Structured extracurricular activities among adolescents: Findings and implications for school psychologists

Abstract

One factor that contributes to adolescent positive mental health is active engagement. Engagement is defined as any activity that is initiated to attain an outcome. In general, two forms of activities exist that correspond with engagement: solitary, non-structured, and non-cooperative pursuits, often without adult supervision (e.g., playing video games, watching television) and highly structured, collaborative activities that are under the guidance of a competent set of adults (i.e., structured extracurricular activities, or SEAs). Although large amounts of time spent in unstructured activities is related to negative psychosocial outcomes, participation in SEAs has been related to a variety of positive outcomes for students. This paper reviews current research regarding adolescent participation in SEAs and its effects on academic and personal-social variables (i.e., self-concept, life satisfaction), as well as potential preventive effects for youths considered to be "at-risk" for negative developmental outcomes. The paper also examines research investigating the potential benefits and shortcomings of different types of SEAs. Finally, suggestions for future research and school-based preventive intervention are presented.

Youth Life Satisfaction: A Review of the Literature

“…Argyle and Lu 1990b). Further, students who reported both low social interest and less participation in SEAs were lower across all satisfaction domains than those students who reported high social interest and greater participation in SEAs (see Gilman et al 2004b;Larson 2000, for further findings and implications of SEAs for adolescents). In a related study, Vilhjalmsson and Thorlindsson (1992) demonstrated LS to be positively related to strenuous exercise, participation in club and group sport, and to be negatively correlated with anxiety, depression, psychophysiological symptoms, smoking, and alcohol use among Icelandic adolescents.…”

Percepção dos alunos acerca das estratégias de promoção do sucesso educativo e envolvimento com a escola

“…O International Congress of School Improvement and School Efficacy é um exemplo de um organismo internacional de promoção da eficácia educativa, pela via da promoção de estratégias nesse sentido. Na organização escolar, existem evidências de que a promoção de determinadas dimensões tem um impacto significativo positivo nas trajetórias acadêmicas dos alunos (Epstein & Sheldon, 2002;Lee & Burkam, 2003), principalmente quanto a: (a) plasticidade do sistema escolar: capacidade da escola e do contexto educativo de se adaptar às características e necessidades dos alunos (Bryk, Easton, Kerbeow, Rollow, & Sebring, 1994;Reynolds, A. Harris, Clarke, Harris, & James, 2006;Taylor & Adelman, 1999); (b) monitorização constante (Gullatt & Lemoine, 1997;Taylor & Adelman, 1999;Wagstaff, Combs, & Jarvis, 2000); (c) existência de atividades extracurriculares (DeKalb, 1999;Feldman & Matjasko, 2005;Gilman, Meyers, & Perez, 2004); (d) tutoria: desenvolvida por professores ou colegas mais velhos que apoiam os alunos com maiores dificuldades (Gonzales, Richards, & Seeley, 2002;Tierney, Grossman, & Resch, 1995); (e) promoção de atividades de aprendizagem ativa: os alunos realizam suas tarefas de modo autônomo e com os seus pares (Bell & Kozlowski, 2008;Taraban, Box, Myers, Pollard, & Bowen, 2007;Yoder & Hochevar, 2005); (f) aprendizagem individualizada: os professores adaptam suas práticas de ensino a cada aluno (Adelman & Taylor, 1993;W. Stainback & Stainback, 1992;Switzer, 2004); (g) utilização de tecnologias educativas, em casa e na escola (Hartley, 2007;Imel, 1999;Wesley, 2004); e (h) educação para a carreira (Stone, 2004;Stone & Aliaga, 2002).…”

Residual Effects of an Elementary Theatre Program

“…As a result of observing these potential outcomes, Gilman et al (2004) encouraged school counselors to guide at-risk teens into structured, extracurricular activities.…”

“…Fredericks and Eccles (2005) found that students' involvement in school extracurricular activities influenced their selection of friends, thereby helping to shape students' value systems. For this reason, Gilman, Meyers, and Perez (2004) encouraged school psychologists to promote structured extracurricular activities (SEA), because these activities have the potential to positively affect the social networks of at-risk teens.…”

“…Structured Extracurricular Activities (SEA) -Highly structured activities with an emphasis on building skills, which are facilitated by a non-parent adult (Gilman et al, 2004) Vulnerable Adolescents -Youth characterized by significant risks and an absence of assets (Peck et al, 2008).…”