Not Just a Walk in the Park: Efficacy to Effectiveness for After School Programs in Communities of Concentrated Urban Poverty

Abstract

This study examined a model for mental health consultation, training and support designed to enhance the benefits of publicly-funded recreational after-school programs in communities of concentrated urban poverty for children's academic, social, and behavioral functioning. We assessed children's mental health needs and examined the feasibility and impact of intervention on program quality and children's psychosocial outcomes in three after-school sites (n = 15 staff, 89 children), compared to three demographically-matched sites that received no intervention (n = 12 staff, 38 children). Findings revealed high staff satisfaction and feasibility of intervention, and modest improvements in observed program quality and staff-reported children's outcomes. Data are considered with a public health lens of mental health promotion for children in urban poverty.

Easier Said than Done: Intervention Sustainability in an Urban After-School Program

“…The programs were receiving intervention as part of a larger, controlled study of after-school programs and children’s mental health which involved six parks in all (three intervention and three control sites). Child, staff, and setting characteristics for the larger study are described in greater detail elsewhere (Frazier et al, under review). Briefly, youth were 42% female, 96% African American, and ranged in age from 5 to 14 years old ( M = 8.94, SD = 2.19).…”

“…This project was implemented as part of a larger study (Frazier et al, under review) exploring after-school programs as a natural setting for mental health promotion for low-income, urban, ethnic minority youth. The project utilized a collaborative consultation framework to plan and initiate mental health promoting strategies with after-school staff, emphasizing behavior management, academic support, and links with home and community resources.…”

Effects of After-School Programs with At-Risk Youth on Attendance and Externalizing Behaviors: A Systematic Review and Meta-Analysis

“…The comparison condition for the majority (70.8 %) of the studies was no treatment or waitlist. Four of the studies compared the treatment condition to a comparison group that received another specific treatment, which included individual therapy (Blumer and Werner-Wilson 2010), Boys & Girls Clubs without enhanced educational activities (Schinke et al 2000), an after-school program held at a local park without increased support for staff (Frazier et al 2013), and an after-school program providing academic support and recreational activities (Tebes et al 2007). Of the 24 studies included in this meta-analysis, nearly half (45.8 %) were found in the grey literature.…”

Peer-Assisted Social Learning In Urban After-School Programs

“…Several small-(e.g., Project NAFASI; Frazier, Mehta, Atkins, Hur, & Rusch, 2013) and large-scale efforts (e.g., Youth Program Quality Intervention; Smith et al, 2012;High/Scope;High/Scope Educational Research Foundation, 2005) have sought to improve the quality of existing programs through systematic observation, organizational change, curriculum redesign, and workforce development. Other researchers have developed or adapted manualized curricula for key individuals involved in children's lives outside of school, including coaches (Smoll, Smith, Barnett, & Everett, 1993) and peer leaders .…”

“…Importantly, only one published study has examined PAL for reading in an ASP setting, as one part of a multi-component intervention targeting low-income, urban youth (Frazier et al, 2012); preliminary evidence was promising regarding feasibility and acceptability (e.g., staff consistently utilized PAL intervention tools, 90% reported they would continue to use PAL; Frazier, Mehta, Atkins, Hur, & Rusch, 2013). Though site staff reported the greatest enthusiasm for and utilization of PAL relative to other components, the intervention did not sustain well at one year follow-up assessment (i.e., some ASPs reported using PAL, but not as prescribed; Lyon, Frazier, Mehta, Atkins, & Weisbach, 2011), reflecting, the investigators speculated, a need for increased organizational commitment or implementation support.…”