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
The main idea of the study is to gauge the impact of after-school programs by evaluating a substantial sample of studies related to the subject, identifying various outcomes, variables, and locating themes or characteristics identified with positive outcomes (Durlak et el., 2010, p. 294). The study also emphasizes the role of after-school programs in building or strengthening personal and social benefits to those who enroll in them. Durlak et al. utilize a meta-analysis method in order to assess the efficacy of after-school programs in their promotion of personal/social skills in children and adolescents. They located and reviewed 75 reports examining 69 separate after-school programs. Using a standardized mean difference (SMD), the researchers developed an index of effect and utilized a random effects model for the analysis. To interpret the data, they employed a coding system that allowed them to compile variables, study qualities and characteristics.
The findings of the meta-analysis showed that after-school programs did have a positive outcome or impact on children and adolescents: related growth/impacted areas were identified as feelings/attitudes, behavior, and academic performance. Likewise, perceptions of self, positivity related to social behavior, and school bonding experiences were also noted as outcome effects. Additionally, problem behavior patterns decreased for participants in after-school programs (Durlak et al., 2010, p. 302).
This study was particularly strong in the sense that it provided an overview of the research related to the issue of the effectiveness of after-school programs in the growth and development of the lives of participants in them; it showed that these programs are indeed helpful and effective in cultivating positive trends, associations and behaviors. The study did not have any weaknesses or methodological problems, although the study did have its limitations, as the researchers themselves note: for instance, a fuller analysis of the issue would incorporate a control group in the future as a means of assessing alternative platforms...
, 2003). After 2 years of continuous intervention, children in the program showed significant improvements in academic achievement and classroom behavior in comparison to children with behavior disorders who did not take part in the program. Also, severely disruptive children showed marked improvement in self-regulation following participation in the program. Furthermore, parents of children with behavior disorders that took part in the program reported reduced stress and improved parenting practices
.." As well as having problem with self-expression both of which affect the individual's interpersonal communication. For example, the child with Attention Deficit Hyperactivity Disorder (AD/HD) may be "inattentive, impulsive, hyperactive - or any combination of these." (Stanberry, 2002) the work of Stanberry (2002) states that there are three elements of social interaction which include the following three: Social Intake - noticing and understanding other people's speech, vocal inflection, body language,
They predict age and gender variations relate to bullying concerns. Of the 25 cartoons implemented in the study, two depict characters with different shades of skin color where skin color appeared to be an issue. One cartoon relating to sexual orientation was not used in several countries. Smith et al. report Olweus to assert bullying to be characterized by the following three criteria: 1. It is aggressive behavior or intentional
Social Injustice We can define social injustice as occurring when people who are perceived to fit into one or more marginalized groups are treated differently than others not belonging to those groups (Timimi, 2005). The objective of social injustice is to maintain the status quo through any means possible. or move backwards, to a less equitable society through censorship, misinformation and media propaganda. For these marginalized individuals, there is no questioning
Managing Behaviors & Teaching Social Skills Antisocial behavior in schools in on the rise and has become a concern in school systems, from both a learning perspective and from a safety perspective, as well. Previously, schools have dealt with such behaviors using punitive measures such as expulsion, or even law enforcement measures to attempt to discourage youth from behaving in an undesirable manner. These programs have had little or no effect
Identifying whether previous punishments have reinforced the behavior would also be important to design an appropriate punishment strategy. Question Fostering Positive Relationships with Students Developing a close relationship with children is associated with improving the positive outcomes of that relationship (Birch & Ladd, 1997). This indicates that as a school psychologist every effort should be made to develop a close relationship with each and every student. While it is acknowledged that this
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