Skip to main content
Top
Gepubliceerd in:

29-05-2017

Promoting Nurturing Environments in Afterschool Settings

Auteurs: Emilie Phillips Smith, Catherine P. Bradshaw

Gepubliceerd in: Clinical Child and Family Psychology Review | Uitgave 2/2017

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Given the rise in dual-career and single-parent families, and the need for monitoring and supervision during out-of-school time, afterschool settings are becoming important contexts for the prevention of problem behaviors and the promotion of the positive development of youth. Research indicates that high-quality afterschool programs can have positive effects on children’s academic, socio-emotional, and behavioral outcomes. But less is known about how these influences occur and potential mechanisms involved in this nurturing and promotion process. This paper draws upon the current theoretical and empirical literature in school settings and beyond to examine ways in which afterschool settings can be leveraged as a potential nurturing environment. We apply the conceptualization of nurturing environments put forth by Biglan et al. (Am Psychol 67(4):257–271, 2012. doi:10.​1037/​a0026796), which attends to the minimization of toxic social and biological conditions, reinforcement of diverse prosocial behaviors, limiting opportunities and influences for problem behavior, and promoting psychological flexibility in the pursuit of one’s values and goals. This paper concludes by identifying potential future research directions and practice implications regarding afterschool settings as nurturing environments for all youth.
Literatuur
go back to reference Adelman, H. S., & Taylor, L. (2006). The school leader’s guide to student learning supports: New directions for addressing barriers to learning. Thousand Oaks, CA: Corwin Press. Adelman, H. S., & Taylor, L. (2006). The school leader’s guide to student learning supports: New directions for addressing barriers to learning. Thousand Oaks, CA: Corwin Press.
go back to reference Afterschool Alliance. (2014). America after 3PM: Afterschool programs in demand. Washington, DC: Afterschool Alliance. Afterschool Alliance. (2014). America after 3PM: Afterschool programs in demand. Washington, DC: Afterschool Alliance.
go back to reference Bandura, A. (1973). Aggression: A social learning analysis. Englewood Cliffs, NJ: Prentice Hall. Bandura, A. (1973). Aggression: A social learning analysis. Englewood Cliffs, NJ: Prentice Hall.
go back to reference Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
go back to reference Battistich, V., Schaps, E., Watson, M., & Solomon, D. (1996). Prevention effects of the child development project: Early findings from an ongoing multisite demonstration trial. Journal of Adolescent Research, 11(1), 12–35.CrossRef Battistich, V., Schaps, E., Watson, M., & Solomon, D. (1996). Prevention effects of the child development project: Early findings from an ongoing multisite demonstration trial. Journal of Adolescent Research, 11(1), 12–35.CrossRef
go back to reference Bear, G. G., Chen, D., Mantz, L. S., Yang, C., Huang, X., & Shiomi, K. (2016). Differences in classroom removals and use of praise and rewards in American, Chinese, and Japanese schools. Teaching and Teacher Education, 53, 41–50.CrossRef Bear, G. G., Chen, D., Mantz, L. S., Yang, C., Huang, X., & Shiomi, K. (2016). Differences in classroom removals and use of praise and rewards in American, Chinese, and Japanese schools. Teaching and Teacher Education, 53, 41–50.CrossRef
go back to reference Belgrave, F. Z., Reed, M. C., Plybon, L. E., Butler, D. S., Allison, K. W., & Davis, T. (2004). An evaluation of sisters of Nia: A cultural program for African American girls. Journal of Black Psychology, 30(3), 329–343.CrossRef Belgrave, F. Z., Reed, M. C., Plybon, L. E., Butler, D. S., Allison, K. W., & Davis, T. (2004). An evaluation of sisters of Nia: A cultural program for African American girls. Journal of Black Psychology, 30(3), 329–343.CrossRef
go back to reference Biglan, A. (Ed.). (2004). Helping adolescents at risk: Prevention of multiple problem behaviors. New York: Guilford Press. Biglan, A. (Ed.). (2004). Helping adolescents at risk: Prevention of multiple problem behaviors. New York: Guilford Press.
go back to reference Birch, L. L., Rotter, J., & Marlin, D. W. (1984). Eating as the “means” activity in a contingency: Effects on young children’s food preference. Child Development, 55(2), 431–439.CrossRef Birch, L. L., Rotter, J., & Marlin, D. W. (1984). Eating as the “means” activity in a contingency: Effects on young children’s food preference. Child Development, 55(2), 431–439.CrossRef
go back to reference Bottiani, J., Bradshaw, C. P., & Mendelson, T. (2016). A multilevel examination of racial disparities in high school discipline: Black and White adolescents’ perceived equity, school belonging, and adjustment problems. Journal of Educational Psychology. doi:10.1037/edu0000155. Bottiani, J., Bradshaw, C. P., & Mendelson, T. (2016). A multilevel examination of racial disparities in high school discipline: Black and White adolescents’ perceived equity, school belonging, and adjustment problems. Journal of Educational Psychology. doi:10.​1037/​edu0000155.
go back to reference Bradshaw, C. P. (2015). Translating research to practice in bullying prevention. American Psychologist, 70(4), 322–332.CrossRefPubMed Bradshaw, C. P. (2015). Translating research to practice in bullying prevention. American Psychologist, 70(4), 322–332.CrossRefPubMed
go back to reference Bradshaw, C. P., Bottiani, J., Osher, D., & Sugai, G. (2014). Integrating Positive Behavioral Interventions and Supports (PBIS) and Social Emotional Learning. In M. D. Weist, N. A. Lever, C. P. Bradshaw, & J. Owens (Eds.), Handbook of school mental health: Advancing practice and research (2nd ed., pp. 101–118). New York: Springer.CrossRef Bradshaw, C. P., Bottiani, J., Osher, D., & Sugai, G. (2014). Integrating Positive Behavioral Interventions and Supports (PBIS) and Social Emotional Learning. In M. D. Weist, N. A. Lever, C. P. Bradshaw, & J. Owens (Eds.), Handbook of school mental health: Advancing practice and research (2nd ed., pp. 101–118). New York: Springer.CrossRef
go back to reference Bradshaw, C. P., & Garbarino, J. (2004). Using and building family strengths to promote youth development. In S. F. Hamilton & M. A. Hamilton (Eds.), Youth development handbook: Coming of age in American communities (pp. 170–192). Thousand Oaks, CA: Sage.CrossRef Bradshaw, C. P., & Garbarino, J. (2004). Using and building family strengths to promote youth development. In S. F. Hamilton & M. A. Hamilton (Eds.), Youth development handbook: Coming of age in American communities (pp. 170–192). Thousand Oaks, CA: Sage.CrossRef
go back to reference Bradshaw, C. P., Mitchell, M. M., O’Brennan, L. M., & Leaf, P. J. (2010). Multilevel exploration of factors contributing to the overrepresentation of Black students in office disciplinary referrals. Journal of Educational Psychology, 102(2), 508–520. doi:10.1037/a0018450.CrossRef Bradshaw, C. P., Mitchell, M. M., O’Brennan, L. M., & Leaf, P. J. (2010). Multilevel exploration of factors contributing to the overrepresentation of Black students in office disciplinary referrals. Journal of Educational Psychology, 102(2), 508–520. doi:10.​1037/​a0018450.CrossRef
go back to reference Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2015). Examining variation in the impact of school-wide positive behavioral interventions and supports: Findings from a randomized controlled effectiveness trial. Journal of Educational Psychology, 107(2), 546.CrossRef Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2015). Examining variation in the impact of school-wide positive behavioral interventions and supports: Findings from a randomized controlled effectiveness trial. Journal of Educational Psychology, 107(2), 546.CrossRef
go back to reference Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University of Press. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University of Press.
go back to reference Bronfenbrenner, U., & Morris, P. (1998). The ecology of developmental processes. In W. Damon (Ed.), Handbook of child psychology (Vol. 1: Theoretical models of human development, pp. 993–1028). New York: Wiley. Bronfenbrenner, U., & Morris, P. (1998). The ecology of developmental processes. In W. Damon (Ed.), Handbook of child psychology (Vol. 1: Theoretical models of human development, pp. 993–1028). New York: Wiley.
go back to reference Brophy, J. E. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51, 5–32.CrossRef Brophy, J. E. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51, 5–32.CrossRef
go back to reference Catalano, R. F., Berglund, M. L., Ryan, J. A., Lonczak, H. S., & Hawkins, J. D. (2002). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. Prevention & Treatment, 5(1), 15a. Catalano, R. F., Berglund, M. L., Ryan, J. A., Lonczak, H. S., & Hawkins, J. D. (2002). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. Prevention & Treatment, 5(1), 15a.
go back to reference Catalano, R. F., Oesterle, S., Fleming, C. B., & Hawkins, J. D. (2004). The importance of bonding to school for healthy development: Findings from the Social Development Research Group. Journal of School Health, 74(7), 252–261.CrossRefPubMed Catalano, R. F., Oesterle, S., Fleming, C. B., & Hawkins, J. D. (2004). The importance of bonding to school for healthy development: Findings from the Social Development Research Group. Journal of School Health, 74(7), 252–261.CrossRefPubMed
go back to reference Cross, A. B., Gottfredson, D. C., Wilson, D. M., Rorie, M., & Connell, N. (2010). Implementation quality and positive experiences in after-school programs. American Journal of Community Psychology, 45, 370–380.CrossRefPubMed Cross, A. B., Gottfredson, D. C., Wilson, D. M., Rorie, M., & Connell, N. (2010). Implementation quality and positive experiences in after-school programs. American Journal of Community Psychology, 45, 370–380.CrossRefPubMed
go back to reference Deater-Deckard, K., & Bell, M. A. (2017). Maternal executive function, heart rate, and EEG alpha reactivity interact in the prediction of harsh parenting. Journal of Family Psychology, 31(1), 41–50. doi:10.1037/fam0000286.CrossRefPubMed Deater-Deckard, K., & Bell, M. A. (2017). Maternal executive function, heart rate, and EEG alpha reactivity interact in the prediction of harsh parenting. Journal of Family Psychology, 31(1), 41–50. doi:10.​1037/​fam0000286.CrossRefPubMed
go back to reference Dodge, K. A., Dishion, T. J., & Lansford, J. E. (2007). Deviant peer influences in programs for youth: Problems and solutions. New York: Guilford Press. Dodge, K. A., Dishion, T. J., & Lansford, J. E. (2007). Deviant peer influences in programs for youth: Problems and solutions. New York: Guilford Press.
go back to reference Dodge, K. A., Pettit, G. S., Bates, J. E., & Valente, E. (1995). Social information-processing patterns partially mediate the effect of early physical abuse on later conduct problems. Journal of Abnormal Psychology, 104(4), 632–643. doi:10.1037/0021-843X.104.4.632.CrossRefPubMed Dodge, K. A., Pettit, G. S., Bates, J. E., & Valente, E. (1995). Social information-processing patterns partially mediate the effect of early physical abuse on later conduct problems. Journal of Abnormal Psychology, 104(4), 632–643. doi:10.​1037/​0021-843X.​104.​4.​632.CrossRefPubMed
go back to reference Domitrovich, C., Bradshaw, C. P., †Berg, J. K., Pas, E. T., Becker, K., Musci, R., et al. (2016). How do school-based prevention programs impact teachers? Findings from a randomized trial of an integrated classroom management and social-emotional program. Prevention Science, 17, 325–337.CrossRefPubMed Domitrovich, C., Bradshaw, C. P., †Berg, J. K., Pas, E. T., Becker, K., Musci, R., et al. (2016). How do school-based prevention programs impact teachers? Findings from a randomized trial of an integrated classroom management and social-emotional program. Prevention Science, 17, 325–337.CrossRefPubMed
go back to reference Domitrovich, C. E., Bradshaw, C. P., Greenberg, M. T., Embry, D., Poduska, J. M., & Ialongo, N. S. (2010). Integrated models of school-based prevention: Logic and theory. Psychology in the Schools, 47(1), 71–88.PubMedPubMedCentral Domitrovich, C. E., Bradshaw, C. P., Greenberg, M. T., Embry, D., Poduska, J. M., & Ialongo, N. S. (2010). Integrated models of school-based prevention: Logic and theory. Psychology in the Schools, 47(1), 71–88.PubMedPubMedCentral
go back to reference Durlak, J., Weissberg, R., Dymnicki, A., Taylor, R., & Schellinger, K. (2009). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.CrossRef Durlak, J., Weissberg, R., Dymnicki, A., Taylor, R., & Schellinger, K. (2009). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.CrossRef
go back to reference Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 45(3/4), 294–309. doi:10.1007/s10464-010-9300-6.CrossRefPubMed Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 45(3/4), 294–309. doi:10.​1007/​s10464-010-9300-6.CrossRefPubMed
go back to reference Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Essays in Social Psychology. Philadelphia, PA: Psychology Press. Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Essays in Social Psychology. Philadelphia, PA: Psychology Press.
go back to reference Eccles, J., & Gootman, J. A. (Eds.). (2002). Community programs to promote youth development. Washington, DC: National Academies Press. Eccles, J., & Gootman, J. A. (Eds.). (2002). Community programs to promote youth development. Washington, DC: National Academies Press.
go back to reference Embry, D. D. (2002). The good behavior game: A best practice candidate as a universal behavioral vaccine. Clinical Child and Family Psychology Review, 5(4), 273–297.CrossRefPubMed Embry, D. D. (2002). The good behavior game: A best practice candidate as a universal behavioral vaccine. Clinical Child and Family Psychology Review, 5(4), 273–297.CrossRefPubMed
go back to reference Farrell, A. D., Meyer, A. L., & White, K. S. (2001). Evaluation of responding in peaceful and positive ways (RIPP): A school-based prevention program for reducing violence among urban adolescents. Journal of Clinical Child & Adolescent Psychology, 30(4), 451–463. doi:10.1207/S15374424JCCP3004_02.CrossRef Farrell, A. D., Meyer, A. L., & White, K. S. (2001). Evaluation of responding in peaceful and positive ways (RIPP): A school-based prevention program for reducing violence among urban adolescents. Journal of Clinical Child & Adolescent Psychology, 30(4), 451–463. doi:10.​1207/​S15374424JCCP300​4_​02.CrossRef
go back to reference Flay, B. R., & Allred, C. G. (2010). The positive action program: Improving academics, behavior, and character by teaching comprehensive skills for successful learning and living. In T. Lovet, R. Toomey, & N. Clement (Eds.), International research handbook on values education and student wellbeing (pp. 471–501). Dordrecht: Springer.CrossRef Flay, B. R., & Allred, C. G. (2010). The positive action program: Improving academics, behavior, and character by teaching comprehensive skills for successful learning and living. In T. Lovet, R. Toomey, & N. Clement (Eds.), International research handbook on values education and student wellbeing (pp. 471–501). Dordrecht: Springer.CrossRef
go back to reference Frazier, S. L., Dinizulu, S. M., Rusch, D., Boustani, M. M., Mehta, T. G., & Reitz, K. (2015). Building resilience after school for early adolescents in urban poverty: Open trial of leaders@play. Administration and Policy in Mental Health and Mental Health Services Research, 42(6), 723–736.CrossRefPubMed Frazier, S. L., Dinizulu, S. M., Rusch, D., Boustani, M. M., Mehta, T. G., & Reitz, K. (2015). Building resilience after school for early adolescents in urban poverty: Open trial of leaders@play. Administration and Policy in Mental Health and Mental Health Services Research, 42(6), 723–736.CrossRefPubMed
go back to reference Garbarino, J. (2001). An ecological perspective on the effects of violence on children. Journal of Community Psychology, 29(3), 361–378.CrossRef Garbarino, J. (2001). An ecological perspective on the effects of violence on children. Journal of Community Psychology, 29(3), 361–378.CrossRef
go back to reference Gardner, M., Roth, J. L., & Brooks-Gunn, J. (2009). Can after-school programs help level the academic playing field for disadvantaged youth? Equity matters. Research review no. 4, Campaign for Educational Equity, Teachers College, Columbia University. Gardner, M., Roth, J. L., & Brooks-Gunn, J. (2009). Can after-school programs help level the academic playing field for disadvantaged youth? Equity matters. Research review no. 4, Campaign for Educational Equity, Teachers College, Columbia University.
go back to reference Graham, S. (1990). On communicating low ability in the classroom: Bad things good teachers sometimes do. In S. Graham & V. Folkes (Eds.), Attribution theory: Applications to achievement, mental health, and interpersonal conflict (pp. 17–36). Hillsdale, NJ: Erlbaum. Graham, S. (1990). On communicating low ability in the classroom: Bad things good teachers sometimes do. In S. Graham & V. Folkes (Eds.), Attribution theory: Applications to achievement, mental health, and interpersonal conflict (pp. 17–36). Hillsdale, NJ: Erlbaum.
go back to reference Gregory, A., Skiba, R. J., & Noguera, P. A. (2010). The achievement gap and the discipline gap: Two sides of the same coin? Educational Researcher, 36(1), 59–68.CrossRef Gregory, A., Skiba, R. J., & Noguera, P. A. (2010). The achievement gap and the discipline gap: Two sides of the same coin? Educational Researcher, 36(1), 59–68.CrossRef
go back to reference Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949–967.CrossRefPubMed Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949–967.CrossRefPubMed
go back to reference Hawkins, J. D., Catalano, R., Kosterman, R., Abbot, R. D., & Hill, K. G. (1999). Preventing adolescent health-risk behavior by strengthening protection during childhood. Archives of Pediatrics and Adolescent Medicine, 153, 226–234.CrossRefPubMed Hawkins, J. D., Catalano, R., Kosterman, R., Abbot, R. D., & Hill, K. G. (1999). Preventing adolescent health-risk behavior by strengthening protection during childhood. Archives of Pediatrics and Adolescent Medicine, 153, 226–234.CrossRefPubMed
go back to reference Heath, S. B., & McLaughlin, M. W. (1994). The best of both worlds: Connecting schools and community youth organizations for all-day, all-year learning. Educational Administration Quarterly, 30(3), 278–300.CrossRef Heath, S. B., & McLaughlin, M. W. (1994). The best of both worlds: Connecting schools and community youth organizations for all-day, all-year learning. Educational Administration Quarterly, 30(3), 278–300.CrossRef
go back to reference Henderlong, J. (2000). Beneficial and detrimental effects of praise on children’s motivation: Performance versus person feedback. Unpublished doctoral dissertation, Stanford University. Henderlong, J. (2000). Beneficial and detrimental effects of praise on children’s motivation: Performance versus person feedback. Unpublished doctoral dissertation, Stanford University.
go back to reference Hughes, D., Rodriguez, J., Smith, E. P., Johnson, D. J., Stevenson, H., & Spicer, P. (2006). Parents’ethnic/racial socialization practices: A review of research and directions for future study. Developmental Psychology, 42(5), 747–770.CrossRefPubMed Hughes, D., Rodriguez, J., Smith, E. P., Johnson, D. J., Stevenson, H., & Spicer, P. (2006). Parents’ethnic/racial socialization practices: A review of research and directions for future study. Developmental Psychology, 42(5), 747–770.CrossRefPubMed
go back to reference Ialongo, N. S., Bradshaw, C. P., Domitrovich, C. E., Lawson, A., Becker, K., Embry, D., et al. (2017). A randomized controlled trial of two school-based universal prevention programs: Integration of the PAX Good Behavior Game and Promoting Alternative Thinking Strategies (submitted). Ialongo, N. S., Bradshaw, C. P., Domitrovich, C. E., Lawson, A., Becker, K., Embry, D., et al. (2017). A randomized controlled trial of two school-based universal prevention programs: Integration of the PAX Good Behavior Game and Promoting Alternative Thinking Strategies (submitted).
go back to reference Ialongo, N. S., Werthamer, L., Kellam, S. G., Brown, C. H., Wang, S., & Lin, Y. (1999). Proximal impact of two first-grade preventive interventions on the early risk behaviors for later substance abuse, depression, and antisocial behavior. American Journal of Community Psychology, 27(5), 599–641.CrossRefPubMed Ialongo, N. S., Werthamer, L., Kellam, S. G., Brown, C. H., Wang, S., & Lin, Y. (1999). Proximal impact of two first-grade preventive interventions on the early risk behaviors for later substance abuse, depression, and antisocial behavior. American Journal of Community Psychology, 27(5), 599–641.CrossRefPubMed
go back to reference Kam, C. M., Greenberg, M. T., & Walls, C. T. (2003). Examining the role of implementation quality in school-based prevention using the PATHS curriculum. Prevention Science, 4(1), 55–63.CrossRefPubMed Kam, C. M., Greenberg, M. T., & Walls, C. T. (2003). Examining the role of implementation quality in school-based prevention using the PATHS curriculum. Prevention Science, 4(1), 55–63.CrossRefPubMed
go back to reference KewelRamani, A., Gilbertson, L., Fox, M., & Provasnik, S. (2007). Status and trends in the education of racial and ethnic minorities (NCES 2007-039). Washington, DC: National Center for Educational Statistics, Institute of Education Sciences, U.S. Department of Education. Retrieved February 3, 2009, from http://nces.ed.gov/pubs2007/2007039.pdf. KewelRamani, A., Gilbertson, L., Fox, M., & Provasnik, S. (2007). Status and trends in the education of racial and ethnic minorities (NCES 2007-039). Washington, DC: National Center for Educational Statistics, Institute of Education Sciences, U.S. Department of Education. Retrieved February 3, 2009, from http://​nces.​ed.​gov/​pubs2007/​2007039.​pdf.
go back to reference Kohn, A. (1993/1999). Punished by rewards: The trouble with gold stars, incentive plans, A’s, praise, and other bribes [e-book]. Boston: Houghton Mifflin Co. Kohn, A. (1993/1999). Punished by rewards: The trouble with gold stars, incentive plans, A’s, praise, and other bribes [e-book]. Boston: Houghton Mifflin Co.
go back to reference Krezmien, M., Leone, P., & Achilles, G. (2006). Suspension, race, and disability: Analysis of statewide practices and reporting. Journal of Emotional and Behavioral Disorders, 14(4), 217–226.CrossRef Krezmien, M., Leone, P., & Achilles, G. (2006). Suspension, race, and disability: Analysis of statewide practices and reporting. Journal of Emotional and Behavioral Disorders, 14(4), 217–226.CrossRef
go back to reference Laird, R. D., Jordan, K. Y., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2001). Peer rejection in childhood, involvement with antisocial peers in early adolescence, and the development of externalizing behavior problems. Development and Psychopathology, 13, 337–354.CrossRefPubMedPubMedCentral Laird, R. D., Jordan, K. Y., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2001). Peer rejection in childhood, involvement with antisocial peers in early adolescence, and the development of externalizing behavior problems. Development and Psychopathology, 13, 337–354.CrossRefPubMedPubMedCentral
go back to reference Lansford, J. E., Criss, M. M., Dodge, K. A., Shaw, D. S., Pettit, G. S., & Bates, J. E. (2009). Trajectories of physical discipline: Early childhood antecedents and developmental outcomes. Child Development, 80(5), 1385–1402.CrossRefPubMedPubMedCentral Lansford, J. E., Criss, M. M., Dodge, K. A., Shaw, D. S., Pettit, G. S., & Bates, J. E. (2009). Trajectories of physical discipline: Early childhood antecedents and developmental outcomes. Child Development, 80(5), 1385–1402.CrossRefPubMedPubMedCentral
go back to reference Larson, R. (2000). Toward a psychology of positive youth development. American Psychologist, 55, 170–183.CrossRefPubMed Larson, R. (2000). Toward a psychology of positive youth development. American Psychologist, 55, 170–183.CrossRefPubMed
go back to reference Lauer, P. A., Akiba, M., Wilkerson, S. B., Apthorp, H. S., Snow, D., & Martin-Glenn, M. (2006). Out-of-school-time programs: A meta-analysis of effects for at-risk students. Review of Educational Research, 76(2), 275–313.CrossRef Lauer, P. A., Akiba, M., Wilkerson, S. B., Apthorp, H. S., Snow, D., & Martin-Glenn, M. (2006). Out-of-school-time programs: A meta-analysis of effects for at-risk students. Review of Educational Research, 76(2), 275–313.CrossRef
go back to reference Little, P., Weimer, C., & Weiss, H. B. (2008). After school programs in the 21st century: Their potential and what it takes to achieve it. Issues and Opportunities in Out-of-School Time Evaluation, 10, 1–12. Little, P., Weimer, C., & Weiss, H. B. (2008). After school programs in the 21st century: Their potential and what it takes to achieve it. Issues and Opportunities in Out-of-School Time Evaluation, 10, 1–12.
go back to reference Lum, J. D. K., Tingstrom, D. H., Dufrene, B. A., Radley, K. C., & Lynne, S. (2017). Effects of tootling on classwide disruptive and academically engaged behavior of general education high school students. Psychology Into Schools, 54, 370–384. doi:10.1002/pits.22002.CrossRef Lum, J. D. K., Tingstrom, D. H., Dufrene, B. A., Radley, K. C., & Lynne, S. (2017). Effects of tootling on classwide disruptive and academically engaged behavior of general education high school students. Psychology Into Schools, 54, 370–384. doi:10.​1002/​pits.​22002.CrossRef
go back to reference Mahoney, J. L., Stattin, H., & Lord, H. (2004). Unstructured youth recreation centre participation and antisocial behavior development: Selection influences and the moderating role of antisocial peers. International Journal of Behavioral Development, 28(6), 553–560.CrossRef Mahoney, J. L., Stattin, H., & Lord, H. (2004). Unstructured youth recreation centre participation and antisocial behavior development: Selection influences and the moderating role of antisocial peers. International Journal of Behavioral Development, 28(6), 553–560.CrossRef
go back to reference Mahoney, J. L., & Zigler, E. F. (2006). Translating science to policy under the no child left behind act of 2001: Lessons from the national evaluation of the 21st-century community learning centers. Journal of Applied Developmental Psychology, 27(4), 282–294.CrossRef Mahoney, J. L., & Zigler, E. F. (2006). Translating science to policy under the no child left behind act of 2001: Lessons from the national evaluation of the 21st-century community learning centers. Journal of Applied Developmental Psychology, 27(4), 282–294.CrossRef
go back to reference Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75, 33–52.CrossRefPubMed Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75, 33–52.CrossRefPubMed
go back to reference National Academies of Sciences, Engineering, and Medicine. (2017). Approaches to the development of character: Proceedings of a workshop. Washington, DC: The National Academies Press. doi:10.17226/24684. National Academies of Sciences, Engineering, and Medicine. (2017). Approaches to the development of character: Proceedings of a workshop. Washington, DC: The National Academies Press. doi:10.​17226/​24684.
go back to reference National Center for Education Statistics. (2003). The condition of education 2003. Washington, DC: U.S. Department of Education, Institute of Education Sciences. National Center for Education Statistics. (2003). The condition of education 2003. Washington, DC: U.S. Department of Education, Institute of Education Sciences.
go back to reference O’Leary, K. D., & O’Leary, S. G. (1977). Classroom management: The successful use of behavior modification (p. 1977). New York: Pergamon. O’Leary, K. D., & O’Leary, S. G. (1977). Classroom management: The successful use of behavior modification (p. 1977). New York: Pergamon.
go back to reference Olweus, Dan, & Limber, Susan P. (2010). Bullying in school: Evaluation and dissemination of the Olweus Bullying Prevention Program. American Journal of Orthopsychiatry, 80(1), 124–134.CrossRefPubMed Olweus, Dan, & Limber, Susan P. (2010). Bullying in school: Evaluation and dissemination of the Olweus Bullying Prevention Program. American Journal of Orthopsychiatry, 80(1), 124–134.CrossRefPubMed
go back to reference Osgood, D. W., Anderson, A. L., & Shaffer, J. N. (2005). Unstructured leisure in the after-school hours. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs (pp. 45–64). Osgood, D. W., Anderson, A. L., & Shaffer, J. N. (2005). Unstructured leisure in the after-school hours. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs (pp. 45–64).
go back to reference Ozer, E. J., & Wright, D. (2012). Beyond school spirit: The effects of youth-led participatory action research in two urban high schools. Journal of Research on Adolescence, 22(2), 267–283.CrossRef Ozer, E. J., & Wright, D. (2012). Beyond school spirit: The effects of youth-led participatory action research in two urban high schools. Journal of Research on Adolescence, 22(2), 267–283.CrossRef
go back to reference Pelham, W. E., Greiner, A., & Gnagy, B. (1997). Summer treatment program manual. Buffalo: CTADD Inc. Pelham, W. E., Greiner, A., & Gnagy, B. (1997). Summer treatment program manual. Buffalo: CTADD Inc.
go back to reference Riggs, N., Bohnert, A., Guzman, M., & Davidson, D. (2010). Examining the potential of community-based after-school programs for latino youth. American Journal of Community Psychology, 45(3–4), 417–429.CrossRefPubMed Riggs, N., Bohnert, A., Guzman, M., & Davidson, D. (2010). Examining the potential of community-based after-school programs for latino youth. American Journal of Community Psychology, 45(3–4), 417–429.CrossRefPubMed
go back to reference Rones, M., & Hoagwood, K. (2000). School-based mental health services: A research review. Clinical Child and Family Psychology Review, 3(4), 223–241.CrossRefPubMed Rones, M., & Hoagwood, K. (2000). School-based mental health services: A research review. Clinical Child and Family Psychology Review, 3(4), 223–241.CrossRefPubMed
go back to reference Salili, F., & Hau, K. T. (1994). The effect of teachers’ evaluative feedback on Chinese students’ perception of ability: A cultural and children’s achievement behaviors situational analysis. Educational Studies, 20, 223–236.CrossRef Salili, F., & Hau, K. T. (1994). The effect of teachers’ evaluative feedback on Chinese students’ perception of ability: A cultural and children’s achievement behaviors situational analysis. Educational Studies, 20, 223–236.CrossRef
go back to reference Schunk, D. H. (1984). Sequential attributional feedback and children’s achievement behaviors. Journal of Educational Psychology, 76, 1159–1169.CrossRef Schunk, D. H. (1984). Sequential attributional feedback and children’s achievement behaviors. Journal of Educational Psychology, 76, 1159–1169.CrossRef
go back to reference Shahinfar, A., Kupersmidt, J. B., & Matza, L. S. (2001). The relation between exposure to violence and social information processing among incarcerated adolescents. Journal of Abnormal Psychology, 110(1), 136–141.CrossRefPubMed Shahinfar, A., Kupersmidt, J. B., & Matza, L. S. (2001). The relation between exposure to violence and social information processing among incarcerated adolescents. Journal of Abnormal Psychology, 110(1), 136–141.CrossRefPubMed
go back to reference Shure, M. B. (1993). I can problem solve (ICPS): Interpersonal cognitive problem solving for young children. Early Child Development and Care, 96(1), 49–64.CrossRef Shure, M. B. (1993). I can problem solve (ICPS): Interpersonal cognitive problem solving for young children. Early Child Development and Care, 96(1), 49–64.CrossRef
go back to reference Skiba, R. J., Michael, R. S., Nardo, A. C., & Peterson, R. L. (2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. The Urban Review, 34(4), 317–342. doi:10.1023/A:1021320817372.CrossRef Skiba, R. J., Michael, R. S., Nardo, A. C., & Peterson, R. L. (2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. The Urban Review, 34(4), 317–342. doi:10.​1023/​A:​1021320817372.CrossRef
go back to reference Smith, E., Osgood, D., Caldwell, L., Hynes, K., & Perkins, D. (2013). Measuring collective efficacy among children in community-based afterschool programs: Exploring pathways toward prevention and positive youth development. American Journal of Community Psychology, 52(1–2), 27–40.CrossRefPubMedPubMedCentral Smith, E., Osgood, D., Caldwell, L., Hynes, K., & Perkins, D. (2013). Measuring collective efficacy among children in community-based afterschool programs: Exploring pathways toward prevention and positive youth development. American Journal of Community Psychology, 52(1–2), 27–40.CrossRefPubMedPubMedCentral
go back to reference Smith, E. P., Osgood, D. W., Oh, Y., & Caldwell, L. (2017a). Improving afterschool quality and youth developmental outcomes: Randomized trial of the pax good behavior game. Prevention Science (Manuscript accepted for publication pending minor revision). Smith, E. P., Osgood, D. W., Oh, Y., & Caldwell, L. (2017a). Improving afterschool quality and youth developmental outcomes: Randomized trial of the pax good behavior game. Prevention Science (Manuscript accepted for publication pending minor revision).
go back to reference Smith, E. P., Witherspoon, D. P., & Osgood, D. W. (2017b). Positive youth development among diverse racial-ethnic children: Quality afterschool contexts as developmental assets. Child Development: Special Section on Positive Youth Development in Diverse and Global Contexts (in press). Smith, E. P., Witherspoon, D. P., & Osgood, D. W. (2017b). Positive youth development among diverse racial-ethnic children: Quality afterschool contexts as developmental assets. Child Development: Special Section on Positive Youth Development in Diverse and Global Contexts (in press).
go back to reference Snyder, H. N., & Sickmund, M. (2006) Juvenile offenders and victims: 2006 national report. U.S. Department of Justice (pp. 1–261). Snyder, H. N., & Sickmund, M. (2006) Juvenile offenders and victims: 2006 national report. U.S. Department of Justice (pp. 1–261).
go back to reference Spencer, M. B., Harpalani, V., & Dell’Angelo, T. (2002). Structural racism and community health: A theory-driven model for identity intervention. In W. R. Allen, M. B. Spencer, & C. O’Connor (Eds.), African American education: Race, community, inequality and achievement, a tribute to Edgar G. Epps (pp. 259–282). Oxford: Elsevier Science Ltd.CrossRef Spencer, M. B., Harpalani, V., & Dell’Angelo, T. (2002). Structural racism and community health: A theory-driven model for identity intervention. In W. R. Allen, M. B. Spencer, & C. O’Connor (Eds.), African American education: Race, community, inequality and achievement, a tribute to Edgar G. Epps (pp. 259–282). Oxford: Elsevier Science Ltd.CrossRef
go back to reference Taylor, R., Oberle, E., Durlak, J., & Weissberg, R. (in press). Promoting positive youth development through school-based social and emotional learning interventions: Meta-analysis of follow-up effects. Child Development: Special Section on Positive Youth Development in Diverse and Global Contexts (Guest editors: E. P. Smith, P. Leman, & A. Petersen). Taylor, R., Oberle, E., Durlak, J., & Weissberg, R. (in press). Promoting positive youth development through school-based social and emotional learning interventions: Meta-analysis of follow-up effects. Child Development: Special Section on Positive Youth Development in Diverse and Global Contexts (Guest editors: E. P. Smith, P. Leman, & A. Petersen).
go back to reference Tebes, J. K., Feinn, R., Vanderploeg, J. J., Chinman, M. J., Shepard, J., Brabham, T., et al. (2007). Impact of a positive youth development program in urban after-school settings on the prevention of adolescent substance use. Journal of Adolescent Health, 41(3), 239–247.CrossRefPubMed Tebes, J. K., Feinn, R., Vanderploeg, J. J., Chinman, M. J., Shepard, J., Brabham, T., et al. (2007). Impact of a positive youth development program in urban after-school settings on the prevention of adolescent substance use. Journal of Adolescent Health, 41(3), 239–247.CrossRefPubMed
go back to reference U.S. Departments of Education and Justice. (2000). Working for children and families: Safe and smart afterschool programs. Washington, DC: U.S. Departments of Education and Justice. U.S. Departments of Education and Justice. (2000). Working for children and families: Safe and smart afterschool programs. Washington, DC: U.S. Departments of Education and Justice.
go back to reference Wallace, J. J., Goodkind, S., Wallace, C. M., & Bachman, J. G. (2008). Racial, ethnic, and gender differences in school discipline among U.S. high school students: 1991–2005. Negro Educational Review, 59(1–2), 47–62.PubMedPubMedCentral Wallace, J. J., Goodkind, S., Wallace, C. M., & Bachman, J. G. (2008). Racial, ethnic, and gender differences in school discipline among U.S. high school students: 1991–2005. Negro Educational Review, 59(1–2), 47–62.PubMedPubMedCentral
go back to reference Wilson, S. J., Lipsey, M. W., & Derzon, J. H. (2003). The effects of school-based intervention programs on aggressive behavior: A meta-analysis. Journal of Consulting and Clinical Psychology, 71(1), 136.CrossRefPubMed Wilson, S. J., Lipsey, M. W., & Derzon, J. H. (2003). The effects of school-based intervention programs on aggressive behavior: A meta-analysis. Journal of Consulting and Clinical Psychology, 71(1), 136.CrossRefPubMed
Metagegevens
Titel
Promoting Nurturing Environments in Afterschool Settings
Auteurs
Emilie Phillips Smith
Catherine P. Bradshaw
Publicatiedatum
29-05-2017
Uitgeverij
Springer US
Gepubliceerd in
Clinical Child and Family Psychology Review / Uitgave 2/2017
Print ISSN: 1096-4037
Elektronisch ISSN: 1573-2827
DOI
https://doi.org/10.1007/s10567-017-0239-0

Andere artikelen Uitgave 2/2017

Clinical Child and Family Psychology Review 2/2017 Naar de uitgave