scholarly journals Projects in a Day Develop Life Skills in At-Risk After School Youth

2011 ◽  
Vol 6 (2) ◽  
pp. 87-94 ◽  
Author(s):  
Katie J. Hoffman
Keyword(s):  
At Risk ◽  
Life Skills ◽  
After School Programs ◽  
After School ◽  
At Risk Youth ◽  
Safe Place ◽  
School Programs ◽  
Life Skill Development ◽  
After School Program ◽  
School Programming

As budgets tighten and school weeks are shortened more youth are being left unattended at home. Rural youth are particularly affected by these reductions and stranded away from programs and resources. At-risk youth are acutely impacted as they lose contact time with programs that provide life skill development and a safe place for youth to connect to community, other youth and adults. 4-H Projects-in-a-Day can provide curriculum in partnership with after school programs that develop life skills and build positive social skills. In a study conducted with an Idaho After School program during the 2007-2008 and the 2008-2009 school years, six of the 12 life skills evaluated showed a significant increase after participation. Youth also reported positive self esteem and made new friends during the events held on Fridays. 4-H Project-in-a-Day curriculum has shown to be a powerful, ready to use tool in after school programming.

scholarly journals Where’d You Hear That? Examining the Importance of Individuals and Institutions in Providing Knowledge to At-Risk Adolescents about Their Local Community

2016 ◽  
Vol 11 (2) ◽  
Author(s):  
Rosemary V. Barnett ◽  
Paige E. Combee ◽  
Caroline Payne-Purvis
Keyword(s):  
At Risk ◽  
Local Community ◽  
After School Programs ◽  
After School ◽  
At Risk Youth ◽  
Community Based ◽  
School Programs ◽  
Community Issues ◽  
Positive Correlations ◽  
At Risk Adolescents

The purpose of this study was to explore the relationships between individuals and institutions when providing information to at-risk youth. This research examined how community issues are translated to 302 at-risk youth participants in two community-based after school programs. It specifically sought to identify the individuals and institutions where adolescents self-reported that they receive information from about community issues and whether there were relationships between these two entities. At-risk youth self-reported learning about community issues from key individuals and institutional connections. Positive correlations were found between all of the individuals and institutions, which indicate youth receive information about their communities from multiple individuals and institution types. The results provide important implications for institutions and individuals to consider as they work with youth.

scholarly journals The Complexities of Student Engagement for Historically Marginalized Youth in an After-School Program

2021 ◽  
Vol 16 (5) ◽  
pp. 105-121
Author(s):  
Ashlee L. Sjogren ◽  
Theresa N. Melton
Keyword(s):  
After School Programs ◽  
After School ◽  
Marginalized Youth ◽  
School Program ◽  
School Based ◽  
School Programs ◽  
After School Program ◽  
Program Content ◽  
Affective Experiences ◽  
School Programming

As researchers continue to address issues of equity within educational settings, it is important to also consider the role of equity in high-quality after-school programs. Evidence suggests that families from communities with fewer resources, along with families that identify as Black or Hispanic, report less access to quality after-school programming for their youth (Afterschool Alliance, 2020). This is especially problematic, as after-school programming has been associated with a number of positive outcomes for youth. In this study, researchers highlight youth perspectives to illuminate the challenges related to engaging historically marginalized youth in a school-based after-school program. Findings suggest that youth from marginalized backgrounds typically discuss engagement in terms of behavioral and affective experiences. Further, youth identified a few barriers to engagement, including repetition of program content and disruptive behavior. As a result of these findings, researchers suggest that practitioners integrate youth perspectives, work collaboratively to develop curriculum that fosters growth, and adopt policies and training that support staff in implementing culturally appropriate discipline approaches in after-school programs.

scholarly journals Effects of After-School Programs with At-Risk Youth on Attendance and Externalizing Behaviors: A Systematic Review and Meta-Analysis

2014 ◽  
Vol 44 (3) ◽  
pp. 616-636 ◽  
Author(s):  
Kristen P. Kremer ◽  
Brandy R. Maynard ◽  
Joshua R. Polanin ◽  
Michael G. Vaughn ◽  
Christine M. Sarteschi
Keyword(s):  
Systematic Review ◽  
At Risk ◽  
Externalizing Behaviors ◽  
Meta Analysis ◽  
After School Programs ◽  
After School ◽  
At Risk Youth ◽  
School Programs

scholarly journals Youth Perspectives on Virtual After-School Programming During the COVID-19 Pandemic

2021 ◽  
Vol 16 (5) ◽  
pp. 251-268
Author(s):  
Candace Evans ◽  
Renita Moore ◽  
Scot Seitz ◽  
Isatou Jatta ◽  
Gabriel P. Kuperminc ◽  
...  
Keyword(s):  
Peer Relationships ◽  
Internet Access ◽  
After School Programs ◽  
After School ◽  
School Program ◽  
School Closures ◽  
School Programs ◽  
After School Program ◽  
Positive Experiences ◽  
School Programming

After-school programs provide a range of support for students. During school closures due to the COVID-19 pandemic, many after-school programs were also forced to close or to find new ways to provide services to youth, such as through virtual after-school programming. We surveyed 244 youth who participated in virtual after-school programs about their access to virtual programming as well as their experiences. We considered their pre-closure experiences as well. We also surveyed 8 program directors of after-school programs who were providing virtual programming. We found that Internet access hindered the ability of more than 1 in 4 students to access the programs. Pre-closure program experiences, including ongoing relationships with program staff and positive peer relationships contributed to more positive experiences with virtual programming. Whenever students were able to access the programs, they generally reported positive experiences. This work has implications for after-school program providers, parents, and policymakers.

scholarly journals At-Risk Youth in After-School Programs: How Does Their Use of Media for Learning About Community Issues Relate to Their Perceptions of Community Connectedness, Community Involvement, and Community Support?

2014 ◽  
Vol 9 (1) ◽  
pp. 157-169
Author(s):  
Rosemary V. Barnett ◽  
Jeffrey C. Neely ◽  
Caroline Payne-Purvis ◽  
Gerald R. Culen
Keyword(s):  
At Risk ◽  
Community Involvement ◽  
Media Use ◽  
Community Support ◽  
After School Programs ◽  
After School ◽  
At Risk Youth ◽  
Community Connectedness ◽  
School Programs ◽  
Community Issues

This paper highlights a study examining the impact of various media formats on at-risk youth to identify forms of media technology that might impact their community connectedness, community involvement, and community support. Over a three-year period, a sample of 133 youth enrolled in after-school programs in two communities completed a questionnaire annually consisting of the following areas: community support, community involvement, community connectedness, and media use for learning. Linear regression analysis indicated media use for learning about community issues was a predictor of student’s perceptions of community support, community connectedness, and community involvement. The media format most identified for gaining knowledge about community issues by the youth was the Internet, while the use of print media increased over the course of the study. The most significant relationships were found between media use and perceptions of community overall with the most significant gains in media use during Y2, where youth knowledge of community issues increased.

Expanding after School Program Access for Vulnerable Students: Examining the Efficacy of Federal Policy and Funding

2021 ◽  
pp. 001312452110045
Author(s):  
Susan K. Klumpner ◽  
Michael E. Woolley
Keyword(s):  
Low Income ◽  
Binary Logistic Regression ◽  
After School Programs ◽  
Lower Percentage ◽  
After School ◽  
School Program ◽  
Logistic Regression Models ◽  
School Programs ◽  
After School Program ◽  
Low Income Families

After school programs provide low income students and students of color with learning opportunities across both academic and non-academic domains that such students would otherwise not get. In this study, we examined the intersection of school characteristics (e.g., enrollment size, percent minority enrolled, and percent eligible for FARM) and the types of after school programming schools offered (e.g., fee-based, 21st CCLC, and other types) using binary logistic regression models. I n a sample of schools ( n = 1,601) surveyed by the National Center on Education Statistics 2008 FRSS, we found that under-resourced schools had lower odds of having a 21st CCLC program and higher odds of having a fee-based after school program (than schools with a lower percentage of students receiving FARM). That is counter to the stated goals of the 21st CCLC program. These findings highlight the need for a re-prioritization of 21st CCLC funding such that financial assistance provided to schools to support after school programs is allocated to schools serving students from low income families and communities.

Leisure time activities, free time boredom, and aggressive behavioral tendencies among at-risk youth in a poverty area: Implications for recreational therapy

2010 ◽  
Vol 9 (1) ◽  
pp. 35-47
Author(s):  
Heewon Yang, PhD, CTRS ◽  
Kevin N. Schraer, MS ◽  
Marjorie Malkin, EdD, CTRS ◽  
Hansook Yi, PhD
Keyword(s):  
At Risk ◽  
Leisure Time ◽  
Free Time ◽  
After School ◽  
At Risk Youth ◽  
Service Agency ◽  
Leisure Participation ◽  
Poverty Area ◽  
Behavioral Tendencies ◽  
After School Program

The primary purpose of this study was to examine sociobehavioral characteristics [ie, leisure time activities, free time boredom (FTB), and aggressive behavioral tendencies] of at-risk youth in an area of general poverty. The participants of this study were attendees of an after-school program provided by a local social service agency, and the majority of the participants was African American (n = 75, 87.2 percent). This study examined their leisure participation patterns as well as barriers to leisure participation and desired facilities in the area. This study also revealed the participants’ perceived FTB level and aggressive behavioral tendencies. This article, lastly, suggests guidelines for therapeutic recreation practitioners who work with youth at-risk in poverty areas.

scholarly journals “Doing Our Part”: What Motivates Black Family Engagement in an After-School Program

2020 ◽  
Vol 15 (6) ◽  
pp. 44-69
Author(s):  
Amanda S. Case
Keyword(s):  
Black Family ◽  
Family Engagement ◽  
After School Programs ◽  
After School ◽  
School Program ◽  
Current Case ◽  
Program Staff ◽  
Black Caregivers ◽  
School Programs ◽  
After School Program

Researchers have demonstrated that Black caregivers (a) are more likely than caregivers of any other race to enroll their children in after-school programs, (b) face considerable challenges finding quality after-school programs, and (c) consider family engagement to be a hallmark of quality after-school programs. To date, however, researchers have largely ignored the voices of Black caregivers about what motivates and enables them to engage with their children’s after-school programs. As a result, after-school program staff report continued challenges effectively engaging Black families. The current case study aims to address this gap in the literature using evidence from participant observations, interviews with program staff, and focus groups with caregivers from the Downtown Boxing Gym, a community-based after-school program in Detroit, Michigan that primarily serves Black youth. Results suggest caregivers were largely motivated to engage with the program because of the gains they observed in their children and themselves, causing them to feel thankful and sparking a desire to give back. Caregivers also named specific program practices that made it easier for them to participate, including explicit expectations and requests for family engagement and multiple ways for them to participate. Implications for increasing family engagement at other after-school programs are discussed.

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