Best Practices in Adolescent Pregnancy Prevention

Chapter 2, Section 3: Youth Development

In designing youth development programs to address adolescent pregnancy outcomes, the hope is that the programs will build on the strengths of young people in positive, life-affirming ways, and that as their resiliency and life skills become greater, they will avoid behaviors that may have detrimental effects on their futures. The youth development approach is not designed to “fix the problem of youth,” but to create stronger, more resilient, highly capable, goal-oriented young people.

A report entitled, Understanding Youth Development: Promoting Positive Pathways of Growth (1997) published on the U.S. Department of Health and Human Services’ Family and Youth Services Bureau website, outlines four key areas of development that should be fostered in young people to help them avoid risk-taking behaviors and assist them to lead healthy and happy lives. Research shows that we can assist youth on positive developmental pathways when we help them develop the following:

A sense of industry and competency;
A feeling of connectedness to others and to society;
A belief in their control over their fate in life; and
A stable identity (U.S. Department of Health and Human Services, 1997).

Each of these characteristics is complex and there are myriad ways to foster each one. Youth development programs need to address the specific needs of the youth population they serve and work to build these four characteristics while assisting youth with the transition from childhood to adulthood. Some youth development programs have been shown to be effective in addressing non-sexual antecedents or a combination of both sexual and non-sexual risk factors (Kirby, 2001; Philliber, Kaye, Herrling, & West, 2002).

The most promising youth development programs that do not specifically address sexuality are based on service-learning, in which youth participate in a form of volunteer or unpaid community service and have structured opportunities to prepare for and reflect on the service. Other vocational education programs have not been shown to significantly reduce teen pregnancies (Kirby, 2001). To assist young people as they work through the many difficult changes and challenges of adolescence, youth development programs need to incorporate adults who are consistent, caring and supportive. Such adults must help to instill in youth a belief in the variety of life opportunities that exist and to assist youth in developing the necessary skills to make the best of their current and future opportunities (Lezin, 2002).

Research Demonstrates

At this point, it is not clear why some youth development programs are effective in reducing adolescent pregnancy and others with similar characteristics are not. This is an important area for further research (Kirby, 2001). To date, promising protocols of youth development programs do the following:

Develop the capacity of teens to set goals, organize resources, and take positive action. Strong programs build on strengths and develop life skills (National Campaign to Prevent Teen Pregnancy, 1999; Lezin, 2002). Teens who have established concrete educational and career goals are less likely to have or cause an unplanned pregnancy.
Build critical thinking skills (National Campaign to Prevent Teen Pregnancy, 1999). It is important for teens to have the skills necessary to examine situations, identify options, make critical judgments, and take actions that will ensure their health and safety. Teens often say they were unprepared for sexual situations or that “It just happened.” (Henry J. Kaiser Family Foundation, 1998). Linking critical thinking to health and sexual decision-making can help youth make healthy decisions and approach sexual behavior consciously so that nothing “just happens.”
Enhance teens’ sense of self-reliance and confidence (National Campaign to Prevent Teen Pregnancy, 1999). When teens have a sense of confidence in the skills required to perform assertive actions such as negotiating with a partner about using a condom they are more likely to be able to have control in sexual situations. If confidence or self-reliance is lacking, they will be less likely to feel comfortable negotiating situations, even if they are aware of the benefits of that negotiation.
Provide opportunities for teens to contribute and get involved and place youth in supported leadership positions (Lezin, 2002). Brooks (1992) stresses adolescents’ need for opportunities to make a contribution, make choices, solve problems, and assume responsibility. As youth assume more responsibility and take on leadership roles, they have increasing capacity to be more responsible for themselves.
Engage teens in productive activities and provide opportunities for recognition of good work (U.S. Department of Health and Human Services, 1997). Recognizing youth for positive achievements develops their sense of competency and nurtures their belief in their own abilities. Such recognition also helps youth to develop their own sense of identity and see themselves as potentially productive members of society. This can involve any number of extracurricular activities including sports, clubs, art, community service or part-time jobs. As teens feel valuable in other areas, they may see more benefits to postponing sexual activity and/or parenthood.
Provide a sense of belonging by creating positive social networks for teens within their community (National Campaign to Prevent Teen Pregnancy, 1999). Programs that promote community responsibility in addition to personal responsibility help decrease risk-taking activities in youth. Adolescents need to build a sense of connectedness to others and to society (U.S. Department of Health and Human Services, 1997).
Encourage teens to have meaningful, supportive, positive interactions with caring adults. Teens need help from adults to identify the things they do well and to assist in the development of the skills or qualities they need for identity building (Brooks, 1992). Scales (1991) discusses the significance of “at least one warm relationship with a caring adult” (page 15) in developing skills and competence in youth.
Help youth believe that they have the ability to control their fate in life (U.S. Department of Health and Human Services, 1997). It is important that youth believe they have some control over their life paths. This can be fostered when youth experience consequences that match their behaviors, be they positive or negative. Adults should provide positive outcomes or recognition for prosocial behaviors and negative consequences for misbehavior. This helps youth make connections between their own actions and their future fate. If youth have hope for their futures and believe that the choices they make will impact their lives, they may have better coping skills and make healthier decisions.
Treat each young person as “pure potential” (Philliber et al., 2002). This is one of the main tenets of the empirically successful Children’s Aid Society-Carrera Program. The positive approach and attitude of the adults in the program is crucial for the success of the youth. Many adults get frustrated with behaviors that are typical of adolescents and are part of their development. While staff may be frustrated by what they perceive as teen behavior, it is important that staff respond to each young person based on that teen’s own actions, rather than any preconceived notions or assumptions about that teen. Build on each teen’s strengths and focus on what he/she does well and is capable of achieving. Work actively with staff to shift their thinking about youth from a “deficit-based” to an “attribute-based” approach.

Implementation Tips

Work with your whole staff to outline a clear vision for implementing your youth development program. Examine your philosophical approach and the messages you wish to convey as a staff member to the young people you serve. Be sure your environment as well as the staff conveys that message.
Incorporate community members with careers and educational experience in your programs as mentors or advisors.
Recruit mentors for your programs, especially volunteers, who will maintain consistent connections with the teens you are serving.
Create ways for parents to be actively involved in the program.
Provide activities that require teens to evaluate situations and make critical judgments (i.e., debates, pro/con discussions, etc.).
Include activities and experiences that instill a sense of success. Be sure that goals are achievable and that success is acknowledged through awards or certificates.
Connect your program to other organizations that are doing community service in your immediate area.
Sponsor a neighborhood clean-up day or volunteer days at local hospitals or assisted living communities and encourage youth involvement.

Youth Development Program Assessment .pdf

To download a free copy of the Adobe Acrobat Reader, which you can use to view .pdf documents, select (click on) the Acrobat Reader icon.