My program is

Youth Empowerment Program (YEP)

Analysis: Interventions Not Tailored; Assesses how the program's interventions are not tailored to developmental needs

1. Analysis: Analyze the selected community or school-based program. Determine which risk and resiliency factors the program address regarding your targeted age group and why? Describe how well the interventions address personal and social (socioemotional) functioning, and how they could be improved. Keep in mind that some programs incorporate evidence in their practices, while others may not. It is important that you consider the accumulation of evidence for the age group you are targeting. Is there sufficient evidence to support inclusion of the interventions? Include at least three research studies for one intervention.
   1. What are the most important needs of the selected age group with respect to the personal and social functioning targeted by the program? What is the importance of addressing these needs? For example, why is learning to cooperate so important for infants?
   2. In what ways are the program's interventions tailored to the unique developmental needs, risk and resiliency factors of the targeted age group? For example, teaching cooperation should take different forms for different age groups. Explain why this is important?
   3. In what ways are the program's interventions not tailored to the unique developmental needs, risk and resiliency factors of the targeted age group? Are they too generalized, or more appropriate for a different age group?
   4. What is the role this program and its interventions play in promoting the improvement of personal and social functioning of children from birth to adolescence? In other words, how does this program contribute to the development of the future adult? Provide specific examples.
   5. Explain how this program and its interventions incorporate or fail to incorporate evidence-based practices. Some questions to consider include the following: How are evidence-based practices used? Are they incorporated into the program interventions? What evidence is provided that tell us the practices are effective? What benefit does incorporation of these practices provide? Are there any drawbacks to them not being incorporated? Where are the opportunities for further incorporation of evidence-based practices, and how did you identify these gaps?
   6. How do risk and resiliency factors for the targeted age group influence the type of interventions provided by the program?
   7. How do the specific interventions take into consideration risk and resiliency factors?

References:

Zimmerman, M. A., Eisman, A. B., Reischl, T. M., Morrel-Samuels, S., Stoddard, S. A., Miller, A. L., Hutchison, P., Franzen, S., & Rupp, L. (2017). Youth Empowerment Solutions: Evaluation of an After-School program to engage middle school students in community change.Health Education & Behavior,45(1), 20-31.https://doi.org/10.1177/1090198117710491

Schwartz, S. E. O. (2012, April 4).Mentoring relationships and adolescent Self-Esteem. PubMed Central (PMC).https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3873158/

Morrel-Samuels, S., Rupp, L., Eisman, A. B., Miller, A. L., Stoddard, S. A., Franzen, S., Hutchison, P., & Zimmerman, M. A. (2017). Measuring the implementation of youth empowerment solutions.Health Promotion Practice,19(4), 581-589.https://doi.org/10.1177/1524839917736511