scholarly journals Tobacco Prevention Using Social Skills Education and Puppet Scripts in an After-School Program

2021 ◽  
Vol 16 (5) ◽  
pp. 122-139
Author(s):  
Seth Greenman ◽  
Darson Rhodes ◽  
Tessa Gisi ◽  
Hailee Baer ◽  
Parker Heman ◽  
...  
Keyword(s):  
Social Skills ◽  
Youth Development ◽  
After School ◽  
Tobacco Prevention ◽  
Afterschool Program ◽  
Prevention Curriculum ◽  
Tobacco Use Prevention ◽  
After School Program ◽  
Strengths And Difficulties ◽  
Skills Education

The purpose of this study was to explore the feasibility of implementing a tobacco use prevention intervention using social skills education and puppet scripts in an afterschool program. A total of 75 K-2 students attending an afterschool program in a rural Midwest area participated in a 4-lesson youth development tobacco prevention curriculum and completed a pre-post tobacco knowledge quiz. Additionally, 10 program mentors completed a pre-post program strengths and difficulties (SDQ) questionnaire on their assigned students. A series of t-tests were computed to examine differences in the pre and post scores of participants on the SDQ subscales, and total scales and descriptive statistics were computed on the tobacco knowledge quiz. Statistically significant differences were noted on 4 pre–post subscales scores of the SDQ and the total SDQ. Use of youth development curriculum using interactive puppet-based strategies implemented in afterschool settings may be a feasible health education strategy.

Psychological Needs Fulfillment and Engagement in Afterschool: “I Pay Attention Because I am Really Enjoying This.”

2019 ◽  
Vol 35 (2) ◽  
pp. 201-224
Author(s):  
Loren Faust ◽  
Gabriel P. Kuperminc
Keyword(s):  
Youth Development ◽  
Psychological Needs ◽  
After School Programs ◽  
After School ◽  
Structured Interviews ◽  
Perceived Needs ◽  
Development Framework ◽  
Age Related ◽  
After School Program ◽  
Program Engagement

This qualitative study draws on concepts from Self-Determination Theory (SDT) within a positive youth development framework to postulate that participants in an after-school program will derive a sense of enjoyment and challenge in program activities when they perceive that the program supports their psychological needs for competence, autonomy, and relatedness. SDT suggests that when programs support participant’s need for autonomy, competence, and relatedness, the participants will in turn experience greater motivation and program engagement. A thematic analysis of semi-structured interviews with 18 participants in Cool Girls, Inc. after-school programs (89% African American, Grades 2-12) found that youth experienced a sense of engagement and motivation through program activities that they felt promoted a sense of autonomy/independence and peer/adult connections. Age-related variations in perceived needs fulfillment and their relation to feeling engaged in the program were explored.

scholarly journals Cacophony and Change in Youth After School Activities: Findings from the 4-H Study of Positive Youth Development

2006 ◽  
Vol 1 (1) ◽  
pp. 5-14 ◽  
Author(s):  
Christina Theokas ◽  
Jacqueline V. Lerner ◽  
Erin Phelps ◽  
Richard M. Lerner
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Sixth Grade ◽  
After School ◽  
Community Collaboration ◽  
School Activities ◽  
After School Program ◽  
After School Activities ◽  
Using Data

This paper describes the configuration and changes in young adolescents’ participation in structured after school activities. Using data from the 4-H Study of Positive Youth Development the 983 youth studied in both the first and the second waves of this research (fifth and sixth grade, respectively) were found to engage in structured after school activities at high levels. Fewer than 12% did not participate in any activities. Participation in multiple activities was the norm for these youth and the configuration of activities changed between grades. The breadth of participation in structured after school activities suggests, first, that it would be ideal to have broad community collaboration in regard to youth programming to ensure that youth receive excellent programming, no matter where they turn; and, second, that youth development researchers and practitioners need to consider new approaches to conceptualizing and evaluating the possible role of any one after-school program in promoting exemplary development.

Youth Learning in Afterschool Programs

2016 ◽  
pp. 376-401
Author(s):  
Al Lauzon ◽  
Sarah Christie ◽  
Heather Cross ◽  
Bushra Khan ◽  
Bakhtawar Khan
Keyword(s):  
Learning Outcomes ◽  
Youth Development ◽  
Positive Youth Development ◽  
Technical Skills ◽  
Rural Youth ◽  
Technical Skill ◽  
After School ◽  
Afterschool Programs ◽  
Policy Makers ◽  
After School Program

This chapter reports on the learning outcomes of an after-school program (ASP) known as Fusion Youth and Technology Centre (Fusion) situated in Ingersoll, Ontario. The chapter begins by making the case that ASPs are part of the lifelong learning infrastructure and they should be given more consideration by researchers and policy-makers. This is followed by examining the changes in education and its implications for youth followed by a discussion of ASPs and positive youth development. A description of Fusion is presented and then the findings of four studies conducted at Fusion are reviewed. The discussion focuses on learning outcomes and reports back in terms of external and internal assets necessary for positive youth development to occur and their relationship to technical skill development. A conclusion is then drawn that ASPs with a focus on technology programs can have significant learning outcomes in terms of capacities and technical skills developed. Furthermore, it is argued that the benefts are often derived by rural youth who are not successful educationally, come from lower socio-economic homes, and are the youth who are most likely to be at-risk.

scholarly journals Student Engagement in After-School Programs, Academic Skills, and Social Competence among Elementary School Students

2014 ◽  
Vol 2014 ◽  
pp. 1-9 ◽  
Author(s):  
Kathryn E. Grogan ◽  
Christopher C. Henrich ◽  
Mariya V. Malikina
Keyword(s):  
Student Engagement ◽  
Social Competence ◽  
Youth Development ◽  
Student Outcomes ◽  
Academic Skills ◽  
After School Programs ◽  
After School ◽  
School Program ◽  
School Programs ◽  
After School Program

Research on the relationship between after-school program participation and student outcomes has been mixed, and beneficial effects have been small. More recent studies suggest that participation is best characterized as a multidimensional concept that includes enrollment, attendance, and engagement, which help explain differences in student outcomes. The present study uses data from a longitudinal study of after-school programs in elementary schools to examine staff ratings of student engagement in after-school activities and the association between engagement and school outcomes. The factor structure of the staff-rated measure of student engagement was examined by exploratory factor analysis. Multiple regression analyses found that student engagement in academic, youth development, and arts after-school program activities was significantly related to changes in teacher ratings of academic skills and social competence over the course of the school year and that students with the greatest increase in academic skills both were highly engaged in activities and attended the after-school program regularly. The results of this study provide additional evidence regarding the benefits of after-school programs and the importance of student engagement when assessing student outcomes.

Youth Development in After-School Leisure Activities

2009 ◽  
Vol 30 (5) ◽  
pp. 668-690 ◽  
Author(s):  
Denise M. Wilson ◽  
Denise C. Gottfredson ◽  
Amanda B. Cross ◽  
Melissa Rorie ◽  
Nadine Connell
Keyword(s):  
Youth Development ◽  
Leisure Activities ◽  
After School

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.

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