JOHNS HOPKINS UNIVERSITY - cps.ca
Transcript of JOHNS HOPKINS UNIVERSITY - cps.ca
Protective factors associated with
psychosocial and behavioral health
outcomes among Native American youth
participating in an entrepreneurship
education intervention
Francene Larzlere, BA, MPC, PhD (in process)
DISCLOSURE SLIDE
• I, Francene Larzelere, have no relevant financial
relationships with the manufacturer(s) of commercial
services discussed in this CME activity
OUTLINE
• Background on Johns Hopkins Center for American Indian Health
• Arrowhead Business Group Youth Entrepreneurship Education program
• Protective factors associated with targeted program impacts at baseline
• Conclusions & Next Steps
Johns Hopkins Center for American Indian
Founded in 1991 by Dr. Mathu
Santosham, based on 10+ years
work with Southwest tribes
Mission: To work in partnership
with American Indian and Alaska
Native communities to raise AI/AN
health status, self-sufficiency and
health leadership of AI/AN people
to the highest possible level
NINE OFFICES SERVING RESERVATION
COMMUNITIES
White Mountain Apache
Navajo Nation
Hopi
UTAH COLORADO
NEW MEXICO
ARIZONAAlbuquerque
Tucson
Phoenix
Arizona
• Chinle
• Fort Defiance
• Tuba City
• Whiteriver
• Fort Apache
New Mexico
• Albuquerque
• Gallup
• Santo Domingo
• Shiprock
Santo Domingo Pueblo
Our Center’s Core Programs
Training & Scholarships
Behavioral and Mental
Health Promotion
InfectiousDisease
Prevention
SOCIAL RELATIONSHIPS• Peers• Caring Adults• Elders• Community
LIFE OPPORTUNITIES• Education• Employment• Service
SELF-CARE• Behavioral• Mental• Spiritual
IDENTITY• Values• Cultural Identity• Self-Esteem• Communal
Mastery
Values identification with Apache role models
Coping and problem-solving skill-building
Self-care skill-building
Didactic financial literacy & entrepreneurship education
Culture-based job training
Mentored, internships,apprenticeships
Prosocial peer activities
Goal-setting
Elder teachings
College guidance andfield trips
Learning Apache language & history of entrepreneurship
Elder, adult & peer mentoring
Communityevents
Healthy recreationalactivities Less alcohol
& drug use
Decreased suicidal
thoughts & behaviors
Less violent behaviors
Decreased sexual risk
taking
Improved connectednes
s to caring adults
Improved connectedness to
school & peers
Hopefulness about the
futureDecreased depressive symptoms
Greater life skills self-efficacy
Communal mastery
Increased locus of control
Increased school
attendance
Improved school
performance
Increased college &
occupational interest
Economic advancement & empowerment
Increased entrepreneurial activity
& small business knowledge
Building a web of support
Communication & decision-making skill-building
Theoretical Model
Intervention Development
• Promote school connectedness– Increase college matriculation and aspiration
• Teach life skills: communication, coping, problem solving
• Cultivate relationships with positive peers, caring adults,
business mentors and Apache Elders
• Foster employment readiness, job skills training, and
small business development
• Reinforce Apache identity and cultural connectedness
Intervention Structure & Delivery
• 16-sessions:
– 10 during summer
residential camp
– 6 post-camp workshops
• Delivery by 2 Apache
facilitators to mixed-gender
groups of youth
• Participation and mentorship
from Apache entrepreneurs,
community leaders and key
stakeholders
• Opportunity for business
incubation and start-up
Intervention Evaluation
• Randomized controlled
trial (2:1)
• Youth ages 13-16 (N=393)
• 3 cohorts
• Surveys: Baseline through
24 months; assess 4
domains: 1) Psychosocial
2) Behavioral health
3) Educational
4) Economic
Figure 2: Trial Design
Screened for eligibility based on
inclusion/exclusion criteria Excluded -Not meeting inclusion criteria
Completion of assent and parental permission
Excluded -Participant declined participation
Baseline Assessment (All outcomes measured)
2:1 Randomization (by individual)
ABG Program 10 camp-based sessions
6 workshops 3 group-based sport and
recreational events (control)
Post-Intervention Assessment (All outcomes measured)
6-Month Post-Intervention Assessment (All outcomes measured)
Noncompliance with data collection -Reasons for non-completes
Control Program 3 group-based sport and
recreational events
12-Month Post-Intervention Assessment
(All outcomes measured)
24-Month Post-Intervention Assessment
(All outcomes measured)
Analysis
• Explored protective
baseline associations
between youth’s
sociodemographic,
sociocultural & household
characteristics and ABG’s
primary outcomes:– Connectedness
– Depression/hopelessness
– Locus of control
– Life skills self-efficacy
– Substance use
– Sexual risk-taking
– Violence to self and others
Results: Connectedness
Friends Self Future Self Peers School Teachers
Aware of
Connection
Gender
Boys Ref
Girls 0.18*
Language Spoken At Home
Spanish 0.47* 0.45**
Youth lives a…
Hispanic/Mexican American way of life 0.34**
Follow Christian beliefs 0.33*** 0.41*** 0.31*** 0.39*** 0.50*** 6.81***
Importance of traditional Native values &
practices 0.19** 0.29* 0.39** 0.43** 4.58*
Results: Socioemotional
Depression
Locus of
Control
Life Skills Self
Efficacy Hopefulness Hopelessness
Follow traditional Native beliefs 1.36**
Follow Christian beliefs 0.33*** 1.29*** 0.31*** -1.16**
Importance of traditional Native values & practices 0.37** -1.91**
Results: Substance Use & Sexual Initiation
• NO factors protected against lifetime substance use and
lifetime sexual initiation except:– Following Christian beliefs protected against lifetime use of cigarettes
and illicit/prescription drugs
Results: Violence and Suicide
Carried
Weapon,
Last 30 days
Fight Last
Year
Fight School
Property,
Last Year
Suicide
Attempt,
Last Year
Gender
Boys Ref Ref
Girls 0.31*** 0.47**
Language Spoken At Home
English 0.39*
Follow Christian beliefs 0.43** 0.18***
Who cares for you in your home?
Both parents Ref Ref
One parent (mother or father) 0.51* 0.62
Grandparent(s) 0.67 0.33*
Conclusions
• Several factors operating at baseline to positively impact
the trial’s targeted outcomes– Importance of having traditional Native values and practices
– Following traditional Native beliefs
– Following Christian beliefs
• That ABG aims to reconnect youth to their values and
beliefs, plus that of their family and community--- shows it
is well fit to the needs of enrolled youth participants
Next Steps
• Variables with significant, positive associations with
targeted outcomes at baseline will be adjusted for in final
analyses
• Additional consideration of the strength of these factors in
combination with other factors (measured and not
measured in the trial) for impacting ABG efficacy
• Qualitative data collection to understand how values and
beliefs are impacting key outcomes
• Latent class analysis to distinguish subgroups
Acknowledgements
• Allison Barlow
• Feather Sprengeler
• Novalene Goklish
• Sean Parker
• Vanya Szabo
• Rebecca Larson
• Ryan Grass
• Allison Ingalls
• Summer Rosenstock
• Sarah Stern
• Lauren Tingey
National Institutes of
Health: NARCH
THANK YOU!
Francene Larzelere, BA, MPC,
PhD Candidate
Johns Hopkins Center for
American Indian Health
Phone: (928) 338-3032