RFKC Hope Index Report

The Impact of Royal Family KIDS Camp on Foster
Children who have experienced abuse and neglect.
Royal Family KIDS

Technical Report
Summer 2014
Prepared by
Heather R. Chancellor, MS
Chan M. Hellman, PhD
Page 1 of 13
Mission
To create life-changing moments for children, ages 6-12, who have experienced abuse through mobilizing
the faith community and launching and sustaining camps, clubs, and mentors. We keep moving forward
by making moments matter and treating people royally (royalfamilykids.org, 2014).
The most recent statistics indicate that 408,425 children are presently in the foster care system, 50% of
girls in the foster care system will become pregnant by the age of 19, 74% of prison inmates were once in
the foster care system, 50% of youth who age out of the system will be incarcerated within two years,
and 80% of inmates on death row were once in foster care (Casey Foundation, National Foster Care
Coalition, US Administration for Children and Families, & US Department of Justice, 2010-2011).
Royal Family KIDS (RFK) has made an attempt to lower the aforementioned statistics by providing a
safe place for foster care youth to build healthy relationships with supportive counselors, adults, and other
foster care children. At RFK camp, children have the opportunity to be kids again. In 2013, Royal
Family KIDS served 7,130 children in 173 camps with the help of 10,366 volunteers
(royalfamilykids.org, 2014).
Purpose of Report
The purpose of this report is to provide Royal Family KIDS leadership and stakeholders, preliminary
findings from an outcome assessment conducted by the Center for Applied Research for Nonprofit
Organizations at the University of Oklahoma Tulsa Schusterman Center. The main objective of the
assessment was to evaluate the impact of a week-long summer camp, attended by children who are in the
foster care system. Constructs of interest included the Childrens Hope Scale (CHS) as well as six single
items designed to measure the level of trust and comfort at camp as well as the ability to achieve ones
dreams.
Assessment Procedure
Two hundred and seventy-eight surveys were distributed to the RFK campers at eight camps located
around the country. Every child who participated at the eight selected sites was eligible to complete the
survey. The eight locations of camp were chosen based on geographical region. Pre-test surveys were
distributed to campers before the camp activities began, and post-test surveys were given to the campers
before they left camp. A systematic training program was developed for ethical data collection procedures
for the research centers staff as well as the hope liaison. Each camp site identified a hope liaison who
was responsible for the data collection as well as matching the pre-test surveys and post-test surveys to
ensure the OU research team received matched, de-identified surveys.
In the end, the research team received two hundred and forty-nine completed, matched pre-test and posttest surveys, resulting in an 89.6% response rate.
Magnitude of impact was assessed using both Cohens (1990) d-statistic for the pre-test post-test
comparison and partial eta squared on the repeated measures analysis. While statistical significance
provides information about the confidence in the change, magnitude describes how meaningful the
change can be described. For the d-statistic: a .20 is considered small, a .50 is considered moderate,
and a .80 is considered a large or strong effect. Partial eta squared estimates the amount of variance
explained in an outcome variable from the predictor variable. A value of .02 is considered small, .09 is
moderate, and .25 is considered a large effect.
Page 2 of 13
Measurement
Hope Theory
Hope theory (Snyder, 2002), is a cognitive process related to a childs expectation toward achieving a
future goal. Hope theory suggests that if we can establish clear strategies (pathways) to achieving a goal
and are willing to direct mental energy (agency) toward pursuing these pathways, we are experiencing
hope. Those who have a strategy (pathway) but low energy (agency) are considered low hope. Similarly,
those with high mental energy but no mental strategy toward goal attainment are considered low hope. In
order to be considered high hope, the child must have both pathways and agency in order to attain a goal.
Hope was assessed using the Childrens Hope Scale (Snyder, Hoza, Pelham, Rapoff, Ware, Danovsky, et
al. 1997) which examines the extent to which children believe they can establish pathways to their goals
as well as develop and maintain the agency to follow these pathways. This measure is comprised of six
self-report items with responses ranging on a six-point Likert scale format (1 = none of the time; 6 = all of
the time). Scores can range from a low of six to a high of thirty-six. Thus, higher scores reflect higher
hope. The Childrens Hope Scale is a widely used measure with over two hundred published scholarly
studies. Validity studies have been established both psychometrically and substantively. However,
reliability is sample specific and must be established in each individual study.
Reliability is defined as the extent to which a test consistently measures whatever it is measuring;
therefore, the higher the reliability, the better (Gay et al., 2009). In this study, we are measuring hope, a
temporal psychological characteristic. As such, we expect to see a change between measuring points (pre
and post). Additionally, the intervention of RFK has been introduced in this study. As a result, we expect
to see a change between measuring points due to the intervention (Schultz, 2005).
For the purposes of this study, both internal consistency reliability estimates and a test-retest reliability
score were obtained. Internal consistency reliability estimates () are used to measure the internal
consistency of test items. In order to calculate a test-retest score, a correlation analysis was conducted
among the pre and post-test hope scores. Using the internal consistency reliability analysis indicated a
Pre-CHS = .707 and Post-CHS = .746. Using the test-retest correlation analysis indicated a
statistically significant correlation between the pre-test and post-test (r = .548, p < .001). This correlation
indicates a strong, positive relationship between pre-test and post test scores. Thus, acceptable levels of
score reliability in the current sample are established.
In addition to the CHS, six single item measures were collected to assess comfort, feeling like part of a
group, commitment to enjoying camp, a sense of acceptance by others, trust in others, and a belief in
achieving ones dreams. These individual items were also presented with a six point Likert-Type
response (1 = none of the time; 6 = all of the time).
Results
Descriptive Statistics
Specific demographic characteristics of the children were limited in the survey. However, the average
age of the respondent was 9.2 years (SD = 1.6). Two hundred and seventy-four children reported their
gender with 44.2% males and 55.8% females. When asked if they had previously attended camp, 49.4%
reported they had attended camp before and 50.6% reported that they had never attended the camp. More
detailed demographic data of the children would be available through the Royal Family KIDS leadership.
Page 3 of 13
Q7: I feel comfortable with everyone at this camp.
Pre 3.5
Post 0.45.8
8.6
6.6
11.3
5.1
0%
8.9
16.7
51
19.3
62.8
20%
40%
60%
80%
None of the time
A little of the time
Some of the time
A lot of the time
Most of the time
All of the time
100%
The above chart demonstrates the percent of respondents who answered Question 7: I feel comfortable
with everyone at this camp.
On the pre-test, 12.1% of respondents answered none or a little of the time, and 67.7% of respondents
reported most or all of the time. On the post-test, 6.2% of respondents answered none or a little of the
time, and 82.1% of respondents reported most or all of the time.
Comparing the Means
Variable
Pre
Post
N = 254, p .05
Mean
4.8
5.3
Std. Dev.
1.5
1.2
df
253
t-value
-4.100
Significance
<.001***
We conducted a Paired-Samples T-Test to determine if there was a difference in the pre-test and post-test
means. The results indicated the increase in scores was statistically significant (t = -4.100, df = 253, p <
.001). Additionally, a Cohens d-statistic was computed (d = -.37) suggesting a statistically significant
small increase in comfort felt by campers at the post-test.
Page 4 of 13
Q8: I feel like I am a part of this camp.
Pre 2.7 5
8.5
Post 1.13.6 2.6 6.2
0%
10%
7.7
13.9
62.2
10.9
20%
75.5
30%
40%
50%
60%
70%
80%
None of the time
Some of the time
A lot of the time
Most of the time
All of the time
90%
100%
The above chart demonstrates the percent of respondents who answered Question 8: I feel like I am a
part of this camp.
Comparing the Means
Variable
Pre
Post
N = 256, p .05
Mean
5.1
5.5
Std. Dev.
1.3
1.1
df
255
t-value
-3.726
Significance
<.001***
Page 5 of 13
Q9: I am committed to enjoying this camp.
Pre 2.73.4
Post 1.13.6
11.4
9.9
9.1
0%
74.1
75.9
20%
40%
60%
80%
None of the time
Some of the time
A lot of the time
Most of the time
All of the time
100%
The above chart demonstrates the percent of respondents who answered Question 9: I am committed to
enjoying this camp.
Comparing the Means
Variable
Pre
Post
N = 260, p .05
Mean
5.5
5.5
Std. Dev.
1.0
1.0
df
259
t-value
-.257
Significance
= .797
means. The results indicated the increase in scores was not statistically significant (t = -.257, df = 259, p =
.797).
Page 6 of 13
Q10: Others at this camp accept me.
Pre
5.5
Post 0.74.8
0%
13
8.1
10%
7.9
7.7
20%
23.3
46.2
22
30%
56.8
40%
50%
60%
70%
80%
None of the time
Some of the time
A lot of the time
Most of the time
All of the time
90%
100%
The above chart demonstrates the percent of respondents who answered Question 10: Others at this
camp accept me.
Comparing the Means
Variable
Pre
Post
N = 249, p .05
Mean
4.8
5.2
Std. Dev.
1.5
1.2
df
248
t-value
-3.580
Significance
<.001***
Page 7 of 13
Q11: I can easily trust others in this camp.
Pre 1.9 6.1
Post 1.84.4
12.2
9.5
27.5
6.9
0%
44.3
27.4
20%
50
40%
60%
80%
None of the time
Some of the time
A lot of the time
Most of the time
All of the time
100%
The above chart demonstrates the percent of respondents who answered Question 11: I can easily trust
others in this camp.
Comparing the Means
Variable
Pre
Post
N = 259, p .05
Mean
4.9
5.1
Std. Dev.
1.4
1.3
df
258
t-value
-1.991
Significance
= .048*
means. The results indicated the increase in scores was statistically significant (t = -1.991, df = 258, p =
Page 8 of 13
Q12: How often do you think you will achieve your dreams?
Pre 3.8 4.5
Post 1.8 4
18.1
9.5
0%
12.8
25.3
11.7
27.1
20%
40%
35.5
45.8
60%
80%
None of the time
Some of the time
A lot of the time
Most of the time
All of the time
100%
The above chart demonstrates the percent of respondents who answered Question 12: How often do you
think you will achieve your dreams?
Comparing the Means
Variable
Pre
Post
N = 261, p .05
Mean
4.6
5.0
Std. Dev.
1.4
1.3
df
260
t-value
-4.055
Significance
<.001***
The below charts illustrate the graphical depictions of hope pathways and agency among male and
female campers.
Page 9 of 13
Hope - Agency
5
Pre - Q1
4.7
5.3
Post - Q1
4.6
4.7
4.8
4.8
Pre - Q3
Post - Q3
4.5
Pre - Q5
4.1
4.6
Post - Q5
4.4
0
3
Female
Male
Hope Agency measures the extent to which the respondent feels motivated to obtain goals.
The above chart displays the pre-survey and post-survey average item scores among male and female
campers for the agency items: Q1 I think I am doing pretty well.; Q3 I am doing just as well as
other kids my age.; Q5 I think the things I have done in past will help me in the future.
Hope - Pathways
4.5
Pre - Q2
4
4.5
Post - Q2
4.2
4.3
Pre - Q4
4
4.5
Post - Q4
4.4
4.5
Pre - Q6
4.2
4.8
Post - Q6
4.3
3.6
3.8
4.2
Female
4.4
4.6
4.8
Male
Hope Pathways refers to whether individuals see ways to attain goals.
The above chart displays the pre-survey and post-survey average item scores among male and female
campers for the pathways items: Q2 I can think of many ways to get the things in life that are most
Page 10 of 13
important to me.; Q4 When I have a problem, I can come up with lots of way to solve it.; Q6
Even when others want to quit, I know that I can find ways to solve the problem.
Hope
29
28.7
28.5
28
27.5
27.5
27.3
27
26.5
26
25.5
25.6
25
24.5
24
Pre-Hope
Post-Hope
Male
Female
The above graph illustrates the mean difference in hope scores among male and female campers. The
graph indicates that both male and female campers experienced in increase in hope scores; however, the
graph demonstrates that male campers entered camp with lower hope scores than the female campers as
well as experienced a higher rate of increase in their hope scores, HopeM = 1.7 as compared to the
females HopeF = 1.2, after having attended the week-long camp.
In order to further assess the higher rate of increase among male campers versus female campers, we
conducted a two-factor repeated measures analysis of variance. The results indicated that there was a
statistically significant change in hope scores among male and female campers (F = 7.353, df = 1,244, p =
.007). Partial eta squared indicated that approximately 2.9% of the variance in hope scores can be
accounted for by gender.
Discussion
The purpose of this outcome assessment was to evaluate whether or not attending a week-long RFK camp
had an impact on children who are in the foster care system. The findings presented in this report indicate
that the camp did have an impact on the children. With regards to hope, campers experienced an increase
in hope scores from the pre-camp survey to the post-camp survey. More specifically, male campers
experienced a higher rate of increase in hope between the pre and post surveys suggesting that the week at
the camp had a greater impact on the male campers hope. Furthermore, the campers reported
experiencing an increase in: trust of others, feeling comfortable, feeling accepted, feeling like a part of the
group, as well as thinking about achieving their dreams as a result of attending the camp.
Page 11 of 13
Conclusion
Royal Family KIDS Camp provides children who live in the foster care system an opportunity to
experience the joys of childhood in a safe and nurturing environment. This week-long camp experience
offers a reprieve from the childs reality and instils in them a sense of hope. The results from the outcome
assessment indicate that Royal Family KIDS does; indeed, provide a pathway of hope for children in the
foster care system.
Page 12 of 13
References
Annie E. Casey Foundation. (September 2, 2014). Economic Well-Being.
http://datacenter.kidscount.org/data#USA/2/16/17,18,19,20,22,21,2720.
Cohen, J. (1990). Things I have learned (so far). American Psychologist, 45, 1304-1312.
Gay, L. R., Mills, G.E., & Airasian, P. (2009). Educational Research: Competencies for Analysis and
Applications (9th edition). Upper Saddle River, NJ: Pearson Education, Inc.
National Foster Care Coalition. (September 2, 2014). Foster Care Facts.
http://www.nationalfostercare.org/.
Royal Family Kids. (September 2, 2014). Our Mission Statement. http://royalfamilykids.org/our-missionstatement/.
Snyder, C.R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13, 249-275.
Snyder, C. R., Hoza, B., Pelham, W., Rapoff, M., Ware, L., Danovsky, M., Highberger, L., Rubinstein,
H., Stahl, K. (1997). The Development and Validation of the Childrens Hope Scale. Journal of
Pediatric Psychology, 22, 399-421.
Shultz, K.S., Whitney, D.J. (2005). Measurement Theory In Action: Case Studies and Exercises.
Thousand Oaks, CA: Sage Publications, Inc.
US Administration for Children and Families. (September 4, 2014). Data and Reports.
https://www.acf.hhs.gov/.
US Department of Justice. (September 5, 2014). Resources. http://www.justice.gov/.
Page 13 of 13

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The Impact of Royal Family KIDS Camp on Foster

Children who have experienced abuse and neglect.

Royal Family KIDS

Q7: I feel comfortable with everyone at this camp.

None of the time

A little of the time

Some of the time

A lot of the time

Most of the time

All of the time

Q8: I feel like I am a part of this camp.

Post 1.13.6 2.6 6.2

None of the time

A little of the time

Some of the time

A lot of the time

Most of the time

All of the time

Q9: I am committed to enjoying this camp.

None of the time

A little of the time

Some of the time

A lot of the time

Most of the time

All of the time

Q10: Others at this camp accept me.

None of the time

A little of the time

Some of the time

A lot of the time

Most of the time

All of the time

Q11: I can easily trust others in this camp.

Pre 1.9 6.1

None of the time

A little of the time

Some of the time

A lot of the time

Most of the time

All of the time

Pre 3.8 4.5

None of the time

A little of the time

Some of the time

A lot of the time

Most of the time

All of the time

Hope Pathways refers to whether individuals see ways to attain goals.

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