Graduate Research Papers

Availability

Graduate Research Paper (UNI Access Only)

Abstract

Within the greater Omaha metropolitan area, adult depression rates increased from 19.5% in 2018 to 32.3% in 2024, and youth in these same communities experience these ecological influences. Youth with more positive developmental assets demonstrate lower levels of risk behaviors, higher resilience, and greater social skills, and social and emotional learning (SEL) interventions delivered through out-of-school programs can build these assets, particularly for youth in under-served communities. This interpretivist-constructivist evaluative case study examines positive youth development within CHD's Real Talk program, an SEL-based program targeting youth at three Omaha, Nebraska sites: Howard Kennedy Elementary, South Boys & Girls Club, and Carter Lake Boys & Girls Club. Data sources include Likert-type youth surveys (n = 31 ), open-ended questionnaire responses, and semi-structured facilitator interviews, used to explore the extent to which Real Talk addresses the five elements of positive youth development-competence, confidence, connection, character, and caring. Across sites, participants reported high levels of relational safety and connection (overall M = 4.11 out of 5; highest mean for psychological safety = 4.77; highest mean for respect = 4.33). Attendance consistency, peer bonds, and group cohesion appeared to mediate program effects at the site level, while embodied, creative activities strongly supported engagement and worksheet-intensive activities and peer unfamiliarity consistently hindered program effects.

Year of Submission

2026

Department

Department of Social Work

First Advisor

Cindy Juby

Date Original

2026

Object Description

1 PDF file (23 pages)

Language

en

File Format

application/pdf

Download
Off-Campus Download

Comments?

Share

COinS