Development of a risk and resilience-based out-of-school time program for children and youths
ABSTRACT Out-of-school time (OST) programs offer a unique opportunity to provide educational supports to high-risk children and youths.The authors describe the utility of applying principles of risk and resilience to the development and evaluation of an OST program. Academic outcomes among participants at the Bridge Project, an OST program located in three urban public housing communities, are presented to illustrate a risk and resilience approach to service delivery. Implications for practice and research are delineated.
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ABSTRACT: The current study evaluated associations between attending a community-based youth program, neighborhood problems, and child depressive symptoms in a sample of 147 children (mean [M] age=8.22 years, 54.4% male). Findings suggested that both program attendance and neighborhood problems were uniquely associated with child depressive symptoms while also considering the variance associated with child delinquency, such that high levels of attendance and low levels of neighborhood problems were associated with low levels of depressive symptoms. Furthermore, a marginally statistically significant trend (p<.06) for program attendance to buffer the effects of neighborhood problems on child depressive symptoms was found. Implications for findings are discussed. © 2011 Wiley Periodicals, Inc.Journal of Community Psychology 08/2011; 39(7):804 - 814. · 0.99 Impact Factor
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ABSTRACT: Parent involvement in children’s education is an important element in enhancing academic achievement and promoting positive behavior in young people. This qualitative study uses a Grounded Theory approach to examining parent’s perceptions of their ability or inability to be involved in their children’s education by querying about factors impacting involvement and their experiences overcoming barriers. A semi-structured interview guide was used to collect data on parents (N = 12) of youth who participate in a public housing after-school program by way of focus groups. Results suggest that parents are hopeful about engaging in education, but often fail to become actively involved because they feel marginalized. Furthermore, tangible barriers, a hurdle they were previously able to combat, was more challenging for them to overcome in the face of oppression. Marginalization is manifested cyclically for these parents. Implications for strategies helping parents become more involved in the educational process are identified.Child and Adolescent Social Work Journal 10/2013;
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ABSTRACT: The aim of this study was to identify types of early adolescents living in public housing neighborhoods based on patterns of resilient development. Informed by ecological-transactional theory, we evaluated a broad range of individual, relational, and contextual influences on resilient development among an ethnically di-verse sample of 315 early adolescents (M age = 12; 51% female) living in public housing neighborhoods. Re-sults of a latent class analysis of 11 indicators and 2 outcome variables suggest three empirically derived classes representing overall patterns of favorable and unfavorable behavior. Daily hassles, low neighborhood cohesion, and a relaxed attitude towards substance use corresponded with a higher probability of substance use and delinquency. Significant differences in favorable behavior patterns reflecting resilient development between classes were found in attitudes towards substance use, academic efficacy, and school commitment. Results suggest important implications for preventive interventions for early adolescents living in public housing neighborhoods that are discussed.Children and Youth Services Review 12/2012; 35(1):82-90. · 1.27 Impact Factor