When our intention is to help, When our intention is to help, but we unintentionally harm but we unintentionally harm the youth in our programsthe youth in our programs

Michael Karcher, Asst. ProfessorMichael Karcher, Asst. Professor

UT San AntonioUT San Antonio

CIS Evaluation Team 2002-03CIS Evaluation Team 2002-03

Why it is important to measure Why it is important to measure what we are doing and how it what we are doing and how it affects the kids in CIS programsaffects the kids in CIS programs

Sometimes we mean well, but our Sometimes we mean well, but our interventions are overtaken by the forces of interventions are overtaken by the forces of peer pressure--and we harmpeer pressure--and we harm

CIS provides many services, some of CIS provides many services, some of which may be more helpful than otherswhich may be more helpful than others

Knowing how “what goes on” relates to Knowing how “what goes on” relates to “how kids change” helps improve programs“how kids change” helps improve programs

““When Interventions HarmWhen Interventions Harm” ” Dishion, McCord, Poulin, 1999Dishion, McCord, Poulin, 1999American PsychologistAmerican Psychologist..

Followed up kids 30 Followed up kids 30 years after receiving years after receiving multiple services.multiple services.

Behaviorally at-risk Behaviorally at-risk kids who were put kids who were put into groups and into groups and settings with similar settings with similar kids got much worse kids got much worse down the road.down the road.

The long term result of the The long term result of the interventions:interventions:

Initially, youth appeared to be better behaved Initially, youth appeared to be better behaved and report better self-concepts and school and report better self-concepts and school attitudes.attitudes.

But, teachers rating them 1 and 3 years later But, teachers rating them 1 and 3 years later said they misbehaved far more than other said they misbehaved far more than other kids who were similarly “at-risk” at the start of kids who were similarly “at-risk” at the start of the program.the program.

30 years later, more of these youth had died, 30 years later, more of these youth had died, been incarcerated, had drug & mental probs.been incarcerated, had drug & mental probs.

WHY?WHY?

The “delinquent” kids The “delinquent” kids reinforced each reinforced each others’ rebellious others’ rebellious behaviors by laughing, behaviors by laughing, agreeing, and agreeing, and encouraging rule-encouraging rule-breaking behaviors.breaking behaviors.

They call this They call this “Deviancy Training”“Deviancy Training”

Youth most susceptible to Youth most susceptible to “deviancy training”:“deviancy training”:

Older youthOlder youth Those already more engaged in rule-Those already more engaged in rule-

breaking behaviors and attitudes.breaking behaviors and attitudes. Behaviorally deviant kids who interact in Behaviorally deviant kids who interact in

contexts with many other deviant kids. contexts with many other deviant kids.

Maybe those kids were born bad. Maybe those kids were born bad. Really, how bad is the problem?Really, how bad is the problem?

Lipsey found that 30% of Lipsey found that 30% of interventions for interventions for adolescent problem adolescent problem behaviors resulted in the behaviors resulted in the kids getting worse.kids getting worse.

Peer reinforcement Peer reinforcement occurred at 9 times the rate occurred at 9 times the rate as adult reinforcement--as adult reinforcement--especially with skilled especially with skilled counselors.counselors.

Mentoring: Similar problemMentoring: Similar problem

Mentors who serve as mentors for the Mentors who serve as mentors for the purpose of “self-enhancement” (to feel purpose of “self-enhancement” (to feel good about themselves) get frustrated.good about themselves) get frustrated.

As many as half of mentor-mentee As many as half of mentor-mentee matches terminate in the first 6 months.matches terminate in the first 6 months.

Positive effects tend to occur only after 6 Positive effects tend to occur only after 6 months; negative effects (lowered self-months; negative effects (lowered self-esteem) occur when matches end in the esteem) occur when matches end in the first 6 months.first 6 months.

Whose relationships fail?Whose relationships fail?Grossman & Rhodes, 2002Grossman & Rhodes, 2002

Am. Journal of Community PsychologyAm. Journal of Community Psychology

Older adolescentsOlder adolescents Those with histories of abuse--physical or Those with histories of abuse--physical or

emotional.emotional. Minority boys most likely (and White girls the least Minority boys most likely (and White girls the least

likely) to end early.likely) to end early. Matches in which kids and mentors did not share Matches in which kids and mentors did not share

any interestsany interests Those whose mentors were ages 26-30 and Those whose mentors were ages 26-30 and

married (65% more likely than single mentors)married (65% more likely than single mentors)

What relationships succeed?What relationships succeed?Dubois, Neville, Parra, & Pugh-Lilly, 2002Dubois, Neville, Parra, & Pugh-Lilly, 2002Am. Journal of Community PsychologyAm. Journal of Community Psychology

Matches in which mentees come to see Matches in which mentees come to see their mentors as significant adultstheir mentors as significant adults

Matches with well trained and regularly Matches with well trained and regularly supervised mentors.supervised mentors.

Matches that talk about social issues in Matches that talk about social issues in the mentees’ lives.the mentees’ lives.

Those that engaged in athletic/sport Those that engaged in athletic/sport activitiesactivities

Questions we can answer with Questions we can answer with your help:your help:

What kinds of mentor expectations lead What kinds of mentor expectations lead mentors to quit or show up irregularly?mentors to quit or show up irregularly?

What kinds of mentor-mentee activities What kinds of mentor-mentee activities and interactions generate the best and interactions generate the best results?results?

What kinds of mentors do youth come What kinds of mentors do youth come to see as significant adults in their lives?to see as significant adults in their lives?

Michael J. Karcher, Ed.D., Ph.D.College of Education and Human DevelopmentUniversity of Texas at San Antonio501 West Durango Blvd., Suite 4.314(210) 458-2671; 458-2605 (fax)mkarcher@utsa.edu