Appendix Q -- Challenge Day at SWHS

Challenge Day at Sedro-Woolley High School
Kendra Rhodes
Western Washington University























Abstract

There are numerous studies conducted about the necessity and success of various programs utilized in high schools in order to foster healthy lasting traits in youth. One outcome of these studies is the acknowledgement of a need for connection and an encouraging, positive atmosphere in the lives of youth. One such program that helps perpetuate this atmosphere is Challenge Day. This research documents the impact and success of Challenge Day on Sedro-Woolley High School students. The outcome of this research has shown that the students of Sedro-Woolley High School in overwhelming majority feel positively about the experience and effects of Challenge Day and reference monumental changes in their personal outlook on life and people around them, in people they know and in the school atmosphere as a whole.












Challenge Day at Sedro-Woolley High School

In this world, there lacks healthy, connected relationships. Individuals are isolated and invalidated in a world full of people much like themselves, people with the same fears, insecurities and loneliness they all experience. Individuals often lack the skills and perspective on how to create a place in their lives for opening up to those around them thereby creating, maintaining and enjoying more connected relationships. The microcosm of society is schools. Youth are being shown through their homes and culture how to be. They learn to tease, bully, form cliques, and exclude people for many different reasons. Be it basis of gender, race, economic standing, appearance, religious beliefs or sexual preference they learn to exclude rather than connect. Each High school across this country is packed with possibly hundreds, if not thousands of teens who feel utterly alone. They feel the separation, isolation and loneliness in their lives. Maybe they don’t even have a name for it, or know why they feel so scared and lonely. They are surrounded with people who have experiences very much like themselves, yet lack the openness and validation from those peers that would prevent the isolation they experience.
The symptoms of the loneliness and separation that infiltrate our schools and the spirits of youth are spilling into the hands of teachers, school administration and parents and are yet scarcely recognized as such. The youth turn to alcohol and drug abuse as a way to connect and avoid feeling. Depression tendencies in youth are staggering. Eating disorders develop as young men and women struggle to accept themselves as they are in light of society’s accepted, yet unattainable standards. Violence among youth is another symptom of feeling disconnected and alone as they struggle to carve a path for themselves. Gangs form and become stronger as they search for a sense of belonging. Unfortunately, too often, the struggle proves too difficult and another life ends to suicide. The presence of these symptoms is indisputable. The key is in preventing as many of these issues as possible by addressing this underlying cause.
It is possible for youth to move through this world in a way that fosters connectedness and validation as well as true and healthy relationships. Youth can learn to see past all of the ingrained ways of separating others from themselves. Teaching youth how to value diversity among one another and uphold the importance of each individual around them is a vital step in creating a more connected environment. For many schools in our country the way to begin preventing these symptoms and foster connectedness is through inviting the Challenge Day program into their school. The people of Challenge Day facilitate workshops that will literally change the lives of our youth and community members who participate. Those that experience the workshops are changed forever, while those that have not experienced them not only wish they had, but see the change in those around them and want that change within themselves.
This research documented the impact Challenge Day has had on Sedro-Woolley High School. Surveys were conducted on students that had the workshop experience as well as those who didn’t gain the experience. The words of the students show that the safe, connected, and validating environment taught during Challenge Day is captivating, memorable, and inspiring. A review of published literature on the needs addressed by Challenge Day provide insight as to the necessity of the program.
The purpose of this research is to create a tangible way for the local community to embrace the Challenge Day program as a relevant and needed addition to the local high schools, specifically. Hopefully, it will inspire them to be involved and seek to be a part of the change of environment so desperately needed in the school and the lives and hearts of the youth here.
In order to show the need for continuing to bring Challenge Day into Sedro-Woolley High School, this research will demonstrate the impact it had on the students who experienced it as well as the resounding enthusiasm and interest from those who didn’t get to participate. There is no better way to show that need than through the words, thoughts and feelings from the youth themselves. The need is there, and more importantly, they are begging for it to return again, and again.

Literature Review
As review of previously published materials began, supporting research and professional knowledge on concepts surrounding and relating to Challenge Day and the goals therein, was readily available. There is a rich existence of research about youth and what it takes to build the environments for thriving adolescence. Through ProQuest and other databases accessed through the Western Washington University Library website, numerous peer reviewed journal articles were located using an extensive reference list accumulated through Terry L. Nail’s research already conducted on the many successes of Challenge Day. This literature is available through the Challenge Day organization.
A few themes within the plethora of research around thriving adolescence were uncovered and will be discussed below. First were several approaches, techniques and viewpoints about fostering essential traits to ensure a thriving youth. Second were some new, more positive perspectives on risk factors and what role they play in the lives of adolescence. Lastly were ideas surrounding relationships of separation and connectedness in youth.
In 1993 Bernard conducted research that found both caring teachers and peers as a major factor that contributed to resiliency in youth. He defines resiliency as “social competence, problem solving, autonomy, and a sense of a bright future.” He goes on to show that “if the opportunity for fulfilling the basic human need for social support, caring and love si not available in their immediate family, it is imperative that the school give them the chance to develop caring relationships.”
Further research conducted by Eccles, Barber & Stone in 2003 links structured activities with positive youth development. He facilitated a longitudinal study showing clear evidence that “when activities confirm or support one’s self-concept, they are also likely to promote psychological well-being and attachment.” Additionally in 2003, Lerner, Dowling & Anderson continues the thinking about positive youth development into future benefits and provides discussion around the reality that our youth will become our community. Lerner says, “Thriving youth become generative adults through the progressive enhancement of behaviors that are valued in their specific culture and that reflect the universal structural value of contributing to society.”
More supporters of fostering positive traits in youth are McIntosh, Schmidt, and Chang, who in 2001linked the relationship between challenge levels in youth’s lives and their voluntary participation in cooperative activities. Findings were consistent with the hypothesis that stated finding the right level of challenge in the lives of youth will be further encouragement for them to become involved in more activities, which in turn leads them to reap the benefits of those additional activities. Then in 2005 Morrisey and Werner began to name the variables in young people’s lives that specifically develop a sense of connectedness and productivity. They noted, “When looking at youth who should have failed but did not, several common characteristics appear: caring adults and peers, high expectations, and opportunities to participate.” Also noted in their research, “In order to develop a sense of connectedness and productivity, and to begin making decision from a perspective that is less egocentric, young people need opportunities to participate in groups of interconnected members, which encourage them to take on responsibilities and master challenges.”
One last notable author on fostering traits in youth is Sagor. Who in 1996 did extensive theoretical research on building resiliency in youth. He defines resiliency as “feelings of competence, belonging, usefulness, potency and optimism.” He goes on to say that “feelings of resiliency result from authentic experiences. Resiliency building experiences can have a profound impact on our students’ self-images.”
Beyond knowing that programs and systems for youth show results these authors have looked at why, how they were successful and what components and traits are being fostered. In order to provide a thoroughly enriched environment in which can youth to develop healthfully, thoughtfulness and knowledge about what’s required within the selves of youth is vital. This is what has been done by these authors.
Secondly noted was the authors who provided new perspectives on risk factors in youth. Included in these authors is Brendito and Larson. In 2004 they took a positive look at risk factors. In their research they link hardship in the lives of youth and the resiliency displayed by those youth. “Youth cannot thrive on strengths alone, but need concerned adults and peers who embrace them in both good and difficult times.” In their thinking, resiliency also comes from the youth investing in a purpose beyond themselves. Previously, in 2003, Mahoney and Lafferty pointed out that the mere absence of risk factors does not equal a well developed youth. Even if we did focus on eliminating those risks, we would still not be fostering the youth we know exist. They said, enduring “positive results in a young person’s life are most effectively achieved through guidance, support, opportunities, and involvement, rather than interventions aimed at removing problems.” Again in 2004, research was conducted by Oman et al. Their study was about looking at the assets present in the lives of youth. The assets were defined as 1)Peer role models 2)Use of time (example: religion) 3) Family communication and 4) Responsible chores. Their research concluded that “youth who posses even one of the assets were significantly less likely to use drugs compared to youth who posses fewer assets.”
The last collection of articles shared the theme of the existence of connections and/or separateness in the lives of youth. Camino and Zeldin, in 2002 succedded in demonstrating the current segregation of youth from adults in communities. They address the issues of teens being separated in this way. “Few youth have even one significant, close relationship with a non-familial adult before reaching adulthood themselves.” Separation not only exist in the lives of the youth. Additionally the adults negative beliefs about youth are addressed. Many adults see youth as a worry or threat, not as potential. The work of Camino and Zeldin is important because it reinforces the need for relationships in the lives of youth in order to become well adjusted adults in the community and that adult-youth relationships is one of the vital ways for those youth to develop.
Another researcher by the name of Pollack extensively discusses vital importance of relationship in the lives of youth. In 2004 he used his research to show many connections between healthy relationships and youth behavior. “The largest factor protecting young people from emotional distress, drug abuse and violence – in addition to the closeness they were able to achieve within their families – was perceived school connectedness. The more students feel connected, understood, and treated fairly at school, the less likely they are to become suicidal, abuse drugs and alcohol, become addicted to nicotine, or engage in impulsive sexual activities.”
In 2001, Hektner conducted a study on youth growth-conductive experiences. He found “that teachers, parents, peers, and communities can promote positive youth development by maintaining an environment rich in interpersonal support, autonomy, and opportunities to pursue challenges related to future goals.”
The themes of fostering traits in youth, risk factors, and connected relationships all begin to paint a picture of what it takes in order for youth to healthfully develop and continue with well adjusted and productive lives in the community. It is important to be mindful of this knowledge when the effects of Challenge Day are considered. This will assist in evaluating the necessity of the experiences the students gain while attending the workshops as well as the changes in the atmosphere and people in the school environment.

Methods
The research question being addressed is to define and document the impact that the Challenge Day program has made on the students of Sedro-Woolley High School. This approach to answering this question is primarily qualitative.
The samples of participants were students of SWHS. They are female and male randomly. There were 58 participants. About half of the participants in this study had attended the Challenge Day workshop. The other half has not experienced the workshop. Subjects were recruited by spending time in the lunch room during the lunch hours of the students. The researcher was stationed at a window located in the lunch room where other students work to make announcements, play music, and hold sign-ups for varying activities. Any student who approaches the window either through announcement of the Challenge Day survey, blood drive sign ups, prom voting, graduation voting, or visiting other students will be approached and asked to fill out a survey. One key individual who facilitated access to subjects is the student who makes regular announcements through the window over the microphone. He announced and encouraged participation in the survey. This person did attend Challenge Day. Additionally, when a student filled out a survey they were asked to bring other students back with them to fill more out. They were also encouraged to bring blank surveys to their peers and encourage them to fill it out as well. Any student is encouraged to complete a survey whether or not they attended the workshop. No other recruitment strategies were utilized and there was no offer for compensation. The study design is appropriate to examine the question because it directly asked the question to the subjects. The experiences of Challenge Day are sought and the survey answers included the students’ experiences of Challenge Day. It provided descriptive cross-sectional data. It described the students’ perspectives on their experiences of Challenge Day at a given point in time after the workshop has taken place. The limitations of this approach lie in the collection of participants. The breadth of participants relied on the congregation at a certain point in the school lunch room as well as the snowball to those students who were recruited from participants. It could be assumed that each participant had an existing interest in Challenge Day in the school in order to spend the time on the survey. Data analysis consisted of combining participants and viewing all answers simultaneously. An overall idea about the attitude and experiences surrounding Challenge Day were apparent, readily available and required little to no interpretation.

Results
The survey sample size was 58 students. The participants consisted of 26 who had not experienced the Challenge Day workshop and 32 who had experienced the workshop.







Table 1. Feelings about not participating (non participants only)

# *
%
If No: How did you feel about not participating?
sad/bad/bummed
8
31
"I was really bummed out cuz I was waiting in line but they couldn't let me go in."
wished I could/ wanted to
11
42
"I wished I got to participate, everyone thought it was a fun and a great learning experience."
lonely/ missed out
4
15
"I felt like a loner." "left out." "I felt lonely."
neutral
3
12
"I didn't really know what it was."
* The number out of 26 survey respondents who did not participate in Challenge Day
Table 2. Future participation (non participants only)

# *
%
Would you like to participate in the future? Why?
Yes
24
93
"Yes, because I want to experience what everybody said changed their lives."
No
2
7
"No, because I'm a senior"
* The number out of 26 survey respondents who did not participate in Challenge Day
Table 3. Effects of Challenge Day (everyone)

% *
How has Challenge Day or "be the change team" influenced, or changed you, those you know or this school?
Increased acceptance
40
"I see things in a new way. I appreciate people and their feelings. I think I will never make fun of someone again."
Closer relationships
29
"We are like a family. We are closer to each other than before, and it's a great feeling."
Individual inward change (18)/58
31
"I effected me a lot - My outlook on life and how to deal with things I have been through. It helped me understand others and others understood me. It made me want to just share my love with everyone and to try and help to be an influence in peoples' lives. I know that other people loved it."
Motivated into action
10
"Slow change has taken place in the school, it enabled me to start my club diversity, a gay-straight alliance club."
No change noticed
7
"I didn't feel a change, but I definitely want to do it now."
* Percent of all 58 survey participants.




Table 4. Memorable parts (participants only)

# *
%
What was the most memorable part of Challenge Day for you?
Activities
10
31
"The cross the line activity was amazing. It was really eye opening and life changing."
Feelings
22
69
"I think it was the power of the people, and the powerful emotions that were exerted through each other."



"I got to share my feelings with others and they understood how I felt."



"The feelings of closeness with my peers."



"Feeling like you weren't alone in your experiences in life, bad or good."



"Seeing how everyone came together, how everyone put their differences behind. How people showed empathy for one another, and how everyone showed respect."
*Number out of 32 survey respondents who did participate in Challenge Day.


Discussion
In figure 1 represents the first of two questions asked of those non-participants regarding how they felt about not participating in Challenge Day. All but three non-participants somehow wanted to have been able to or felt badly that they had not been able to. Figure 2 is the second question asked of the non-participants asking if they would like to participate in the future. All but two of these answers were positive indicating an overall strong feeling of desire in students to gain this experience. Figure 3 demonstrates the spectrum of answers from both participating and non-participating students when asked about the impact that Challenge Day has made on their school. Not only are the statements representative of each category strong, there were multiple within each category which held the same depth. Notable is the mere 4 students (participating and non-participating alike) which reported not noticing a change in their school since Challenge Day. Figure 4 represents a question for the participants of Challenge Day. The replies toggled between referencing the activities and the feelings associated with the day. The large majority first recalled the emotional impact of the day. Overall, the impact of Challenge Day was both positive and widespread within Sedro-Woolley High school.
The surveys distributed regarding the impact that Challenge Day made on the students of Sedro-Woolley High school did convey that a positive and lasting change was made through the experiences gained from the workshop. These findings fall in line with the previously sited research which addresses the importance of school environments, risk factors and relationships therein.
The possible limitations of this research are the relatively low number of surveys conducted as well as the method of finding participants. There were 58 surveys conducted and there are approximately 1000 students attending Sedro-Woolley High school. Despite the low percentage of students surveyed, there is still an element of external validity maintained. Every student within the school is aware of the environment with which they exist together. Any random group of Sedro-Woolley High School students chosen can likewise represent their school as any other group. The limitation related to methods of research is the possibility that those students who approached the window where I distributed the surveys all had a trait of being outgoing, or extracurricularly involved.
This exploratory research surrounding the impact of the Challenge Day Program on Sedro-Woolley High school has resulted in knowledge that the program is wanted, utilized, and cherished by the students. The only change that the students hoped for within the Challenge Day program is to have more of it.





References
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Brendito, L., & Larson, S. (2004). The resilience code: Finding greatness in youth. Reclaiming
Children and Youth, 12(4), 194-200.
Camino, L., & Zeldin, S. (2002). From periphery to center: Pathways for youth civic engagement
in the day life of communities. Applied Developmental Science, 6(4), 212-219.
Eccles, J. S., Barber, B. L., Stone, M., & Hunt, J. (2003). Extracurricular activities and
adolescent behavior. Journal of Social Issues, 59(4), 856-889.
Hektner, J. (2001). Family, school, and community predictors of adolescent growth-conductive
experiences: Global and specific approaches. Applied Developmental Science, 5(3), 172-
183.
Lerner, R. M., Dowling, E. M. & Anderson, P. M. (2003). Positive youth development: Thriving
as a basis of personhood and civil society. Applied Developmental Science, 7(3), 172-
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Mahoney, C. A., & Lafferty, C. K. (2003). Special issue: Positive youth development. American
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Morrissey, K. M., & Werner-Wilson, R. J. (2005). The relationship between out-of-school activities and positive youth development: An investigation of the influences of community and family. Adolescence, 40(157), 67-85.
Oman, R. F., Vesely, S., Aspy, C. A., Mcleroy, K. R., Rodine, S., & Marshall, L. (2004). The potential protective effect of youth assets on adolescent alcohol and drug use. American Journal of Public Health, 94(8), 1425-1430.
Pollack, W. S. (2004). Parent-child connections: The essential component for positive youth development and mental health, safe communities, and academic achievement. New Directions for Youth Development, 104, 17-30.
Sagor, R. (1996). Building resiliency in students. Educational Leadership. 54, 38-43.
















Appendix A
Name (optional)……………………………………………..
Did you participate in Challenge Day: Yes…………. No………..

If YES:
What was the most memorable part of Challenge Day for you?

If NO:
How did you feel about not participating?

Would you like to participate in the future? Why?

EVERYONE: (even if you didn’t participate)!
How has Challenge Day or Be the Change Team influenced, or changed you, those you know, or this school?

May I interview you for the Challenge Day Documentary?