Critical Thinking And Decision Making In Positive Youth .

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Critical Thinking andDecision Making inPositive YouthDevelopment:Rapid Literature ReviewClearinghouse Technical Assistance TeamAs of May 20, 2019This material is the result of partnership funded by the Department of Defense between the Office of the Deputy Assistant Secretary of Defense for MilitaryCommunity and Family Policy and the USDA’s National Institute of Food and Agriculture through a grant/cooperative agreement with Penn State UniversityAs of Date

Table of ContentsExecutive Summary . 3Introduction . 3Defining Key Terms . 4Critical Thinking (CT) .4Decision Making (DM).4Critical Thinking and Decision Making in Positive Youth Development . 4Five Cs .4Framework of Developmental Assets .5Resilience and PYD .5Studies Associated with Decision Making and Critical Thinking . 5Online Resources . 12Conclusion . 13Suggested Citation . 13References. 14Page 2 of 16Clearinghouse for Military Family Readiness at Penn Statewww.militaryfamilies.psu.edu

Executive SummaryThis report was conducted in response to a request from CYFAR (Children, Youth, andFamilies at Risk) with the University of Minnesota in partnership with Penn StateUniversity. These findings address research related to short and long-term outcomesobtained through both decision making (DM) and critical thinking (CT) components inpositive youth development programs.Adolescence as a developmental period is marked by a number of physical,developmental and emotional changes. Positive youth development programs seek toensure that youth thrive into adulthood and to protect them from succumbing to riskfactors during adolescence (e.g., substance abuse, unplanned pregnancies, schooldelinquency). Two competencies that are addressed in PYD programming are criticalthinking and decision making skills, both of which promote positive outcomes in youthand reduce problematic behaviors.This report provides: Definitions of key terms;Critical thinking and decision making in positive youth development;List of studies associated with decision making and critical thinking; andOnline Resources.Please note that this rapid review provides a preliminary examination of the researchon outcomes related to critical thinking and decision making; however, it is notintended to serve as a comprehensive review of the literature.IntroductionThe Technical Assistance team at the Clearinghouse for Military Readiness at PennState (Clearinghouse) conducted a brief, rapid review of the literature on the topic ofpositive youth development including components of critical thinking and decisionmaking with a focus on research promoting positive outcomes and resiliency in youthand adults.Research examining the impact of decision making and critical thinking in adolescentswere identified by searching peer reviewed journal articles with an emphasis onresearch published between 2000 and 2019. Search queries included variouscombinations of the terms positive youth development, youth development programs,critical thinking, decision making, executive function[ing], cognition, positiveoutcomes, and risk factors, and adolescents.Page 3 of 16Clearinghouse for Military Family Readiness at Penn Statewww.militaryfamilies.psu.edu

Defining Key TermsCritical Thinking (CT)Critical thinking is defined as “the intellectually disciplined process of actively andskillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluatinginformation gathered from, or generated by, observation, experience, reflection, orcommunication, as a guide to belief and action” (Paul, 1993, page 22). Criticalthinking involves using a set of cognitive skills or strategies to consider varioussolutions to problems. One makes judgements on a course of action or what to believeand then pursues a final course of action through making a decision (Halper, 1999).Decision Making (DM)Linked to the process of critical thinking, decision-making involves weighing potentialrewards and consequences (Balogh, Mayes, & Potenza, 2013). Poor decision makingmay occur with a lack of understanding about factors within one’s control orunderstanding about the decision itself, a confused or underdeveloped understandingof one’s personal values, a lack of information in order to weigh assumptions, or theimpact of a time constraint (i.e., real or perceived as being real) (Taylor, 2018).Critical Thinking and Decision Making in Positive YouthDevelopmentIn the past few decades, programming aimed towards developing youth has shifted infocus from eliminating the deficits youth face to an approach focused on promotingyouths’ strengths and assets, a framework referred to as positive youth development(PYD) (Roth & Brooks-Gunn, 2003). Connected to theories of human development, PYDconcurrently promotes positive outcomes in youth while reducing adolescent riskbehaviors (Ciocanel, Power, Eriksen, & Gillings, 2017).Five CsOne well-supported framework in the literature on PYD conceptualizes adolescentdevelopment using the “Five Cs:” Competence, Confidence, Connection, Character,and Caring (Lerner, Fisher, & Weinberg, 2000; Pittman, Irby, Tolman, Yohalem, &Ferber, 2003). For the purposes of this review, the construct of competence is ofparticular interest given its connection to decision making and critical thinking skills.Competence includes possessing positive perceptions of one’s choices and actions invarious areas including social, academic, cognitive, health, and vocational realms andis a vital part of PYD programs (Eccles & Gootman, 2002; Lerner et al., 2005). Morespecifically, cognitive competence encompasses elements of both decision-makingand critical thinking. Programming including activities which promote the 5 C’s showpromise in guiding youth towards better outcomes (e.g., employment, educationalattainment, healthy relationships) (Lerner & Lerner, 2013). In the context ofprogramming, this provides further support for the inclusion of components whichPage 4 of 16Clearinghouse for Military Family Readiness at Penn Statewww.militaryfamilies.psu.edu

promote critical thinking and decision-making as key outcomes of effective evidenceinformed PYD programs (Benson, Scales, Hamilton, & Sesma, 2006; Lerner, 2005).Framework of Developmental AssetsBeyond the 5C’s, decision-making and critical thinking are skills highlighted in otherframeworks of promising PYD programming as well. For example, the Framework ofDevelopmental Assets for youth ages 12 to 18 presents a list of 40 age appropriateadolescent skill strengths that when applied in youth programming prevent high-riskyouth behaviors such as dropping out of school or unplanned pregnancies and increaseresilience and positive outcomes (Benson et al., 2006). Of the list of assets in theframework, half include internal social-emotional assets such as skills, competenciesand values, including developing both decision-making and critical thinking skills.Resilience and PYDThe constructs of decision-making and critical thinking also appear in the researchliterature on resiliency. In studies of youth who succeed in spite of challenges(resiliency research), youth who have a consistent relationship with caring adult(s),high expectations, and opportunities to actively participate in their personal growthand development are more likely to overcome life obstacles (Masten, 2001). Whileoutcomes for children and adolescents who have faced trauma and other challengescan be dire, resiliency demonstrates that the same youth who face very difficultchallenges or threats to their overall well-being can still achieve positive outcomesand be successful in life (Masten, 2001).The question of what ingredients are needed to foster resiliency has been the focus ofvaried research studies (Taylor, 2018; Fergus & Zimmerman, 2005). Resilient childrenand youth have a unique skill set that sets them apart from other children who do notfare as well in overcoming life challenges. Resilient children have been found to havestrong cognitive skills: children can think critically and problem solve well (Pittman etal., 2003). Adolescents who can think deliberatively about what course of action totake are less likely to engage in problematic behaviors such as getting drunk, engagingin risky sex, and using drugs (Balogh et al., 2013; Wolff & Crockett, 2011).Studies Associated with Decision Making and Critical ThinkingThe following 8 studies relate to the relationship between outcomes and risk factorsin youth, PYD Programming, and decision-making and critical thinking. It is importantto note that the studies vary by research focus, design, and methodology, with someusing a less rigorous design and methodology. Further investigation on the strength ofthe research design as well as a more comprehensive review of the literature isrecommended before generalizing the results of the studies. They provide anoverview of current themes and trends within the literature around the topic ofinterest and are provided to inform future investigation.Page 5 of 16Clearinghouse for Military Family Readiness at Penn Statewww.militaryfamilies.psu.edu

StudyPopulationDecision-Making (DM)and Critical Thinking(CT) ComponentsPositive Outcomes(Desirable)Risk FactorsReference and NotesStudy: The Impact of EnhancingStudents’ Social and EmotionalLearning: A Meta-analysis of SchoolBased UniversalInterventionsGrades K-12studentsSocial-emotionalLearning (SEL) Programstarget social-emotionalskill performance, whichincludes social-cognitiveand affectivecompetencies such asemotions recognition,stress-management,empathy, problemsolving, or DM skills. gression)Internalizedmentalhealth issues(i.e.,depression,anxiety,stress, socialwithdrawal)Durlak, Weissberg,Dymnicki, Taylor, &Schellinger (2011)SubstanceuseDelinquencyUnprotectedsexWolff & Crockett, (2011)Summary: Meta-analysis of 213 schoolbased, universal social and emotionallearning (SEL) programs involving270,034 students. The study found thatSEL promoted increases in positiveoutcomes, and risk factors decreased. Study: The Role of DeliberativeDecision Making, Parenting, andFriends in Adolescent Risk BehaviorsSummary: The study examined the linkbetween deliberative decision makingand risky behaviors in 7,748adolescents. The study also examinedthe relationship social contexts haveon decision making (i.e., friends, andthe influence of parents). Data fromthe National Longitudinal Study ofAdolescent Health (Add Health) wasanalyzed. In general, as DM increased,risk factors decreased; howeverparents and friends did impact qualityof DM and participation in riskybehaviors.Adolescents(50% female)in Grades 7–11 from theAdd Healthdataset (Mage 14.87,SD 1.54)Deliberative DM is thefocus of the study whichis described as “thinkingthrough various aspectsof a decision. (p. 1608).This article further lists afive-step process todecision making asproposed by decisiontheory.Social-emotionalskills (i.e.,identifyingemotions usingsocial cues, goalsetting,perspective taking,conflict resolution,and decisionmaking)Attitudes towardself and othersAcademicperformanceSocial behaviors(i.e., getting alongwith others)N/A Within the study, thelargest effect size occurredfor social-emotional skillperformance, includingproblem solving anddecision-making skills.Youth from single-parenthomes were excluded fromthe survey, whichparticularly impacted therepresentation of AfricanAmerican youth in thesample. Further study wouldbe merited to explore theeffects of race and familystructure.Used a 4-item Likert scaleon the DM process based onBeyth-Marom & Fischoff(1997)Page 6 of 16Clearinghouse for Military Family Readiness at Penn Statewww.militaryfamilies.psu.edu

StudyPopulationDecision-Making (DM)and Critical Thinking(CT) ComponentsThe Relationship of Resiliency toDecision Making and Risk Behaviorsof Cancer-Surviving AdolescentsCancerSurvivors(ages 14-19)The study exploreddecision making,cognitive functioning andresiliency and riskybehavior (substance use).The degree to which aperson adhered to 7quality DM criteria duringconsequential decisionmaking was assessed:Summary: A correlational study of 52teenage cancer survivors from upstateNY. Low resiliency and decision makingwere found to be highly significantpredictors of one or more riskbehaviors.Positive Outcomes(Desirable)1. Searches for three or2.3.4.5.6.7.Risk FactorsReference and Notes Hollen, Hobbie, Finley, &Hiebert (2001)SmokingAlcohol useIllicit druguseStudy results are limited bya small sample size.Used the Decision MakingQuality Scale (DMQS), a 7item Likert-type rating scaleto assess DM (Hollen, 1994)more choices;Considers desiredvalues and goals;Weighs the pros andcons ofconsequences;Seeks out moreinformation aboutthe pros and cons,when needed;Thinks about newinformation and whatexperts say, even ifthis conflicts withthe first choice;Reviews choicescarefully beforemaking a finalchoice;Forms detailed plansincluding backupplans.Page 7 of 16Clearinghouse for Military Family Readiness at Penn Statewww.militaryfamilies.psu.edu

StudyPopulationDecision-Making (DM)and Critical Thinking(CT) ComponentsStudy: Culturally GroundedSubstance Use prevention: AnEvaluation of the Keepin' it REALCurriculum12 to 14 yearold middleschoolstudents:3,318Mexican orMexicanAmericanstudents (47%female),1,141students ofother LatinoormultiethnicLatino origin(e.g.,Mexican andWhite,Mexican andAmericanIndian; 50%female),1,049 nonHispanicWhitestudents (48%female), and527 AfricanAmericanstudents (44%female)keepin' it REAL (kiR), aschool-based, substanceabuse preventionprogram for youth 12-14years old, is designed toteach students toevaluate dangers,develop resistance skills,and think critically aboutdrug use by learning toapply the REAL acronym(i.e., refuse, explain,avoid, leave) when in asituation that involvesdrugs.Summary: An evaluation of the keepin’it REAL curriculum which targetssubstance use among urban middleschool students at 35 schools. Anincrease, over time, in alcohol,tobacco, and marijuana use was foundfor control and treatmentgroups. However, at 2- and 14-monthspost program implementation, theincrease in alcohol use was less for thetreatment group. A smaller increasein tobacco use was found for thetreatment group at 8-monthspost implementation, but this was notsustained at 14 months.Positive Outcomes(Desirable)Risk FactorsReference and Notes Hecht et al. (2003).Substanceuse (i.e.,alcohol,cigarettes,marijuana)Program placed asPromising on theClearinghouse Continuum ofEvidence.Page 8 of 16Clearinghouse for Military Family Readiness at Penn Statewww.militaryfamilies.psu.edu

StudyPopulationDecision-Making (DM)and Critical Thinking(CT) ComponentsStudy: Effects of 2 PreventionPrograms on High-Risk Behaviorsamong African American Youth: ARandomized TrialAfricanAmericanstudents ingrades 5-8Aban Aya teachescognitive-behavioralskills to build self-esteemand empathy, managestress and anxiety,develop interpersonalrelationships, resist peerpressure, and solution, andgoal-setting skills andemphasizes practicalapplication of skills.Summary: A randomized, longitudinalstudy conducted in 12 Chicago schoolsimplementing the Aban Aya YouthProject, a multi-sector programdesigned to prevent or reduce riskybehavior in youth. The study comparedtwo versions of the intervention (i.e.,one that included community andfamily involvement and one that didnot) and a control condition thatprovided only basic healthy living andhygiene information. Boys whoparticipated in either of theintervention conditions showedreduced violent, provoking, and sexualbehavior; reduced substance use andschool delinquency; and increasedcondom use compared to the controlgroup. This study also found that boyswho participated in the interventioncondition that included community andfamily involvement had significantlyless school delinquency than boys whoparticipated in the interventioncondition that did not includecommunity and familyinvolvement. There was no significantdifference between the twointervention conditions on violence,provoking violence, sexual behavior, orcondom use.Positive Outcomes(Desirable)Risk FactorsReference and Notes Flay et al. (2004) ySubstanceuseProgram placed asPromising on theClearinghouse Continuum ofEvidence.This study also includedgirls but did not find anysignificant effects of eitherintervention condition ongirls' outcomes.Page 9 of 16Clearinghouse for Military Family Readiness at Penn Statewww.militaryfamilies.psu.edu

StudyPopulationDecision-Making (DM)and Critical Thinking(CT) ComponentsPositive Outcomes(Desirable)Risk FactorsReference and NotesStudy: Measuring Life Skills:Standardizing the Assessment ofYouth Development Indicators4th gradeand olderyouth whowere signedup for aschooldistrictsponsoredafter-schoolprogram inan urbansettingThe 10 life skill areasexamined includecommunication,community volunteering,critical thinking, decisionmaking, leadership,problem solving,responsible citizenship,self-esteem, selfresponsibility, andteamwork. Life skillsNote: In this study,the authors pointout that there is alack of consensusin the researcharound which lifeskill domainsshould be includedin PYD.N/ADuerden, Witt, Fernandez,Bryant, & Theriault (2012)197 male andfemaledetaineesfrom twodifferentfacilities, LasVegas andanother in arural areaoutside ofthe cityAuthors study theconnection betweendecision-making skillsand detainees’perception of theirpotential success oncereleased afterincarceration. Post-detentionsuccess (i.e.,involvement inprosocial activities,conflict resolutionskills, avoidingsubstance use,etc.) Summary: Literature reviews wereconducted for 10 life skill domains toidentify common definitions and, ifavailable, appropriate outcomemeasures. Data from an ethnicallydiverse sample of 758 elementary,middle, and high school aged youth forthe 10 identified instruments werecollected.Study: Decision Making andPerceived Postdetention Successamong Incarcerated YouthSummary: This cross-sectional studyanalyzes data from a 2001 surveyadministered to youth in two Nevadayouth detention facilities. Youth withhigher levels of decision-makingcompetence scored higher on a postdetention

thinking and decision making skills, both of which promote positive outcomes in youth and reduce problematic behaviors. This report provides: Definitions of key terms; Critical thinking and decision making in positive youth development; List of studies associated with decision making and critical thinking; and Online Resources.

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