The Program
Preventing Long-term Anger and Aggression in Youth (PLAAY) is a culturally relevant, curriculum-based program modeled on the Racial Encounter Coping Appraisal and Socialization Theory (RECAST). This program focuses on utilizing physical activity and racial socialization to reduce stress, prepare youth to cope with stress and make healthier decisions in conflict situations. Racial and gender-related conflicts are resolvable through stress management and can improve youth persistence and achievement in schooling. This program’s cognitive-behavioral strategies and group therapy intervention elements allow youths to build their skills in mindfulness, positive reappraisal, stress management, and assertiveness. PLAAY has five core intervention strategies: storytelling, journaling, relaxation, debating, and role-playing. Physical activities such as basketball and football allow youth to practice and implement mental health coping strategies. Other competitive peer activities, such as video games and board games, are also used to support practicing conflict resolution and stress management skills. This strategy was developed by Dr. Howard Stevenson in 1999 and based on his research in this area.
Intended Audience
PLAAY was developed for black male youth and their parents/caregivers and has been successfully implemented with youth of other races and genders. Participants can range from 8 to 18 years old, with the ideal groupings being 8-10, 11-13, and 16-18.
Implementation
PLAAY is intended to be implemented in schools, health agencies, recreation centers, faith-based centers, or other community-based organizations focusing on youth development or mentoring programs. The program includes twenty 90-minute sessions. During those sessions, 45 minutes is dedicated to physical activity and 45 minutes of culturally relevant group therapy. Group sizes should be between 10 to 15 participants. The program is designed to have 20 sessions over 10 weeks (about 2 and a half months), and parents generally attend 2 to 4. PLAAY is typically delivered in person but can be adapted virtually with video games.
Outcomes
PLAAY has been shown to produce the following participant outcomes:
- Stress reduction
- Improved stress management
- Increased capacity to challenge racial and gender stereotypes
- Improved interpersonal skills
- Increased school achievements
- Enhanced positive self-identity
- Decreased intrapersonal conflict
- Improved physical and mental health
- Emotion awareness and regulation
- Increased confidence
- Resiliency
Evidence
Since 1996, Dr. Howard Stevenson has conducted several research studies on PLAAY to determine the program’s effectiveness. In 2003, a randomly assigned control group study of PLAAY in Black male youth demonstrated positive outcomes for participants assigned to the treatment group. The study found many positive outcomes, such as improved attendance rates, increased homework completion rates, increased school engagement, and reduced school assault rates.
Key Strategies to Implementation & Sustainability
Organizational Factors
Previous organizations implementing this program found it a natural fit for their activities. PLAAY supplemented sports programs and addressed conflict within sports teams. Organizational support from leadership contributed to expanding larger institutional systems through training staff and lightening clinician caseloads. Additionally, consistent positive outcomes from implementing this program led to increased support from stakeholders and other influential community leaders.
Cultural Factors
PLAAY is centered on issues regarding race and culture and primarily focuses on racial literacy. As a result, activities like basketball and football are integrated into the program to meet the needs of multiracial groups. One factor that should be considered is recruiting culturally competent leaders who understand the program’s underlying theory and the importance of integrating racial literacy. Another important consideration for implementation is ensuring the concordance between the facilitator and the youth on race/ethnicity. For example, in cases where the youth participants are of the same racial/ethnic group, it is important to have at least one facilitator from the same group, especially in the group discussions.
Adaptations
Various groups implementing PLAAY have adapted the original program to include girls, other racial/ethnic groups, and broader age ranges. Some organizations integrate a mentoring component with high school youth mentoring for middle—and elementary-school-aged kids. Different adaptations of this program include substituting basketball for other athletic or interactive activities. The developer has noted that the key to fidelity is engaging in competitive activities to create the stress and conflict necessary to apply the coping skills taught within the program.
Implementation Challenges and Solutions
Logistical challenges include:
- Transporting youth to and from the program.
- Coordinating the use of school facilities.
- Competing with other extracurricular activities.
- Having enough trained staff.
- Having large enough groups for separate sessions for boys and girls.
Another challenge the program has faced is engaging with parents of low-income families due to competing time demands. Increasing parent engagement would require additional support such as:
- Transportation
- Childcare
- Providing meals for participants
Virtual spaces pose another set of challenges, such as maintaining the same level of engagement from youth as in-person sessions. A creative solution to this challenge was using video games instead of sports.
Facilitators must also be prepared and open to personal growth when implementing this program. Racial literacy training is meant to push people outside their comfort zones and requires self-awareness when learning to manage sensitive issues surrounding racial conflict. It is a daunting but necessary competency for the implementation of this program.
Additional Resources
Contact Information
Howard Stevenson | Developer and Trainer
Trainer and Developer
This program was developed by Howard Stevenson, Ph.D., Professor of Education and Africana Studies at the Graduate School of Education, University of Pennsylvania.