regarding how to include OL within their practice to enhance equitable access for children

Examining Integrated Youth Services Using the Bioecological Model: Alignments and Opportunities

Integrated youth service (IYS) is a collaborative approach that brings practitioners together from across disciplines to provide comprehensive services including mental health care for youth and their families. IYS models serve as an advancement in practice as they go beyond the capacity of individual programs and services to reduce the fragmentation of care. Yet, there continue to be opportunities to expand on this perspective and promote health beyond the scope of formalized services. The bioecological model is a theoretical model that examines individual development within multiple systems of influence as well as through interactional processes between the individual and their environment. This paper provides an overview of the bioecological model and the major components of the IYS model, describing alignment and complementarity. The bioecological model provides some explanations for why IYS models may be effective and helps to provide direction to expand applied practice toward a more holistic perspective

Examining the implementation of the Icelandic model for primary prevention of substance use in a rural Canadian community: a study protocol

Publisher's version (útgefin grein)Background The Icelandic Prevention Model (IPM) is a collaborative upstream model that was designed to influence risk and protective factors related to substance use within the community, school, peer and family contexts. By engaging whole communities, the IPM has been found to be effective in reducing youth substance use behaviours across Iceland. As an extension to the IPM's participatory approach, this research will examine how youth involvement can enhance outcomes. In addition, this research will evaluate whether the IPM approach is beneficial for mental health promotion and general youth wellbeing. Methods The present research protocol applies the bioecological model within a participatory mixed-method case study design to examine the implementation of the IPM in a rural community in Canada. This study was designed to identify whether the Icelandic substance use prevention model is effective in reducing substance use and promoting mental health and development for Canadian youth. It will also explore how to engage youth within the approach and how this adaptation influences implementation and outcomes. Discussion The findings from this study will contribute to our understanding of upstream prevention of youth substance use and will be used to support scaling of the IPM across Canada.The Canadian Institutes of Health Research (CIHR; award #434257)"Peer Reviewed

Identifying mechanisms of youth mental health promotion:A realist evaluation of the Agenda Gap programme

Promoting youth mental health is a critical public health priority and merits robust policy and practice responses, inclusive of youth-centred and upstream interventions that address the root factors contributing to mental health outcomes. To that end, non-familial youth-adult relationships can powerfully impact youths’ healthy development, mental health and well-being, and capacities for enacting change within home, school, and policy contexts. Agenda Gap is a youth mental health promotion programme based on this principle, in which adult facilitators support youth (aged 15–24) in co-exploring activities focused on mental health promotion and policy advocacy, while fostering supportive, trusting intergenerational relationships. This study presents a realist evaluation of Agenda Gap, drawing on realist qualitative interviews with youth participants (n = 18) and adult collaborators (n = 4). We constructed 15 initial programme theories in four theoretical areas that we subsequently explored via analysis of the realist interview data. The analysis used the middle-range theories of ‘Third Space’ and ‘Third Place’ to conceptualize and articulate how causal mechanisms were produced from the non-familial youth-adult relationships that are foundational to the programme. Results are presented across 10 context-mechanism-outcome (CMO) configurations in three sections: (1) Agenda Gap Facilitation Activates ‘Third-Space/Third-Place’ Mechanisms; (2) Youth Enhance Personal Mental Health while also Supporting Mental Health of Friends and Family; (3) Youth Become Inspired and Informed to Act as Advocates and Policy Change Agents. Taken together, these findings provide insights into the important mechanisms of non-familial intergenerational trust building and demonstrate how a strengths-based conceptualization of youth mental health supports mental health maintenance, promotion, and advocacy for this population

Identifying mechanisms of youth mental health promotion:A realist evaluation of the Agenda Gap programme

Promoting youth mental health is a critical public health priority and merits robust policy and practice responses, inclusive of youth-centred and upstream interventions that address the root factors contributing to mental health outcomes. To that end, non-familial youth-adult relationships can powerfully impact youths’ healthy development, mental health and well-being, and capacities for enacting change within home, school, and policy contexts. Agenda Gap is a youth mental health promotion programme based on this principle, in which adult facilitators support youth (aged 15–24) in co-exploring activities focused on mental health promotion and policy advocacy, while fostering supportive, trusting intergenerational relationships. This study presents a realist evaluation of Agenda Gap, drawing on realist qualitative interviews with youth participants (n = 18) and adult collaborators (n = 4). We constructed 15 initial programme theories in four theoretical areas that we subsequently explored via analysis of the realist interview data. The analysis used the middle-range theories of ‘Third Space’ and ‘Third Place’ to conceptualize and articulate how causal mechanisms were produced from the non-familial youth-adult relationships that are foundational to the programme. Results are presented across 10 context-mechanism-outcome (CMO) configurations in three sections: (1) Agenda Gap Facilitation Activates ‘Third-Space/Third-Place’ Mechanisms; (2) Youth Enhance Personal Mental Health while also Supporting Mental Health of Friends and Family; (3) Youth Become Inspired and Informed to Act as Advocates and Policy Change Agents. Taken together, these findings provide insights into the important mechanisms of non-familial intergenerational trust building and demonstrate how a strengths-based conceptualization of youth mental health supports mental health maintenance, promotion, and advocacy for this population

Play, Learn, and Teach Outdoors—Network (PLaTO-Net): terminology, taxonomy, and ontology

Background: A recent dialogue in the feld of play, learn, and teach outdoors (referred to as “PLaTO” hereafter) demonstrated the need for developing harmonized and consensus-based terminology, taxonomy, and ontology for PLaTO. This is important as the feld evolves and diversifes in its approaches, contents, and contexts over time and in diferent countries, cultures, and settings. Within this paper, we report the systematic and iterative processes under‑taken to achieve this objective, which has built on the creation of the global PLaTO-Network (PLaTO-Net). Methods: This project comprised of four major methodological phases. First, a systematic scoping review was conducted to identify common terms and defnitions used pertaining to PLaTO. Second, based on the results of the scoping review, a draft set of key terms, taxonomy, and ontology were developed, and shared with PLaTO members, who provided feedback via four rounds of consultation. Third, PLaTO terminology, taxonomy, and ontology were then fnalized based on the feedback received from 50 international PLaTO member participants who responded to≥3 rounds of the consultation survey and dialogue. Finally, eforts to share and disseminate project outcomes were made through diferent online platforms. Results: This paper presents the fnal defnitions and taxonomy of 31 PLaTO terms along with the PLaTO-Net ontol‑ogy model. The model incorporates other relevant concepts in recognition that all the aspects of the model are interrelated and interconnected. The fnal terminology, taxonomy, and ontology are intended to be applicable to, and relevant for, all people encompassing various identities (e.g., age, gender, culture, ethnicity, ability). Conclusions: This project contributes to advancing PLaTO-based research and facilitating intersectoral and inter‑disciplinary collaboration, with the long-term goal of fostering and strengthening PLaTO’s synergistic linkages with healthy living, environmental stewardship, climate action, and planetary health agendas. Notably, PLaTO terminology, taxonomy and ontology will continue to evolve, and PLaTO-Net is committed to advancing and periodically updating harmonized knowledge and understanding in the vast and interrelated areas of PLaTO

Evaluation of a Sports-Based Positive Youth Development Program for First Nations Youth: Experiences of Community, Growth and Youth Engagement

In contrast with mainstream Canadian youth, First Nations youth experience many health disparities. Researchers recommended that interventions designed to promote First Nations youth development use a strengths-based lens that recognizes contextual challenges. Furthermore, leadership programming for First Nations youth has begun to show promising outcomes. The overall purpose of this research was to examine the Youth Leadership Program (YLP) program to gain an understanding of program implementation and perceived outcomes related to both individual and community development. Two studies were conducted to fulfil the research purpose. The first study applied a qualitative approach that examined contextual dynamics, implementation issues (Article 1) and perceived impacts (Article 2). Data were collected using semi-structured interviews and analyzed using thematic analysis. Overall, 12 program staff (5 females), one Elder (male) and 10 youth (8 females) participated in semi-structured interviews. In addition, 11 youth (7 females) participated in two focus groups. The data from the youth and staff were included in the first study. The focus group data was included in the second study. In Article 1, findings were categorized into strategies for success and challenges. The following six themes were identified within the strategies for success: (a) designing youth engagement strategies, (b) being creative and adaptable, (c) being a positive presence, (d) applying experiential learning techniques, (e) balancing the integration of culture with youth voice and (f) identifying partnerships and developing relationships with the community. The three themes relating to challenges were (a) community diversity, (b) social issues and (c) staff burn-out. In Article 2, data analysis resulted in three themes that describe the perceived program effects at the participant, staff and community levels. The three major themes include: a) progressive leadership development, b) enhanced relationships and c) increased community participation. Within the second study (Article 3), methods were based on youth participatory evaluation and Photovoice and the design included capacity building, stakeholder analysis, photo exploration and utilization-focused activities. Using a thematic analysis, five themes were identified: (a) fun and fulfilling to engage the children, (b) positive outcomes for youth leaders, (c) community impacts, (d) challenges and (e) opportunities for improvement. Findings for each study are discussed in relation to current theory and practice, and recommendations are provided for future research and programming. This research makes contributions to applied positive youth development programming, community-based research with First Nations youth, youth-led participatory research and developmental systems theory

Behind the Scenes of Youth-led Community Events: A Participatory Evaluation Approach Using Photovoice in a Canadian First Nation Community.

AbstractChallenges created by colonial policies have created a range of negative impacts on the health and well-being of First Nations, Mtis and Inuit (FNMI) youth. Research examining leadership programming for FNMI youth has begun to demonstrate positive impacts. Participatory evaluation aligns with the philosophy of leadership programming and has the potential to promote multiple benefits for the youth and community within FNMI context. The purpose of this research was to implement a participatory evaluation examining youth-led community events within a leadership program for FNMI youth. The data was collected using methods based on youth participatory evaluation principles and Photovoice practices including capacity building, stakeholder analysis, photo exploration and utilization-focused activities. A thematic analysis was used to examine the data and five themes were identified: (a) fun and fulfilling to engage the children, (b) positive outcomes for youth leaders, (c) community impacts, (d) challenges and (e) opportunities for improvement. This study applies a novel approach that combines Youth Participatory Evaluation and Photovoice to examine a youth leadership program for FNMI youth. The procedures and the results regarding program impacts and implementation issues are relevant for research and evaluation in programming for FNMI youth, as well other youth-led programs. Keywords: Leadership; Youth engagement; Positive youth development; Program evaluation; Indigenous; Aborigina