America’s Military Youth by Military Child Education Coalition

Americaâ&#x20AC;&#x2122;s Military Youth Towards A Study of Positive Development in the Face of Challenge

A Whitepaper Prepared for the Military Child Education Coalition December 2009

About the Military Child Education Coalition The Military Child Education Coalition (MCEC), a nonprofit 501 (c)(3) organization, is the nation’s only organization devoted to the education needs of America’s military-connected children. A model of positive leadership and advocacy, the MCEC’s work is focused on ensuring quality educational opportunities for all military-connected children affected by mobility, family separation, and transition. The MCEC performs research, develops resources, conducts professional institutes and conferences, and publishes resources for all constituencies. For more information, please visit www.MilitaryChild.org.

About Philip “Uri” Treisman, Ph.D Co-chair of the America’s Military Youth Study Philip Uri Treisman chairs the Military Child Education Coalition (MCEC) Research Initiatives, is a member of the MCEC Science Advisory Board, and serves on the MCEC National Advisory Committee. He is a professor of mathematics and of public affairs at The University of Texas at Austin, and is the founder and executive director of the University’s Charles A. Dana Center, an organized research unit of the College of Natural Sciences. Treisman is a John D. and Catherine T. MacArthur Foundation Fellow.

About Richard M. Lerner, Ph.D Co-chair of the America’s Military Youth Study Richard M. Lerner is the Bergstrom Chair in Applied Developmental Science and the Director of the Institute for Applied Research in Youth Development at Tufts University. Lerner has more than 500 scholarly publications, including 70 authored or edited books. He was a 1980-81 fellow at the Center for Advanced Study in the Behavioral Sciences and is a fellow of the American Association for the Advancement of Science, the American Psychological Association, and the Association for Psychological Science.

About Jonathan Zaff, Ph.D Jonathan Zaff is the Vice President of Research and Policy Development at the America’s Promise Alliance. He is also a scholar-in-residence at the Institute of Applied Research in Youth Development and a senior scholar at Tisch College of Citizenship and Public Service, both at Tufts University. His research focuses primarily on studying the content of social contexts that promote positive outcomes among youth, particularly with regard to academic achievement and civic engagement.

About Jacqueline V. Lerner , Ph.D Jacqueline V. Lerner is a full professor at the Boston College Lynch School of Education. Dr. Lerner received her doctorate from Pennsylvania State University. She has been on the faculty at the Pennsylvania State University and Michigan State University. Her current research and teaching interests include the study of normative child development within the school and home contexts; temperament; maternal employment and day care influences on child development; early adolescent transitions; and life-span developmental theory.

Military Child Education Coalition®, MCEC®, and associated programs trademarks and design elements are owned and licensed by the Military Child Education Coalition. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Military Child Education Coalition.

Americaâ&#x20AC;&#x2122;s Military Youth Towards A Study of Positive Development in the Face of Challenge Richard M. Lerner Tufts University Jonathan F. Zaff Americaâ&#x20AC;&#x2122;s Promise Alliance Jacqueline V. Lerner Boston College

A White Paper prepared for the Military Child Education Coalition

Table of Contents I.

Why We Need to Know about the Strengths and Positive Development of Military Children............................. 1

II. What We Know and What We Need to Know.............................................................................................................................. 5 III. How We Can Know What We Need To Know: The Model and Method of the Proposed Research................11 IV. Conclusions and Actions Steps.............................................................................................................................................................19 References...............................................................................................................................................................................................................20

I. Why We Need to Know about the Strengths and Positive Development of School-age Military-Connected Children and Youth “We are the stewards of our children’s future. They depend on us to know what is right so that they will have the skills and knowledge to build successful lives.” Major General (Ret) John Stanford), Former Superintendent of Seattle Public Schools (deceased)

M ilitary-connected children and youth, who have parents currently serving our nation in the Active Duty Forces, the National Guard, or the Reserves, as well as children of post-9/11 Veterans, have often-unrecognized strengths and important ways of navigating in complex situations and environments. These children also have unique opportunities for positive growth. If we have the knowledge to align the strengths of military children with positive, growthsupporting resources in their families, schools, and communities we can better promote their thriving. The purpose of this White Paper is to explain the need for such knowledge, to propose an effective means to generate it, and to thereby provide a knowledge base for precision in Services and support systems. Our presentation is framed by a strength-based conception of the nature of child and adolescent development.

A Focus on the Strengths of Youth Every child and adolescent has strengths. The

There is compelling evidence that, if the strengths

enormous capacity during the first two decades of life

of youth are aligned over the course of the first two

for change in the structure and function of the brain, the

decades of life with the resources of families, school,

growth in cognitive capacities, emotional development,

and communities, then the life of all children may be

motivational and goal setting abilities, and behavioral skills

enhanced (R. Lerner, von Eye, Lerner, & Lewin-Bizan,

constitute a rich and potent basis for putting every child

2009). Every child can be put on a more positive path and

on a more positive, healthier path through life (J. Lerner,

launched into young adulthood with the competence,

Phelps, Forman, & Bowers, 2009; R. Lerner, 2005).

confidence, character, positive social connections, and

The settings within which youth develop have resources

compassion to become a productive citizen, someone

that can be marshaled to translate a child’s strengths

who contributes effectively to his or her family,

into positive development. The families, schools, and

community, and to our civil society (Lerner, 2009).

communities (the social ecology) within which young people

The theory and research that provide the

develop have caring, competent, and dedicated people, and

foundation for these ideas are part of the Positive

there are facilities, community-based programs, and features

Youth Development (PYD) perspective, a strength-

of the designed and natural environment that can enrich

based approach to understanding and enhancing the

a child’s life, provide role models and mentoring, and offer

lives of all young people (J. Lerner, et al., 2009; Lerner,

opportunities for youth participation in and leadership of

2009). While recognizing the challenges and risks that

valued family, school, and community activities (Benson,

children and youth face, the PYD perspective stands

Scales, Hamilton, & Sesma, 2006; Zaff & Smerdon, 2009).

in contrast to deficit models of child and adolescent

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development which focus on problems and on the

post-9/11 Veterans. In fact, there is no developmental

presumed inevitability of storm and stress in the lives

study - there are no longitudinal data - that can be used

of young people. These deficit models define positive

to elucidate the strengths of the military-connected

development as the absence of problems, and view

children and that can speak to the alignment of their

young people as “problems to be managed.” In contrast,

strengths with the resources for positive development in

proponents of the PYD perspective view youth as

their ecologies. Because of the lack of this information

“resources to be developed,” and point to attributes of

we are unable to describe how these youth may be using

young people that should be promoted - the “Five Cs”

their strengths and resources to address both the typical

of competence, confidence, connection, character, and

opportunities and challenges shared by all children and

caring and, as well, the sixth C of contribution to self,

the unique opportunities and challenges faced by these

family, community, and civil society (Lerner, 2007). While

young people; for instance, actual or potential separations

of course recognizing that - as is true for every age period

from a deployed parent or parents or adjusting to repeated

across the life span - children and adolescents encounter

residential relocations, resulting in school moves. The

problems and challenges that need to be diminished or

lack of information about developmental impact for

prevented, proponents of the PYD perspective focus

children and youth of parents serving in the National

on the strengths of young people to inculcate skills that

Guard, Reserves, and those recent Veterans also leaves

will enhance an individual’s capacities to actively reduce

an unexplored gap in understanding the complexities

problems and to promote thriving. PYD researchers

associated with how they access support systems; integrate

and practitioners help youth to articulate positive goals,

the now/not now experiences of being a “military child”

to develop the strategies and recruit the resources to

into their lives; or, how they deal with the assimilation of a

effectively pursue goals, and to compensate effectively

parent back into the civilian community. In addition, there

when healthy, positive goals are blocked or when initial

are the amplified complexities for the over 40,000 children

efforts to thrive, fail (Floyd & McKenna, 2003).

with a parent who has been wounded or profoundly

One key study demonstrating the usefulness of these strength-based ideas about youth is the 4-H Study of Positive Youth Development, a longitudinal investigation

children have experienced the death of a parent. From our perspective, there are four primary reasons

that has studied more than 6,000 youth from 41 states

to understand the strengths and resources of military-

and about 3,000 of their parents (Lerner, et al., 2005). The

connected children:

study began in 2002, when the youth were in Grade 5, and continues through this writing, with youth now in Grade 12. The findings from the 4-H Study document that all youth, regardless of sex, age, race/ethnicity, family background, socioeconomic status, or residential location, have the capacity to attain high levels of the 5 Cs when youth strengths are aligned across time with assets in their families, communities, and schools. However, at this point, there has been no systematic

changed as a result of a combat injury and over 4,000

1. Decisions about the well-being and thriving of militaryconnected children need to be based on evidence derived from well-designed developmental research. Military commanders, youth development workers, and school administrators and teachers need to have a strong knowledge base to use when acting to inform practice and policies aimed at enhancing their lives. 2. The children of military families deserve to have

strengths-based, positive development study of military-

policies and programs designed to fit their specific

connected children that focuses on school-age children

developmental needs. The military and its surrounding

from families serving in the Active Duty forces, the National

communities provide enriching experiences for military

Guard, and the Reserve or those children and youth from

children – however, the absence of even a basic

America’s Military Youth: Towards A Study of Positive Development in the Face of Challenge

understanding of their development is not appropriate.

to want to join the military. Just as professions and

The children and families of the military personnel

avocations tend to “run in families,” so too is the call to

making extraordinary sacrifices and providing invaluable

National Service. For example, over the years, there are

Services to the nation deserve better. An added value

anecdotal reports that about 50% of those who join the

will be better synchronized and coordinated Services

military come from a family with a direct connection to

to ease redundancy, identify gaps, and provide reliable

military Service. Given the continual need for high-quality

measures for enhanced access to the resources and

Service-women/men, it is in the public interest to ensure

tools most likely to fit what children and families need.

that their families are thriving.

3. Enhancing the lives of the children of military families

4. We need good science to produce strong, evidence-

enhances also the quality of the families. Research

based knowledge about military children. The extant

documents a strong relationship between the well-being

data on these children is framed by a deficit model

of the family of military personnel and the likelihood

and, as well, the studies that have been conducted

that these members of the military choose to remain in

typically involve small, convenience samples. Data

the Service. By attending to the well-being of families

from such research preclude the appropriate

there is also an added outcome of “attracting” individuals

formulation of generalizable statements.

We Know How to Obtain the Knowledge Needed to Promote Positive Development among School-age Military Children and Adolescents Without precise knowledge of the strengths and

generating precise knowledge about successful pathways

opportunities for positive development among the youth

of thriving among diverse children. Accordingly, later in

of military families, conjecture and the potential for

this White Paper, we propose a research design that can

overgeneralization will inappropriately frame decisions

be implemented to answer efficiently and with validity

about acting to enhance thriving among these young

the above-noted, multi-part question.

people. Without such precise knowledge we cannot

It is important to highlight that the approach to

have confidence that we are using practices, formulating

research we will propose in this document constitutes a

policies, and developing or sustaining programs based on

frame for developmental research that is different than

the best and most specific information possible to obtain.

ones used in past research about children and adolescents

To obtain such precision and confidence, researchers must

in general and, as documented in the next section of this

address a multi-part question:

White Paper, about military children and adolescents

• what specific characteristics of military children should

in particular. Through the middle of the 1960s, most

be combined with

child development research was aimed at studying the

• what ecological resources, at

“generic” child (Lerner, 2002). In the main, white, middle-

• what ages, for children living under

class children were most often studied and in many cases

• what family circumstances, to promote

these youth were enrolled in university-affiliated schools

• what specific facets of the lives of military-connected

and were frequently the sons and daughters of professors

children?

and graduate students. When children with diverse

Although this question is certainly complex, the 4-H Study of Positive Youth Development (PYD) and other

backgrounds or characteristics were studied (for instance, children of color who lived in non-academic settings), the characteristics of the diverse group were compared with

longitudinal research demonstrate that it is possible to answer such individualized and dynamic questions while

what was considered the developmental characteristics

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of the so-called normative group. Differences between

need to inform policy makers and program leaders about

groups were not just seen as differences, however. If the

the actions that need to be taken. Our U.S. military is

characteristics of the former group were the norm and

known to be a diverse population in which its diversity is

the characteristics of the latter group diverged from the

seen as a strength.

norm, then the differences were regarded as deficits (Lerner, 2002, 2004). Societal events emerging in the 1960s and 1970s began

of developing a new research base for understanding the specific facets of the development of military children

to erode this pejorative and scientifically flawed difference-

and youth, one that will inform policy makers and youth-

as-deficit notion. Today, no competent scientist would

serving practitioners with state-of-the-art age-appropriate

study any one racial, ethnic, religious, social class, etc.

and situation-relevant information. With deeper and

group and try to apply findings from such work to all

more precise understandings of the unique experiences

racial, ethnic, religious, etc. groups. Today, no competent

and needs of military children and adolescents and of the

scientist would study one group of youth, interpret their

nature of their strengths and the most effective resources

characteristics as norms for all young people, and then

in their ecologies, we can increase the likelihood that this

regard differences seen in other youth as deficits. Today,

understanding can be integrated and sustained in ways that

all competent scientists would seek to understand the

enhance the probability of their positive development.

features of development of a specific group and then seek

To help frame the method that would be useful in the

to determine if and how these features compared to those

conduct of such research, we will review the existing

of other groups (Lerner & Overton, 2008).

knowledge base about the development of military

It is urgent that such research should be conducted

children. We will point out the gaps in our knowledge and,

now about the children of military families. Given the

finally, we will propose a means to obtain the knowledge

service of their mothers and fathers, we must ask whether

we need to have in regard to encourage and promote the

we have an obligation to this group of children to

positive development of military children.

understand the particular features of their development.

All of these reasons converge, we believe, on the idea

The method that we will describe will include the

Do not scientists, practitioners, and indeed citizens from

details of an innovative means to gather long-term

all sectors of society have reason to want to make certain

longitudinal data about child and adolescent development

that the development of military children is optimized?

within a “compressed” number of years. We will suggest

That young people are “ends in themselves,” they merit

as well the characteristics of the sample that we believe

the support and nurturance of each community, civil

would be useful to include in the research and we will

society, and government. In addition, as children whose

describe some of the key areas of development that will

families are making such extraordinary contributions to

need to be measured. This method will be framed by a

our democracy and to the world, should we not make

model of how these facets of development may interrelate

every effort to learn what we need to do to optimize the

across childhood and adolescence. The model will help

lives of this specific group of children? We should do no

elucidate the ways in which the research we propose to

less for the children of military families than for any other

undertake will provide the information we seek about the

specific group of American children. We should, then, act

foundations and opportunities of positive development in

now to begin to obtain the specific knowledge we will

ways that are attuned to the military child.

America’s Military Youth: Towards A Study of Positive Development in the Face of Challenge

II. What We Know and What We Need to Know “Well, they have to learn to adjust. It’s a challenge for the students and parents...you have to be very supportive and focus on the positive.” Parent of a military child

C onsidering the importance of positive youth development, it is inexcusable, especially considering that more

than 2,000,000 children have had a parent serve in combat since September 11, 2001, that we are at the end of the first decade of the 21st century and have little idea about the specific characteristics of the development of military children. To date, the thin research base on military children is focused more on the quality or function of their family system and to the potential risks related to the deployment of a parent than on children’s cognitive, social, emotional, and behavioral strengths or on their civic skills, competencies, and attitudes. When military children have been empirically studied, the research typically addresses stresses in the child’s environment (e.g., parent deployment, family relocation, maltreatment and abuse) or purported deficits of the child (e.g., risk for low academic standing, depression, or behavioral problems). Researchers have not yet examined the strengths of young people and how these strengths may interact and develop with the strengths of military families (for example, their abilities to remain emotionally close in the face of separation, and the sense of duty and the values of the parents). In addition, yet to be discovered and assessed, are the resources for supporting positive child development that may exist in the children’s schools or in the positive social support provided by the military, education systems, as well as the civilian communities. In short, extant research provides a very thin and certainly not representative depiction of military children and their families. Accordingly, in this section we provide a brief overview about what this research tells us about military children and what key information - in particular, information about their strengths and the strengths of the families and communities within which they develop - remains to be obtained.

The Military Child Population Based on information provided by the Department of Defense (2008), we know that:

(approximately 1.1 million), between 6 and 18 years old. • There are 140,972 military children in single-parent

• There are almost 2 million children who have parents who are serving in the Military. Of these youth,

households. • The vast majority of military-connected children of

approximately 1.2 million have parents who are in the

the Active Duty, National Guard, and Reserves attend

Active Duty forces, and more than 800,000 children

U.S. public schools (over 80%). Less than 8% of military

have parents who are in the National Guard and

students are enrolled in Department of Defense

Reserves (Although there is no set means to precisely

Education Activity (DoDEA) schools (as of September 18,

estimate these numbers, it is clear that these numbers

2009); that is, schools (or funded programs overseas) run

swell when children and youth of families who have

specifically for families who live on military installations

left the Services since September 11, 2001 are included).

in the US or in designated communities overseas. These

• More than half of these children are school-age

schools are by the Department of Defense.

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• Of the approximately 80,000 DoDEA students, a majority (more than 58,000) were enrolled in DoDEA

children are about 6%). • However, and remarkably, the long term developmental

schools in Europe and the Pacific region. The remaining

implications for aspirations, connections, strategies

26,000 students were enrolled in such schools in the

for adjusting to complex transitions related to school

United States.

moves or separations from a parent due to military

• The remaining school-age military-connected

assignments and deployments, academic achievement

children are in private or parochial schools or they

indicators, social skills, and civic engagement of military-

are home-schooled (estimates for home-schooled

connected children are not known.

Potential Challenges to the Well-Being of School-age Military Children Military families are faced with multiple challenges. One or both parents can be deployed, with separations

the installation location (within the U.S. or overseas), the

lasting upwards of 18 months during the current wartime

presence and quality of youth development programs

period. Based on the needs of the military branch, or the

that may be present, the quality of the schools that are

need to be close to extended family members during

available, the availability and capacity of community

a deployment, a family will often relocate to another

resources supporting positive development), housing

state or to another country. This turbulence is especially

location (on installation or off installation), and the length

true for children with parents serving in the Active Duty

of stay at a particular assignment. One could imagine that

Forces. As a result, the spouse and the child or children

these variables could impact the opportunities for the

need to acclimate to their new social contexts - on the

child to make positive or enduring social connections,

installation, in the community, and in schools.

attain a sense of social cohesion on the installation or

For instance, school-age children and spouses of

with the broader community, engage in activities that

military personnel report that they have moved and

she or he likes, and develop a positive attitude toward

changed schools an average of six to nine times during

becoming a part of a community – especially if the

the K-12 years. This rate is three times more frequent

child is aware that there is a good likelihood that he or

than occurs among civilian classmates (MCEC, 2001).

she might need to move again. Moreover, it is possible

Depending on the timing of the relocation, a child might

that the variables affecting the lives of the children

enter school mid-year and therefore he or she either

of deployed parents may function differently among

needs to catch-up on course content or repeat curricular

children with parents in the National Guard or the

material (academic, program, and graduation requirements

Reserves. Information about such variation is important to

are different from state to state and are likely to vary

have. It is not currently available, however.

by school system). Extracurricular activities, such as

What does research tell us about how military-

sports teams, theater, and clubs might be filled or might

connected children meet the specific challenges

be closed to new registrations until the next year. The

they face? What does research elucidate about the

child will also walk into a school context with already-

developmental pathways these children undergo in the

established friendship networks and may therefore have a

face of their specific challenges? Unfortunately, the

special challenge in establishing the positive peer relations

answer to both questions is “very little, at best,” especially

needed for positive youth development.

insofar as information pertinent to the strengths of these

In addition to relocation, a child and his or her family

will be impacted by factors beyond their control, such as

youth and pathways of positive development.

America’s Military Youth: Towards A Study of Positive Development in the Face of Challenge

Current Research about Military-Connected Children: An Overview Studies have examined how the challenges of military

leaders, or youth-serving professionals in out-of-school-time

children are connected to problems in the child and

(OST) youth development programs (e.g., 4-H, Boys & Girls

in his or her family (e.g., Flake, et al., 2009; Lemmon &

Clubs, Big Brothers/Big Sisters, Scouting, and YMCA). Other

Chartrand, 2009). For instance, there is information about

developmental assets in the lives of children and adolescents

the presence in military children of depression, behavioral

involve other community-based, OST programs and resources

problems, and a sense of loss. There is information as

(e.g., libraries, parks, or sports fields), opportunities for

well about marital stress, discord, divorce, and child abuse

adult-youth collaboration (e.g., through service on school

among military and civilian parents.

committees, civic projects, or chambers of commerce), and ease of access to developmental assets for the children and

When researchers have found an absence of these problems, they have often concluded that the child and

adolescents in a given community (e.g., through provision

spouse have positively adapted to the situation; however,

of transportation to and from an OST activity) (Lerner &

this logic is flawed. The absence of problems does not

Theokas, 2006; Urban, Lewin-Bizan, & Lerner, 2009). However, findings from the 4-H Study and other

mean the presence of individual strengths in children or parents, or the availability of resources in the family

research on youth development indicate that in all

that can promote thriving and success in school and in

settings with which youth interact – families, schools, and

life among military children. It is, of course, essential to

the community – people are the most important asset

understand the challenges that young people face, and

in the lives of youth (Theokas & Lerner, 2006). Parents,

to appreciate and prevent the psychological, behavioral

teachers, coaches, mentors, and other adults constitute

and academic problems that might result from these

the most potent ecological resources promoting positive

challenges. However, even a problem-free child may

development among young people. The support (e.g.,

not be prepared to be an active and positively engaged

mentoring in regard to attaining important life skills,

member of his or her family, community, or nation.

provision of positive role models, and emotional and intellectual nurturance) provided by the people in the social

The PYD perspective involves the idea that such

world of youth are vital bases for positive development.

thriving and civic engagement may be promoted among

What, then, does the available research tell us about

all children. Such enhancement may occur by aligning the strengths present in all young people with resources for

the strengths of military children and adolescents? What

healthy development present in the ecology of children and

do we know about the presence of developmental assets

adolescents. As we have noted already, the PYD perspective

in their lives? Do they have reliable connections with

is based in the simple but powerful idea that all children

caring, competent, and consistently available adults who

and adolescents have strengths by virtue of the enormous

help them thrive in the face of the specific challenges

capacity for systematic growth during the first two decades

they face? Unfortunately, there are only a few studies that

of life. In turn, 4-H Study findings also note that the key

have addressed these issues and none of them have had

settings within which children and adolescents develop –

the research design needed to provide an appropriate

their families, schools, and communities – have resources

frame for policies or programs.

that, when aligned with the positive actions of young people,

For instance, in a review of existing studies by the

support their strengths in sustainable ways that enhance

Military Family Research Institute at Purdue University,

positive development. These resources (which are often

only eight investigations were identified over the past

termed “developmental assets;” Benson, et al., 2006) involve,

20 years that have focused on military youth well-being,

first and foremost, other individuals in the child’s life (Theokas

that is, on positive functioning at a given point in a child’s

& Lerner, 2006) – parents, teachers, coaches, mentors, faith

life. There have been no studies of thriving, that is of

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positive development across childhood and adolescence.

that lead to positive (or negative) outcomes among the

Moreover, none of these studies have been conducted

diversity of military youth, and cannot interrelate their

since September 11th, 2001. The major findings from these

dynamic and individualized experiences with differences

studies is that long deployments, multiple relocations,

that may exist in their families, schools, or communities.

and length of time spent in a given community are related

Accordingly, the quality of the extant data base defies the

to behavioral and psychological problems, including

formulation of strong conclusions. Indeed, because of

problems of social adjustment and academic achievement

the limitations of this research base, any inferences drawn

(Applewhite & Mays, 1996; Grant, 1998; Jensen, Grogan,

from these studies must be made with great caution until

Xenakis, & Bain, 1989; Jensen, Martin, & Watanabe, 1996;

there is carefully constructed validation through reliable,

Kelley, Hock, Smith, Jarvis, Bonney, & Gaffney, 2001; Levai,

better designed, and more reliable, rigorous research. .

Kaplan, Ackerman, & Hammock, 1995; Pierce, Vinokur, & Buck, 1998; Rosen, Titelbaum & Westhuis, 1993). Moreover,

that such a large research project would have the important

there is some suggestion from this work that these

benefits for knowledge and application that are needed to

findings vary in regard to whether the deployed parent

enhance the lives of military children. In one of the only

is the mother or father, to the non-deployed spouseâ&#x20AC;&#x2122;s

studies to systematically examine the intersection of social

psychological well-being, and to the sex of the child. In

supports and the well-being of military youth, Huebner

addition, the findings from the literature review provided

and colleagues (Huebner, Mancini, Wilcox, Grass & Grass,

by the Military Family Research Institute are consistent with

2007) conducted focus groups with 107 12-to-18 year-olds

the handful of other studies that have been conducted

with parents in the military. The goal of this qualitative

within the past decade (e.g., Barnes, Davis & Treiber, 2007;

research was to gain insights into the role of ambiguous

Flake, Davis, Johnson, & Middleton, 2009; Kelley, Finkel, &

loss (sense of ambiguity coupled with a sense of loss, such

Ashby, 2003; Lemmon & Chartrand, 2009; Lyle, 2003).

as the health and well-being status of a deployed parent)

However, as may be inferred from the nature of the

on the well-being of the child. The focus group responses

findings derived from these studies, the research that has

indicated that children experienced a change in roles and

been conducted has primarily been directed to describing

responsibilities. For instance, they were given more adult

the family and not the child. However, when studies

responsibilities to support the family. In addition, they

have been focused on youth, the emphasis has been on

reported the presence of conflicts with their non-deployed

psychopathology and behavioral problems. There has

parent. The researchers characterized the participants

been no focus on strengths, developmental assets, or

in the focus groups as generally anxious and showing

trajectories of positive development. Furthermore, most

depressive moods.

of these investigations were small-scale studies that do

The researchers found that social supports were

not afford much generalizable information. In addition,

reported to be helpful in certain situations for certain

these studies did not examine children with parents in the

youth, e.g., for youth who sought support from their

Reserve Components (Reserves/National Guard). Perhaps

parents, from other adults, or from youth serving

most important, none of these studies were longitudinal.

organizations on the installation or in the community

Therefore, there is no information existing about

(Huebner & Mancini, 2005). These findings of Huebner

development, since only studies that follow children

and colleagues are consistent with a study by Flake et

across time can provide information about the within-

al., (2009) and with the results of another qualitative

the-person changes that constitute development.

study, one that included 11 focus groups (Mmari,

We are left, then, without an understanding about the developmental supports, conditions, and processes

There is some basis in the existing research literature

Roch, Sudhinaraset & Blum, 2009). The Mmari, et al. investigation reported that parental deployment affected

Americaâ&#x20AC;&#x2122;s Military Youth: Towards A Study of Positive Development in the Face of Challenge

youth stress, particularly stress related to adjusting to new

benefit of triangulating the richness of ethnographic and

roles and responsibilities.

interview data with quantitative data, such as derived

Although these studies provide some insights into

from surveys. We discuss such an approach in the context

the perspectives of youth about the challenges they

of the research that we propose for use in studying the

face and the supports they need in their lives, they are

positive development of military children.

limited by their design and size in regard to providing an

However, we note here that, based on the focus

understanding of the development of military youth. That

groups and other research that Huebner, Mancini and

is, the focus groups do not represent the population of

Bowen have conducted on supports for the military

military children and, as well, focus group methodology

family system (e.g., Bowen, Mancini, Martin, Ware &

does not enable the examination of developmental

Nelson, 2003; Huebner, Mancini, Bowen & Orthner,

processes of individual children. Although this method has

2009), a basis exists for advocating for enhancing the

many uses in research, because it summarizes group data

social support resources for military children and their

and involves assessment of the group at one time point,

parents. For example, Huebner, et al. recommended

it does not provide information abut the within-person

aligning the formal supports provided by a military

changes that we have noted constitute development.

installation with the informal supports provided in

In addition and importantly, there was no focus on the

the non-military community, creating a “community

positive attributes of the youth.

practice” model that involves the alignment of such

Moreover, a military-connected child who was a

support in the service of enhancing the lives of military

first grader on September 11, 2001, is now in high school

families. Their recommendations have influenced the

and may have a parent who separated from the military

development of such important initiatives as the “4-H/

since that event. The experiences of that child are also

Army Youth Development Project” and the “Operation:

important to understand when attempting to develop

Military Kids.” These programs were developed to

a view of military-connected children and adolescents.

improve youth development programs on Army

However, these children have “dropped of the radar

installations. The outcomes of these partnerships on

screen,” and there has been no research into the

positive youth development, however, are currently not

experiences of school-age youth of recent Veterans.

known. Obviously, we would not take issue with this

In short, the authors were not able to systematically

recommendation, especially given the findings from the

and validly examine the influence of social supports on

4-H Study about the role of individuals and institutions as

positive youth development among military children.

key developmental assets promoting PYD.

Moreover, with no comparison group, we cannot know

However, as reflected by the deficit approach taken

if the findings pertain specifically to military children or

in most research pertinent to military children and, as

would be identified as well by children who experienced

such, by the paucity of research about the well-being

comparable losses of a parent in the home (e.g., in a family

of military children that exists, there is, in effect, no

where one parent had to leave for an extended business

knowledge about the positive development of these

trip or in families where there is separation due to parent

young people. Indeed, in that no developmental

incarceration) or how differing senses of loss might

(longitudinal) research exists about these children and

be moderated within the unique context of a military

adolescents, parents of and advocates for supporting

youth’s life. We do not mean to suggest that qualitative

the health and positive development of military youth

research would not have great value in understanding the

have only their values – and evidence based on non-

development of military children. Indeed, the work of

developmental findings – on which to base their appeals

Burton, Garrett-Peters, and Eaton (2009) has shown the

or programs of action.

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The PYD perspective offers a framework for changing this situation. As we will now discuss, it is possible to derive from the PYD perspective a “model” of how the positive development of military youth might occur. Such a model - which constitutes a pictorial representation of how the strengths of youth and the resources of their ecologies may combine to form pathways, through childhood and adolescence, that involve the growth of thriving and the diminution of risk and problem behaviors – can serve as a guide for a firstever, state-of-the-art developmental study of military children. We present next this model and the ideas it suggests for a longitudinal study of positive development among military children and adolescents.

America’s Military Youth: Towards A Study of Positive Development in the Face of Challenge

III. How We Can Know What We Need To Know: The Model and Method of the Proposed Research â&#x20AC;&#x153;I commend people for taking this [research] into consideration. Whether they will be able to do something, Iâ&#x20AC;&#x2122;m not sure. If changes are going to be made, it is going to take a lot of work.â&#x20AC;? A parent of a military child

As evidenced in the preceding section of this White Paper, the quality of the data base about the development

of military children is poor. In fact, there is no developmental research about their development. The current body of research is neither developmental nor designed in a manner that discerns and discovers information pertinent to individual children and the specific circumstances of their development. The research that exists is framed by a deficit model of development, but nevertheless affords no information about the changes military children and adolescents undergo across their childhood and adolescence. In addition, there are no useful data affording understanding of how the several specific challenges and opportunities for children and adolescents that exist as a consequence of living in a military family may be addressed by integrating the strengths of military youth with the ecological resources that might promote their positive development. There is a clear need to understand how to capitalize on the strengths of military youth and on the resources for healthy development in their families, schools, and communities in order to promote their positive development. Nevertheless, the theoretical frame of extant research and the associated studies that have been conducted provide no information useful to address this need. The need for a new, developmental approach to research is clear. Indeed, the researchers at the Military Family Research Institute at Purdue University (McDermid, Samper, Schwarz, Nishida, & Nyarongo, 2008), indicate that longitudinal research studies are essential if policymakers and practitioners are to know the positive trajectories of children and their parents. Therefore, what is required is research that is framed by a strengths-based, positive conception of child and adolescent development and, as well, is designed in a manner capable of identifying the individual (child and adolescent) and ecological (family, school, and community) variables that may both promote positive development and, as well, diminish the likelihood of problem and risk behaviors among youth. Throughout this White Paper we have suggested that the Positive Youth Development perspective provides such a frame for the study of military children over time. In the next section of this paper, therefore, we provide additional information about this perspective and how it leads to a model of the bases of the positive development of military children and, as well, how it frames a developmental approach to longitudinal research that will support and inform parents and K-12 educators, as well as impact the ideas of policy makers and the actions of youth-serving practitioners.

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A Positive Youth Development Model The deficit model of youth development has its origins in the 1904, two-volume work by G. Stanley Hall, the

“developmental regulations” (Brandtstädter, 1998) and

founder of the scientific study of human development

represented as individual fg context relations) are also

within the United States. Hall regarded adolescence, for

mutually beneficial (i.e., when “adaptive” developmental

instance, as an immutably, biologically-based, and hence

regulations occurs; Brandtstädter, 1998), then the basis of

universal period of “storm and stress” (Hall, 1904), while

positive development is instantiated.

others considered adolescence a period of developmental

Interest in these developmental systems ideas

disturbance (Freud, 1969), or crisis (Erikson, 1968). Within

was associated with assessments of the potential for

this view, youth were problems to be managed (Roth

change at diverse points across life, ones spanning from

& Brooks-Gunn, 2003), and if there was to be positive

infancy through the 10th and 11th decades of life (Baltes,

development during this period of life it involved decreases

Lindenberger, & Staudinger, 2006). In regard to childhood

in problems (and not the development of positive

and adolescence, we have noted already that positive

attributes indicative of a thriving young person).

development could occur if the strengths of youth were

Beginning in the early 1990s, and burgeoning in the

aligned systematically with positive growth promoting

first decade of the twenty-first century, a new vision and

resources in the ecology of youth, i.e., with “developmental

vocabulary for discussing young people has emerged (e.g.,

assets” (Benson, Scales, Hamilton, & Sesma, 2006).

Damon, 2004; Hamilton & Hamilton, 1999; Larson, 2000),

In short, the theoretical, research, and applied

one that emphasized the strengths of youth and, as a

interests in positive youth development converged in the

consequence, enabled youth to be seen as resources to be

formulation of a set of ideas that enabled youth to be

developed (Roth & Brooks-Gunn, 2003). These innovations

viewed as resources to be developed, and not as problems

were framed by what are termed developmental systems

to be managed (Roth & Brooks-Gunn, 2003). Clearly, then,

theories (that is, theories that focus on the mutually

these ideas provide the foundation for a model of PYD

influential relations between developing individuals

among military children and adolescents that can be

and their complex and changing ecologies) and, more

tested in a longitudinal study. That is, any model of PYD

specifically, by the focus on plasticity within such theories

should link the strengths of children and adolescents with

(Lerner, 2004). Plasticity refers to the potential for

the resources (developmental assets) of their contexts

systematic change in the structure or function of behavior

(families, schools, communities) and assess if and how the

and development across the life span.

mutually influential relations between these individual and

Within developmental systems theories, plasticity

2006). When these mutually influential relations (termed

contextual variables (i.e., these individual fg context

is thought to derive from mutually influential relations

relations) may promote PYD and have a buffering effect

among variables from the multiple and integrated levels

or lessen risks/problems. Other ideas associated with the

of organization comprising the developmental-ecological

PYD perspective enable us to provide additional, specific

system (Bronfenbrenner, 2005; Gottlieb, 1997; Lerner,

features to the to-be-tested model.

America’s Military Youth: Towards A Study of Positive Development in the Face of Challenge

The Five Cs, Contribution, and Risk/Problem Behaviors Based on both the experiences of practitioners and on

and engaged positively with the community should be

reviews of the adolescent development literature (Eccles

less likely to manifest major or severe instances of risk

& Gootman, 2002; Lerner, 2004; Roth & Brooks-Gunn,

and problem behaviors. The developmental assets that

2003), “Five Cs” – Competence, Confidence, Connection,

foster the Cs may also provide support deflecting a young

Character, and Caring – were hypothesized as a way of

person from engaging in a life course marked by acting

conceptualizing PYD (and of integrating all the separate

against the people and community supporting him or

indicators of PYD, such as academic achievement or

her. As such, we should expect two types of outcomes

self esteem). These five Cs were linked to the positive

of positive youth development - the growth of positive

outcomes of youth development programs reported by

engagement with and contributions to the family, school,

Roth and Brooks-Gunn (2003). In addition, these “Cs”

and community and, as well, the diminution (if not the

are prominent terms used by practitioners, adolescents

complete prevention) of risk and problem behaviors. (We

involved in youth development programs, and the parents

note that the idea that “military children and families

of these adolescents in describing the characteristics of a

serve, too” is a characterization often acknowledged, not

“thriving youth” (King, et al., 2005).

only because of the sacrifices made by the uniformed

When a young person manifests the Cs across time

member and the family, but also because a large number

(when the youth is thriving), he or she will be on a life

of families have a member that joins or is military-related.)

trajectory towards a successful and productive future, an

Together, possession of the Cs of positive

“idealized adulthood” (Csikszentmihalyi & Rathunde, 1998;

development means that a young person has the

Rathunde & Csikszentmihalyi, 2006). Theoretically, an ideal

psychological characteristics and behavioral skills to

adult life is marked by integrated and mutually reinforcing

matter to self and to others, both now and in the future.

contributions to self (e.g., maintaining one’s health and

Such a child has the virtue of hope for the future and

one’s ability therefore to remain an active agent in one’s

the means to set positive goals and the abilities to

own development) and to family, community, and the

traverse life within ways that enhance his or her chance

institutions of civil society (Lerner, 2004).

of attaining these positive outcomes. We believe the

Accordingly, youth contribution should be

model that may be used to frame the research about the

an outcome of the development of the Five Cs.

strengths of military youth may provide evidence for how

Contribution becomes, then, the “Sixth C” within the

hope, self control, and thriving may be instantiated in the

PYD perspective. As well, a young person who is thriving

development of military children.

The positive youth development (PYD) Model The ideas associated with the PYD perspective

measurement of overall PYD (Lerner, et al., 2005; Phelps,

provide a rich and nuanced model of the individual

et al., 2009). In addition, there is also evidence for school-

and contextual attributes that should be aligned across

age children that PYD is linked to youth Contribution,

childhood and adolescence to increase the likelihood

both within and across grade levels (e.g., Jelicic, et al.,

of positive development and decrease the probability

2007). Moreover, the 4-H Study has been able to develop

of risk/problem behaviors. An illustration of the model

a way to measure the internal strengths of youth - through

derived from the PYD perspective is illustrated in Figure 1.

measuring the abilities associated with selecting positive

For instance, there is evidence for the existence of the

goals, acting in ways to optimize the chances of attaining

5 Cs from early through middle adolescence and for their

such goals, and effectively compensating when goals are

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blocked or when initial actions fail (Gestsdottir & Lerner,

Balsano, et al., 2009; Zarrett, et al., 2009); and, while there is

2007; Gestsdottir, et al., 2009). In addition, this study

considerable variation among people (Phelps, et al., 2007),

has been able to develop good measures of ecological

there is evidence for an overall inverse relation between

developmental assets (provided by individuals, institutions,

PYD and risk/problem behaviors.

collective activities between youth and adults, and

Although this model has not been used previously

access to these individuals, institutions, and activities) and

to frame a developmental study of military children and

demonstrate that these assets, and particularly individuals,

adolescents, the successful research experiences derived

are linked positively within- and across-time to PYD

from the 4-H Study provides evidence for the model with

and Contribution, and are linked negatively within- and

the youth that have been involved in the investigation.

across-time to risk/problems behaviors ( Theokas & Lerner,

That is, with some important qualifications, the ideas that

2006; Urban, et al., 2009). There is also evidence for the

we have noted in the model are linked to the empirical

positive association between community-based, out-of-

support within the 4-H Study (J. Lerner, et al., 2009;

school-time programs and PYD and Contribution (e.g.,

Lerner, 2009; Lerner, von Eye, Lerner, & Lewin-Bizan, 2009).

Figure 1. A PYD model for studying the development of the children and adolescents of military families.

INDIVIDUALS In families, schools, and communities

Self

Institutions

Contribution

Community

Ecological Developmental Assets

Youth-Adult Collaboration

Positive Youth Development (PYD)

Access

Character

Caring

Connection

â&#x20AC;&#x201C; Optimization

Compensation

Accordingly, we are encouraged that the model we have

Civil Society

Confidence

Competence

Strengths of Children and Adolescents

Selection

Family

Depression

Risk/Problem Behaviors

Delinquency

Substance Use

empirical support would derive from the longitudinal study

illustrated above can find rich empirical support when applied

of these youth. We discuss next the approach to such

to the development of military children and adolescents. This

research that we believe useful and feasible.

Americaâ&#x20AC;&#x2122;s Military Youth: Towards A Study of Positive Development in the Face of Challenge

A Design for the Efficient Longitudinal Study of the Development of Military Children and Adolescents: Features of a Cohort Sequential Design The type of longitudinal design we propose for a project

to study development. For instance, using the example

on the positive development of military children and youth

of the 2004, 2002, 2000, 1998, 1996, and 1994 birth cohorts

is termed a cohort-sequential study. Cohort in the context

just given, we would be able to study 6 to 18 year olds (13

of this type of longitudinal design refers to birth cohort,

years of development) in just three years of research. Table 1

that is, to individuals who share a common year of birth,

presents the structure of the design we propose.

for example, 2004, 2002, 2000, 1998, 1996, and 1994 and who

Moreover, if we were to time the observations of the

would thus be 6, 8, 10, 12, 14, and 16 years of age in say, 2010

participants to occur at the same approximate point in three

(when, depending on the availability and timing of funding,

successive years (e.g., fall of 2010, 2011, and 2012), then the

we could conduct the first wave of testing for all cohorts

commitment for participation in the study for the youth

included in such a study, e.g., in the fall of the year). In such

would only be two years, from the point of first testing to

a study design, several cohorts of youth are studied at the

the point of last testing. Hence a further acceleration (and

same time (for example, starting in the fall of 2010, 2011, and

a greater efficiency) is produced by the proposed design. In

2012). However, because the groups are different ages at the

addition, a two year length of commitment has been shown

first time of testing and, as well, because each group overlaps

by numerous developmental laboratories to be quite feasible,

in age with another group in the study (meaning that there

and this feature of the proposed design means that we would

are, say, 12 year olds in two groups but they are 12 years old

be able to expect that, with appropriate incentives, we would

in different years), the design accelerates the time needed

be able to retain in the study the participants we select.

Scientific Benefits of the Proposed Design If we estimate that we would study 800 representative

the final sample size at Time 3 (spring, 2012) of 648 youth

youth per each of the six birth cohorts we include in the

per group would still yield substantial statistical power.

design shown in Table 1, we can be certain that we would

Moreover, in that the cohort sequential design we would use

have enough statistical strength (termed â&#x20AC;&#x153;powerâ&#x20AC;? in the

involves the addition of control participants (at the second

field of statistics) to draw important conclusions from the

and third times of testing), to correct for any effects of drop

data we will collect about the nature and bases of the

out (attrition) from the study and, as well, for any effects of

development of military children and adolescents. Even

repeated testing, any influences of attrition on either power

with what is a reasonable (and typical) rate of 10% attrition,

or generalizability will be substantially diminished.

Table 1. Design of a sequential longitudinal study of military children and adolescents.

Birth Cohort

Age of Participants

1994

1996

1998

2000

2002

2004

Time (Year) of Testing*

2010

2011

2012

* A new Retest Control Group will be added at this time of testing. The second retest group will be studied longitudinally as well.

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In short, then, using the design we propose, data for an age range spanning the years of 6 through 18 - from early elementary school through the end of high school would be gathered. Furthermore, because the design we propose includes three (3) times of measurement (2010, 2011, and 2012) we would also diminish any potential problems associated with the statistical phenomenon of “regression to the mean” (where changes are a statistical artifact of having

– the greater the power – one needs) (b) the group would not be diverse enough to represent the breadth of geographic, community, racial, ethnic, cultural, religious, and socioeconomic variation we want to assess to represent the diversity of military children. (c) it would be inordinately expensive to maintain a longitudinal study across 13 years of data collection and (d) there would likely be a great deal of attrition, since

prior extreme scores and, therefore, do not reflect “true,”

few people would have the motivation to stay in a

substantive development). Regression to the mean beclouds,

study for this period of time. Moreover, with only one

then, the ability of scientists to discriminate between

cohort studied, the ability to generalize to groups of

true and random change, but such effects are significantly

children at different period of time would be severely

diminished when a third time of testing is used. In addition,

constrained. Finally, the important reasons that exist

substantive issues, as well as methodological ones, dictate

now for studying military children, and the needs for

this choice. As we have noted earlier in this White Paper, of

evidence-based policy and program actions that exist

the approximately two million military youth, 75% are under

today, cannot wait for 13 years.

Age 12 years and 40% are less than Age 8 years. Accordingly, we need to begin the study of military youth within the early elementary school years. However, since a key goal of the proposed research is to understand how military youth thrive across their childhood and adolescence and how the links among youth strengths and the resources of their ecology launch military youth into a positive and productive adulthood, we need to assess youth throughout their high school years. Accordingly, we need to use a design that combines a sufficient number of both cohorts that are measured at, at least, three times of measurement, to understand adequately development across the broad portion of the childhood and adolescent years. The abovenoted design includes these features. Moreover, the fact that our design includes six birth cohorts within each national setting is another important scientific advantage of our proposed work. Studying one cohort of youth, even across their elementary through high school years, would not suffice in designing a stateof-the art longitudinal investigation because, from a practical standpoint, it is not feasible to find one group of youth for such a study because: (a) the group would not be large enough to afford statistical power (and the more one wants to learn,

and thus measure, about youth, the larger the sample

The presence of multiple cohorts within the design allows statistical differentiation to be made about the bases of change within and across cohorts. If change is linked to age (as may be the case in regard to some changes in physiological or cognitive variables), then when a youth was a particular age, say 8 years old in 2010 for a youth from the 2002 cohort, he or she should show characteristics that are identical to those of youth from another cohort when they were 8 – for example, 2012 for youth in the 2004 cohort. However, if such comparisons show that neither birth cohort nor time-of-measurement (2010 versus 2012) matter for a particular behavior (that is, that only age-related characteristics matter) then we can generalize knowledge across age periods for this characteristic. However, if cohort and time of testing matter for some characteristics, then we can identify what characteristics affecting particular cohorts or that are present at certain times in history (such as the introduction of new community programs or the presence of a change in U.S. foreign policy that required reduced, new or large deployments) influenced the characteristic in question. In short, the design we will use enables us to disentangle the influence of age, time of testing, and birth cohort on the development of military children.

America’s Military Youth: Towards A Study of Positive Development in the Face of Challenge

Sample Characteristics or both are in the military, and whether the family is

As noted in Table 1, we propose to study 800 youth in each of six birth cohorts (1994, 1996, 1998, 2000, 2002,

living on the installation or in the community. School

and 2004). Therefore, at the proposed initial period of

setting will be differentiated by installation or community

testing (which, depending on the availability of financial

location. The nature of the military assignment will be

support for the research, could begin in the fall of

differentiated on the basis of active duty in the U.S.

2010), participants would be 6, 8, 10, 12, 14, or 16 years

versus active duty abroad, and in regard to the region

old, respectively. Based on the demographics of U.S.

of the U.S. where the National Guard or Reserve family

military personnel, the sample will have representative

resides. We will use quota sampling procedures to

proportions of participants across several key child, family,

construct a sample with representative proportions in

and community characteristics. These characteristics

regard to the above-noted variables. There are other

include sex, race, family structure, school setting, and

variables that will be differentiated within the sample,

nature and location of military assignment (e.g., Active,

for instance, religion, length of service, the length of time

Reserve, National Guard, branch of Service, and children

the child has been at his/her current school, the number

of post 9/11 Veterans).

of relocations in the past year, and the total number of relocations the child has experienced. These variables will

In regard to family structure, we will assess single versus two-parent families, whether the mother, father,

be allowed to vary independent of selection.

Measuring Military Children and Their Ecology The measurement model to be used in the proposed

that these assets are provided by individuals, institutions,

research will assess the links between the strengths of

collective activities between youth and adults, and access

youth and the ecological assets in their families, schools,

to these individuals, institutions, and activities.

and communities as joint predictors of positive youth

Similarly, the 4-H Study has provided evidence

development and, in turn, youth Contributions and risk/

that PYD may be assessed by measuring the 5 Cs

problem behaviors. This set of measures is suggested

-- Competence, Character, Caring, Connection and

by the structure of the relations depicted in the model

Confidence (Lerner, et al., 2005; Phelps, et al., 2009).

presented in Figure 1.

Moreover, the outcome of your Contribution can also

Research conducted as part of the 4-H Study informs

be measured by assessments used within the 4-H Study

this model. For instance, findings within the 4-H Study

of contribution to self, family and community, and civil

indicate that youth strengths involve growth in the

society (Bobek, Zaff, Li, & Lerner, 2009; Jelicic, et al., 2007).

ability to make positive choices or set positive goals,

Finally, the measures that exist within the 4-H Study data

to develop the planning and behavioral skills to recruit

set may be used to index substance use, delinquency and

the social support and ecological resources needed to

depression (Lerner, et al., 2005).

pursue goals effectively, and to be able to compensate

Of course, it may be useful to add additional

when initial actions in pursuit of positive goals fail or are

quantitative measures to assess the superordinate

blocked (Gestsdottir & Lerner, 2007; Gestsdottir, et al.,

constructs of youth strengths, ecological assets, PYD,

2009). In turn, other 4-H Study findings suggest measures

contribution, and risk/problem behaviors. As we note

of ecological assets that exist in the families, schools, and

below, in our delineation of the actions steps we believe

communities of youth. Both Theokas and Lerner (2006)

need to be taken to launch the study we are proposing,

and Urban, Lewin-Bizan, and Lerner (2009) have found

we will work with the members of the research team to-

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be-assembled to collaborate in this research and, as well,

study. We believe that the best developmental research

with members of the families and communities to-be-

involves the use of multiple methods that triangulate

participants in this research, to develop sets of additional

(that is, seek convergences among) quantitative

constructs that we might quantitatively assess.

and qualitative appraisals of constructs of interest.

In addition, we will also work with these groups to design qualitative protocols to explore the constructs we

Accordingly, our final measurement model will combine approaches associated with both types of methods.

Launching the Research: Procedures Provided that funding is secured by April, 2010, we will launch a three year longitudinal study. In Year 1,

October 1, 2011 until March 31, 2012, we will launch Wave

from April 1 through September 30, 2010, we will have a

2 Data Collection. In Year 3 from April 1, 2012 until

planning period where we will engage with people and

September 30, 2012, we will perform data analyses of

organizations around the country to design the measures

Wave 2, and report our results from Wave1 and Wave 2.

and recruit the sample. From October 1, 2010 until March

From October 1, 2012 through March 31, 2013, we will

31, 2011, we will launch Wave 1 Data Collection In Year 2, from April 1, 2011 until September 30, 2011, we will perform data analyses on Wave 1, and report

our cross-sectional results. In addition, in Year 2, from

launch Wave 3 Data Collection. In Year 4, from April 1, 2013 until September 30, 2013 we will analyze data from Wave 3, and engage in final analysis and reporting.

Americaâ&#x20AC;&#x2122;s Military Youth: Towards A Study of Positive Development in the Face of Challenge

IV. Conclusions and Action Steps “The United States Army says, ‘Our soldiers are our credentials.’ As a society, can we say, ‘Our children are our credentials’? As leaders, how will we respond?” Frances Hesselbein, 2000. Recipient, Presidential Medal of Freedom, 1998 Founding President, Leader to Leader Institute

E xtant research provides a very thin and certainly not representative depiction of military children and their families. The evidence needed to make decisions about policies and programs that will address the specific opportunities for

promoting positive development among military children simply does not exist. In turn, the study we have envisioned will be the first to provide the developmental data requisite for such evidence-based actions Accordingly, to provide the information needed by policy makers and youth-serving practitioners, a longitudinal study having the characteristics we have proposed needs to be funded and launched. Specifically, once funding is secured, the following set of action steps will need to be taken: • Develop a clear and operational set of study goals; • Develop a plan for staffing and for a line-item budget; • Engage other scholars and researchers around the country as collaborators in the project; • Ascertain (e.g., through interviews, focus groups, or other survey methods) what additional constructs, if any, need to be measured beyond those presented in Figure 1; • Finalize the measurement model; • Develop the assessment tool (e.g., a survey) for youth and parents; • Determine how data collection will be accomplished; for instance, develop a sampling strategy for sites and participants within them and decide on the mode of data collection (e.g., online versus paper surveys); and • Conduct pilot testing so that a roll-out of the first wave of data collection can begin within nine months of the funding of the project. We believe that the time is right for launching a study that will identify and build on the strengths of military children and their families and communities. The impact of the information obtained by such research will extend beyond the millions of American youth from military families whose lives will be enhanced by this work. By strengthening America’s military youth and their families, all of America will also be the beneficiary.

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Americaâ&#x20AC;&#x2122;s Military Youth: Towards A Study of Positive Development in the Face of Challenge

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Americaâ&#x20AC;&#x2122;s Military Youth: Towards A Study of Positive Development in the Face of Challenge

Today there are about two million military-connected children from birth to age 21 experiencing a life marked by the turbulence of transitions and school moves and punctuated by frequent separations from a parent. About 1.5 million of these children are school-age (pre-kindergarten through grade 12). Over 80% of military children attend U.S. public schools. Without a unique understanding of school-age military youth (including children of parents serving in the Active Duty Forces, the National Guard, the Reserves, as well as Veterans since September 11, 2001), we are missing the moment to deepen our understanding of these youth and their parents in ways that bring more precision into the support systems and resources available in schools, the military, and communities. Lacking solid, reliable evidenced-based practice, the knowledge and decisions about the complex and dynamic needs of these students will continue to be based in soft supposition. America’s Military Youth - A Study of Positive Development in the Face of Challenge will be an unprecedented longitudinal research project and undoubtedly will provide a powerful, thoughtful, and meaningful contribution to the current understanding of the military child.

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