A Randomized Controlled Trial Evaluation of an After-School Prosocial Behavior Program in an Area of Socioeconomic Disadvantage

O’Hare, Liam; Sloan, Seaneen; Kerr, Karen; Connolly, Paul

doi:10.1086/683102

Cited by 15 publications

(12 citation statements)

References 52 publications

(69 reference statements)

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“…The studies on prosocial interventions were conducted mostly with groups of kindergarten (preschool) children (KG; 12 studies) or school‐aged children (SCH; 28 studies), or both kinds of groups simultaneously (six studies). Three of these studies involved not only children but also their parents (Fung, 2008; O’Hare, Biggart, Kerr, & Connolly, 2015; Solantaus et al., 2010). Only two studies described interventions provided for college students (COL) and only five studies were devoted to interventions targeted at adults (AD).…”

Section: Resultsmentioning

confidence: 99%

Interventions stimulating prosocial helping behavior: A systematic review

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Kędra

et al. 2020

J Applied Social Pyschol

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This systematic review of the literature aims to identify, analyze, and synthesize studies assessing the effectiveness of interventions stimulating prosocial behavior. It concentrates on helping behavior and covers experimental and quasi‐experimental research concerning interventions carried out in different settings. This review was performed in accordance with the PRISMA guidelines. Of the initial sample of 4,653 publications found in databases, 49 articles met our inclusion criteria and were classified as eligible for data extraction and narrative synthesis. The studies included in the review assessed 63 interventions, most of them targeted at children and adolescents. We distinguished three strategies stimulating prosocial behavior: behavioral, cognitive, and emotional. This review is informative for both researchers and practitioners. It provides researchers with methodological guidelines concerning how to conduct studies on the effectiveness of prosocial interventions, and it provides practitioners with guidelines on empirically tested strategies for stimulating prosocial helping behavior.

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Section: Resultsmentioning

confidence: 99%

Interventions stimulating prosocial helping behavior: A systematic review

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Mazur

Kędra

et al. 2020

J Applied Social Pyschol

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“…There are several intervention programs aimed to promote prosocial behavior in children as well as in adolescents. Each has different structures, characteristics, and durations (Caprara, Kanacri, Zuffianò, Gerbino, & Pastorelli, 2015; Garaigordobil, 2008; O’Hare, Biggart, Kerr, & Connolly, 2015; Romersi, Martínez-Fernández, & Roche, 2011). For example, CEPIDEA (Italian acronym of promoting prosocial and emotional skills to counteract externalizing problems in adolescence) is a program designed to promote prosocial behavior in early adolescence (average age 12).…”

Section: Introductionmentioning

confidence: 99%

The Hero program: Development and initial validation of an intervention program to promote prosocial behavior in adolescents

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Robiolo

et al. 2018

Journal of Social and Personal Relationships

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This article has a dual purpose. First, it proposes to investigate adolescents’ opinion and acceptance of the new online program called “Hero.” Second, this article studies the program’s effectiveness in promoting prosocial behavior. The sample included 51 men and women participants between the ages of 12 and 16 (average age 15.02; SD = 1.07; 49% men). All of the adolescents attended high school and belonged to a middle socioeconomic status. The results indicated that the majority of the users enjoyed participating in the Hero program and thought that it was easy to use and useful, that what they learned could be transferred to daily life, and that they would recommend the program to other adolescents. Moreover, the Hero intervention was effective in promoting prosocial behavior toward strangers and family members but not in promoting prosocial behavior toward friends.

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“…All this may highlight the possibility of the confounding effects of including parental RSE components such as this and future research should examine this possibility. It is a common but little considered implication that psychosocial learning interventions can cause iatrogenic effects [ 95 – 97 ], therefore, there is need to be cautious when implementing this type of programme. Further research examining the interactions between the components of such programmes, including that which is sensitive to gender differences in communication, is needed [ 74 ].…”

Section: Discussionmentioning

confidence: 99%

Engaging parents in digital sexual and reproductive health education: evidence from the JACK trial

et al. 2020

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Background: Research evidence and international policy highlight the central role that parents play in promoting positive sexual behaviour and outcomes in their children, however they can be difficult to engage in sexual and reproductive health (SRH) education programmes. Digital health promotion that uses online and mobile technologies (OMTs) to promote parent-child communication may offer an innovative solution to reach parents, however, few programmes have used OMTs to involve parents in SRH, and none have reported lessons learned in relation to optimising engagement. This study addresses this gap in the literature by reporting acceptability and feasibility of using OMTs to engage parents in SRH education. Findings will be relevant for those wishing to develop and implement digital SRH programmes with parents internationally. Methods: The Jack Trial is a UK-wide cluster randomised controlled trial recruiting over 8000 adolescents from 66 socially and religiously diverse post-primary schools. An embedded mixed-methods process evaluation explored user engagement with parent components of the If I Were Jack SRH education programme, which include online animated films and a parent-teen homework exercise. Results: A total of 109 adolescents, teachers, parents and SRH policy experts took part in semi-structured interviews and focus groups, 134 parents responded to an online survey, and 3179 adolescents completed a programme engagement and satisfaction questionnaire. Parents who accessed the materials were positive about them; 87% rated them as 'good or excellent' and 67% said they helped them have conversations with their child about SRH. Web analytics revealed that 27% of contacted parents accessed the digital materials, with 9% viewing the animated films. Only 38% of teachers implemented the homework exercise, mainly because they assumed that students would not complete it or it might result in backlash from parents. Conclusions: While digital parental materials show promise for engaging parents in SRH education, this study suggests that in order to optimise engagement, parental components that give parents the necessary skills to have conversations with their children about sex should be coupled with efforts to increase school and teacher confidence to communicate with parents on sensitive topics.

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A Randomized Controlled Trial Evaluation of an After-School Prosocial Behavior Program in an Area of Socioeconomic Disadvantage

Cited by 15 publications

References 52 publications

Interventions stimulating prosocial helping behavior: A systematic review

Interventions stimulating prosocial helping behavior: A systematic review

The Hero program: Development and initial validation of an intervention program to promote prosocial behavior in adolescents

Engaging parents in digital sexual and reproductive health education: evidence from the JACK trial

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