What Challenges Are What Challenges Are Boys Facing and What Boys Facing and What

Opportunities Exist Opportunities Exist To Address Those To Address Those

Challenges? Challenges?

Resa Matthew, Ph.D.Resa Matthew, Ph.D.JBS International, Inc.JBS International, Inc.

Washington, DCWashington, DC September 12, 2008September 12, 2008

OverviewOverview

• Purpose of the projectPurpose of the project

• Approach usedApproach used

• Facts and strategies or interventions Facts and strategies or interventions shown to workshown to work

• LimitationsLimitations

Purpose of the Boys’ ProjectPurpose of the Boys’ Project• Commissioned by the U.S. Department Commissioned by the U.S. Department

of Health and Human Services’ Office of of Health and Human Services’ Office of the Assistant Secretary for Planning the Assistant Secretary for Planning and Evaluationand Evaluation

• Aim was to pinpoint what strengths Aim was to pinpoint what strengths make some boys likely to succeed and make some boys likely to succeed and what risks, or challenges, increase the what risks, or challenges, increase the likelihood that they will struggle. likelihood that they will struggle.

• Products DevelopedProducts Developed – Initial Findings BriefInitial Findings Brief– Annotated BibliographyAnnotated Bibliography– Fact Sheets Fact Sheets

Seven Research Areas or Seven Research Areas or DomainsDomains

• Constructive Use of TimeConstructive Use of Time• EducationEducation• EmploymentEmployment• Juvenile DelinquencyJuvenile Delinquency• Mental HealthMental Health• Substance AbuseSubstance Abuse• Victimization and MortalityVictimization and Mortality

Our ApproachOur Approach• Theoretical FrameworkTheoretical Framework

Culture, Policies

Community

Family, Peers, Schools

Boys

Source: Bronfenbrenner, 1979, 1986

Our Approach (Cont’d)Our Approach (Cont’d)

• The literature search included computer The literature search included computer searches of the major bibliographic searches of the major bibliographic databases (e.g., PsychINFO, databases (e.g., PsychINFO, MEDLINE/PubMed, EBSCOhost) looking, in MEDLINE/PubMed, EBSCOhost) looking, in particular, for two primary types of studies:particular, for two primary types of studies:

1.1. Epidemiological studies that attempt to Epidemiological studies that attempt to discover what factors make boys more or discover what factors make boys more or less prone to certain outcomes, andless prone to certain outcomes, and

2.2. Intervention studies that test whether Intervention studies that test whether certain programs or approaches increase certain programs or approaches increase boys’ likelihood of success. boys’ likelihood of success.

There is Good and BadThere is Good and Bad

• In general, In general, many adolescent boys many adolescent boys are doing well.are doing well.

• Some boys continue to struggle. Some boys continue to struggle. • There are disparities among boys There are disparities among boys

based on race/ethnicity, family based on race/ethnicity, family structure, SES, and geographic structure, SES, and geographic areas.areas.

Constructive Use of Time Constructive Use of Time

• FactsFacts– Boys are using their time constructively: nearly 50% of high Boys are using their time constructively: nearly 50% of high

school senior boys play a sport, more than a quarter take part school senior boys play a sport, more than a quarter take part in community affairs or volunteer at least once or twice per in community affairs or volunteer at least once or twice per month, more than a quarter are part of a school club or month, more than a quarter are part of a school club or activity, and about one-fifth play music or do other performing activity, and about one-fifth play music or do other performing arts. arts.

– A greater percentage of high school senior boys volunteered A greater percentage of high school senior boys volunteered their time in 2006 than in the early 1990s. their time in 2006 than in the early 1990s.

• Strategies/Interventions-Pairing youth with mentorsStrategies/Interventions-Pairing youth with mentors– Adolescents who have supportive adults in their lives develop Adolescents who have supportive adults in their lives develop

personal qualities, such as life skills, problem-solving skills, personal qualities, such as life skills, problem-solving skills, and social skills.and social skills.

– For boys in particular, features of effective mentoring For boys in particular, features of effective mentoring programs include:programs include:Matching boys with male mentors who share the same culture, Matching boys with male mentors who share the same culture, race, ethnicity, or interestsrace, ethnicity, or interestsHaving mentors focus on teaching specific skills rather than Having mentors focus on teaching specific skills rather than simply trying to develop emotional connections simply trying to develop emotional connections

EducationEducation

• FactsFacts– While overall school dropout rates have declined, in 2004, boys While overall school dropout rates have declined, in 2004, boys

still represented over half (56 percent) of school dropouts ages still represented over half (56 percent) of school dropouts ages 16 to 24. 16 to 24.

– African American and Hispanic adolescents have improved their African American and Hispanic adolescents have improved their performance on standardized tests over the last 20 years; performance on standardized tests over the last 20 years; however, their achievement continues to be lower than that of however, their achievement continues to be lower than that of their White peers.their White peers.

• Strategies/Interventions- School based peer support Strategies/Interventions- School based peer support programsprograms– Effective elements include:Effective elements include:– Providing adult facilitators, both from the school and the Providing adult facilitators, both from the school and the

communitycommunity– Including peer facilitators who have a semester’s worth of Including peer facilitators who have a semester’s worth of

training in listening and communication skillstraining in listening and communication skills– Ensuring that meetings occur weekly for regular periods of time Ensuring that meetings occur weekly for regular periods of time

(about an hour)(about an hour)– Using a social skills curriculum that teaches good social Using a social skills curriculum that teaches good social

behaviors, such as communicating clearly, listening, resolving behaviors, such as communicating clearly, listening, resolving conflicts, sharing, and helping othersconflicts, sharing, and helping others

EmploymentEmployment

• FactsFacts– The employment rate for high school boys ages 16-18 The employment rate for high school boys ages 16-18

dropped from 33% in ’95-”96 school year to 25% in the dropped from 33% in ’95-”96 school year to 25% in the ’03-’04 school year.’03-’04 school year.

– A 2007 study showed that boys and girls who were A 2007 study showed that boys and girls who were employed while in school learned how to more efficiently employed while in school learned how to more efficiently manage their time, were more motivated, and learned manage their time, were more motivated, and learned about workplace norms and responsibilities about workplace norms and responsibilities

– In 2007, employed high school students spent more time In 2007, employed high school students spent more time participating in religious, spiritual, and volunteer activities participating in religious, spiritual, and volunteer activities

• Strategies/Interventions-Hours of employmentStrategies/Interventions-Hours of employment– Youth who work 20 hours or less a week are more likely to Youth who work 20 hours or less a week are more likely to

attain some college education attain some college education – Youth who work more than 20 hours a week may be at risk Youth who work more than 20 hours a week may be at risk

for negative outcomesfor negative outcomes

Juvenile DelinquencyJuvenile Delinquency

• FactsFacts– In 2006, arrests of boys represented more than 70% of In 2006, arrests of boys represented more than 70% of

all juvenile arrests all juvenile arrests – From 1994 to 2004, there was a 21% increase in the From 1994 to 2004, there was a 21% increase in the

number of youth who were held in adult jails number of youth who were held in adult jails – In 2006, nearly 20% of people arrested for violent In 2006, nearly 20% of people arrested for violent

crimes were under the age of 18 and boys represented crimes were under the age of 18 and boys represented 83% of juvenile arrests for these violent crimes 83% of juvenile arrests for these violent crimes

– More than 25% of persons arrested for property crimes More than 25% of persons arrested for property crimes were under age 18 and boys made up 68% of juvenile were under age 18 and boys made up 68% of juvenile arrests for property crimes, according to 2006 figures arrests for property crimes, according to 2006 figures

• Strategies/InterventionsStrategies/Interventions– Supportive parents and other adultsSupportive parents and other adults– Parental monitoring Parental monitoring – Involvement in positive social activitiesInvolvement in positive social activities

Mental HealthMental Health

• FactsFacts– While adolescent boys report depression less frequently While adolescent boys report depression less frequently

than girls, depressed boys are more resistant to than girls, depressed boys are more resistant to treatment and more likely to commit suicide.treatment and more likely to commit suicide.

– In 2006, an estimated 7% of youth in the United States In 2006, an estimated 7% of youth in the United States had ADHD, and boys were about three times as likely as had ADHD, and boys were about three times as likely as girls to have the diagnosis. girls to have the diagnosis.

– Adolescents from low-income families show higher risk Adolescents from low-income families show higher risk for all forms of mental illness. For instance, for all forms of mental illness. For instance, disadvantaged boys are at elevated risk for depression disadvantaged boys are at elevated risk for depression and suicide in adolescence. and suicide in adolescence.

• Strategies/InterventionsStrategies/Interventions– Fostering self-confidenceFostering self-confidence– Promoting positive problem solving skillsPromoting positive problem solving skills– Attachment to schoolAttachment to school– Positive relationships with peersPositive relationships with peers

Substance AbuseSubstance Abuse• FactsFacts

– In 2006, boys were typically more likely than girls to In 2006, boys were typically more likely than girls to drink large quantities of alcohol in a single sitting, drink large quantities of alcohol in a single sitting, and these gender differences become considerably and these gender differences become considerably larger at the upper grade levels larger at the upper grade levels

– While older boys tend to smoke, drink, and use drugs While older boys tend to smoke, drink, and use drugs more than younger boys do, eighth graders are more more than younger boys do, eighth graders are more likely than older boys to use inhalants. likely than older boys to use inhalants.

– Among boys and girls ages 12 to 17, prescription Among boys and girls ages 12 to 17, prescription drugs have become the second most abused drug drugs have become the second most abused drug behind marijuana behind marijuana

– Studies have linked adolescents’ abuse of alcohol, Studies have linked adolescents’ abuse of alcohol, drugs, and tobacco to many other problem behaviors drugs, and tobacco to many other problem behaviors and outcomes, including low academic performance, and outcomes, including low academic performance, suicide, automobile accidents, and juvenile suicide, automobile accidents, and juvenile delinquencydelinquency

Substance AbuseSubstance Abuse• Strategies/Interventions-Family strengthening & support Strategies/Interventions-Family strengthening & support

programsprograms– Teaching parents, through group or one-on-one sessions, to Teaching parents, through group or one-on-one sessions, to

reward good behavior, communicate better with their children, reward good behavior, communicate better with their children, put in place ways, such as weekly family meetings, for the put in place ways, such as weekly family meetings, for the whole family to communicate, set rules and expectations for whole family to communicate, set rules and expectations for their children, and discipline fairly and calmlytheir children, and discipline fairly and calmly

– Encouraging family bonding through shared activities and Encouraging family bonding through shared activities and meals with other familiesmeals with other families

– Teaching young people, through group or one-on-one sessions, Teaching young people, through group or one-on-one sessions, a range of skills including how to cope with stress, set goals, be a range of skills including how to cope with stress, set goals, be aware of and control their feelings, solve problems, deal with aware of and control their feelings, solve problems, deal with peer pressure, and communicate betterpeer pressure, and communicate better

– Providing families with access to appropriate mental health Providing families with access to appropriate mental health screenings, and with the skills, tools, and supports needed to screenings, and with the skills, tools, and supports needed to address their child’s mental health needsaddress their child’s mental health needs

– Fostering parent-child bonding through therapy sessions, Fostering parent-child bonding through therapy sessions, including “play therapy” in which parents and children do including “play therapy” in which parents and children do activities together in the presence of a trained therapistactivities together in the presence of a trained therapist

Victimization and MortalityVictimization and Mortality

• FactsFacts– Between 1994 and 2004, fewer boys between the ages of Between 1994 and 2004, fewer boys between the ages of

10 and 18 have died each year. (Boys are most often killed 10 and 18 have died each year. (Boys are most often killed in accidents, such as car crashes, followed by homicide and in accidents, such as car crashes, followed by homicide and suicide.) suicide.)

– In 2006, school was the most common setting for violent In 2006, school was the most common setting for violent victimizations: 53% of victimization for 12- to 14-year-olds victimizations: 53% of victimization for 12- to 14-year-olds and 32% of victimization for 15- to 17-year-olds occurred and 32% of victimization for 15- to 17-year-olds occurred on school grounds on school grounds

• Strategies/InterventionStrategies/Intervention– Reduce access to firearms in the home, especially for boysReduce access to firearms in the home, especially for boys– Encourage association with positive peers Encourage association with positive peers – Ability to discuss problems with parents Ability to discuss problems with parents

Challenges and Challenges and LimitationsLimitations

•Lack of a health domainLack of a health domain

•Short time frameShort time frame

•U.S. studies onlyU.S. studies only

To access the products, To access the products, please visit the following please visit the following

web sitesweb sites• Findings Brief Findings Brief

http://aspe.hhs.gov/hsp/08/boys/Findings1http://aspe.hhs.gov/hsp/08/boys/Findings1

• Fact Sheets Fact Sheets http://aspe.hhs.gov/hsp/08/boys/FactSheehttp://aspe.hhs.gov/hsp/08/boys/FactSheetsts

• Annotated Bibliography Annotated Bibliography http://aspe.hhs.gov/hsp/08/boys/Bibliohttp://aspe.hhs.gov/hsp/08/boys/Biblio

Contact Information Contact Information

Resa MatthewResa MatthewJBS International, Inc. JBS International, Inc. Phone: (301) 496-1080Phone: (301) 496-1080

Email: Email: rmatthew@jbsinternational.cormatthew@jbsinternational.co

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