Skip to main content
Mijn bibliotheek
Shop
Nieuws Boeken Tijdschriften Toetsvragen Web-tv Video Audio
Tips voor Mijn BSL
Inloggen
Top
Clinical Child and Family Psychology Review
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
    Link delen
publish
Publiceer nu

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.
vorige artikel Nurturing Environments for Boys and Men of Color with Trauma Exposure
volgende artikel Potential Mediators in Parenting and Family Intervention: Quality of Mediation Analyses
Literatuur
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.
Afterschool Alliance. (2014). America after 3PM: Afterschool programs in demand. Washington, DC: Afterschool Alliance.
Bandura, A. (1973). Aggression: A social learning analysis. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
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
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
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
Biglan, A. (Ed.). (2004). Helping adolescents at risk: Prevention of multiple problem behaviors. New York: Guilford Press.
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
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.
Bradshaw, C. P. (2015). Translating research to practice in bullying prevention. American Psychologist, 70(4), 322–332.CrossRefPubMed
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., & 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., 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., 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
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University of Press.
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.
Brophy, J. E. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51, 5–32.CrossRef
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., 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
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
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
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., 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
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. 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
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. 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
Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Essays in Social Psychology. Philadelphia, PA: Psychology Press.
Eccles, J., & Gootman, J. A. (Eds.). (2002). Community programs to promote youth development. Washington, DC: National Academies Press.
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
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
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
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
Garbarino, J. (2001). An ecological perspective on the effects of violence on children. Journal of Community Psychology, 29(3), 361–378.CrossRef
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.
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.
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
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
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
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
Henderlong, J. (2000). Beneficial and detrimental effects of praise on children’s motivation: Performance versus person feedback. Unpublished doctoral dissertation, Stanford University.
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
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., 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
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
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.
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.
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
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
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
Larson, R. (2000). Toward a psychology of positive youth development. American Psychologist, 55, 170–183.CrossRefPubMed
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
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.
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
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., & 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
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
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 Center for Education Statistics. (2003). The condition of education 2003. Washington, DC: U.S. Department of Education, Institute of Education Sciences.
O’Leary, K. D., & O’Leary, S. G. (1977). Classroom management: The successful use of behavior modification (p. 1977). New York: Pergamon.
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
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).
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
Pelham, W. E., Greiner, A., & Gnagy, B. (1997). Summer treatment program manual. Buffalo: CTADD Inc.
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
Rones, M., & Hoagwood, K. (2000). School-based mental health services: A research review. Clinical Child and Family Psychology Review, 3(4), 223–241.CrossRefPubMed
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
Schunk, D. H. (1984). Sequential attributional feedback and children’s achievement behaviors. Journal of Educational Psychology, 76, 1159–1169.CrossRef
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
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
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
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. 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., 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).
Snyder, H. N., & Sickmund, M. (2006) Juvenile offenders and victims: 2006 national report. U.S. Department of Justice (pp. 1–261).
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
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).
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
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.
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
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

Mothers, Fathers, and Parental Systems: A Conceptual Model of Parental Engagement in Programmes for Child Mental Health—Connect, Attend, Participate, Enact (CAPE)

  • Open Access

A Review of Technology-Based Youth and Family-Focused Interventions

The Behavioral Avoidance Task with Anxious Youth: A Review of Procedures, Properties, and Criticisms

  • Review

Long-Term Outcomes of Youth Treated for an Anxiety Disorder: A Critical Review

Nurturing Environments for Boys and Men of Color with Trauma Exposure

Potential Mediators in Parenting and Family Intervention: Quality of Mediation Analyses