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Positive Outlook – Individual Protective Factors Index
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About Positive Outlook – Individual Protective Factors Index
Scale Name
Positive Outlook – Individual Protective Factors Index
Author Details
Julia Phillips and Fred Springer
Translation Availability
English
Background/Description
The Positive Outlook scale, part of the Individual Protective Factors Index (IPFI), developed by Julia Phillips and Fred Springer in 1992, is a self-report questionnaire designed to measure one’s outlook for the future among low-income students in grades 7-11 (ages 12-17). The IPFI, a multidimensional tool, assesses protective factors that mitigate risk behaviors such as substance use, delinquency, and school dropout, with the Positive Outlook subscale focusing specifically on optimism and hopefulness about future opportunities and personal success. Developed for the Effective School Project and validated in urban, low-income school settings, the scale aligns with resilience theory, which emphasizes positive psychological attributes as buffers against adversity.
The Positive Outlook subscale comprises 6 items rated on a 4-point Likert scale (1 = “NO!” to 4 = “YES!”), assessing beliefs about future prospects (e.g., “I believe I will have a good future” or “I feel confident about achieving my goals”). Higher scores (range: 6-24) indicate a more positive outlook. Validated in a diverse, low-income student population, the scale is used to identify strengths that promote resilience and academic persistence in high-risk environments. Its brevity and simple language make it accessible for adolescents, though its low internal consistency limits reliability.
Psychologists, educators, and public health researchers use the Positive Outlook scale to assess optimism, evaluate youth development programs, and study the role of positive expectations in reducing risk behaviors. Its focus on low-income youth and protective factors is a strength, but its English-only availability, moderate reliability, and specific age range may restrict broader application.
Administration, Scoring and Interpretation
- Obtain a copy of the Positive Outlook scale from primary sources, such as Phillips and Springer (1992) in Individual Protective Factors Index documentation or Gabriel (1994), or authorized archives like the Effective School Project, ensuring ethical use permissions.
- Explain the purpose to respondents, noting that it assesses their hopes and expectations for the future to support personal growth, emphasizing confidentiality and using age-appropriate language.
- Provide instructions, asking students to rate each of the 6 items based on their agreement with statements about their future outlook, using the 4-point scale (1 = “NO!” to 4 = “YES!”).
- Approximate time for completion is 2-3 minutes, given its concise format.
- Administer in a classroom, counseling, or research setting, using paper or digital formats, ensuring a private environment to promote honest responses. Oral administration may be used for students with reading difficulties.
Reliability and Validity
The Positive Outlook scale has modest psychometric properties, as reported by Gabriel (1994). Internal consistency is low, with a Cronbach’s alpha of 0.56, indicating poor item cohesion, likely due to the small number of items or diverse interpretations of “future outlook” among adolescents. Test-retest reliability is not reported, but stability is inferred to be moderate based on similar protective factor measures (e.g., r ≈ 0.50-0.70 over weeks).
Convergent validity is supported by correlations with related constructs, such as self-efficacy and academic motivation (r ≈ 0.30-0.50), and its inverse relationship with risk behaviors like substance use, consistent with resilience research. Discriminant validity is inferred from weaker correlations with unrelated constructs, such as unrelated social attitudes (r < 0.30). Criterion validity is demonstrated by its ability to predict positive outcomes, such as school engagement and lower delinquency, in low-income students, as noted in Effective School Project evaluations. Factor analyses are not detailed, but the subscale’s focus on optimism supports construct validity. The low reliability suggests cautious use, ideally supplemented by other measures for robust assessments.
Available Versions
06-Items
Reference
Phillips, J., & Springer, F. (1992). Extended national youth sports program 1991-1992 evaluation highlights, part two: Individual protective factors index (IPFI) and risk assessment study. Report prepared for the National Collegiate Athletic Association. Sacramento, CA: EMT Associates.
Dahlberg, L. L., Toal, S. B., Swahn, M. H., & Behrens, C. B. (2005). Measuring violence-related attitudes, behaviors, and influences among youths: A compendium of assessment tools. Centers for disease control and prevention.
Important Link
Scale File:
Frequently Asked Questions
What does the Positive Outlook scale measure?
It measures optimism and hopefulness about the future in low-income students.
Who can use the scale?
Psychologists, educators, and researchers studying resilience in urban youth.
How long does the scale take to complete?
It takes about 2-3 minutes.
Is the scale specific to low-income students?
Yes, it targets grades 7-11 in low-income urban settings.
Can the scale inform youth programs?
Yes, it identifies protective factors, but low reliability requires caution.
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