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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...
The study is overall consistent and flows logically, addressing points of how the study progressed, issues it identified, and how results were obtained; it makes effective use of headings and subheadings and gives a comprehensive review of the manner in which the researchers set about their course of progression from beginning to end.
The study is relevant to my study as it provides supporting evidence of the efficaciousness of after-school programs and thus serves to provide a solid rationale for why youth golf programs can be an effective means of developing young participants from a variety of socio-economic backgrounds. In other words, this study supports the hypothesis of my own study and provides a directional course in terms of recommendations for future analysis.
Freeman, J. (2015). Developing Social Skills and Relationships. Reclaiming Children & Youth, 23(4), 48-51.
This study takes a case study approach to the issue of developing social skills and relationships in young persons via Life Space Crisis Intervention. The subject of the case study is Sophia, who is the witness of domestic violence in her early life, has suffered academically, and lived in four different foster homes. She has poor relationships at school, often fights, and gets in conflicts in her neighborhood. However, with her involvement in after-school programs, she has developed positive traits, established positive relationships with the adults overseeing the program, and found something that she enjoys.
The study uses the six stages of the Life Space Crisis Intervention and applies them to excerpts from a conversation between Sophia and an adult helping her in the after-school program. The study highlights the characteristics of the excerpts of dialogue between the two and shows how they can be categorized into the individual six steps. The six steps of development within the Intervention are: 1) Drain Off, in which Sophia (the subject) vents her frustrations 2) Timeline, in which Sophia explains her sense of what happened in a recent conflict, 3) Central Issue, in which the adult shows that he/she is understanding the child's perspective sufficiently, 4) Insight, in which the adult helps Sophia to better…
This study attempts to fill a gap in literature on how parental management of adolescents' social skills relates to parental management of peers. The main objective of the study is to identify predictors as to what can produce positive outcomes in the parent-peer relationship. The study uses a mostly white sample and utilizes a questionnaire, survey method in order to obtain data on parental goals, management of peers, and their perception of youths' social skills. Adolescents also completed a questionnaire about how they viewed their social skills. The surveys were then compared and path analysis used to interpret the data. The researchers found that having goals was associated with positive outcomes in adolescent development and that parental beliefs are instrumental in forming the social skill levels of youths in the long run (Mounts, 2011, p. 416).
The study's strengths lie in its clear, consistent approach to the issue highlighted in its introduction; it makes strong and effective use of prior literature in order to establish a substantial and rational basis for its purpose. It clearly defines the methodology and how results were obtained, and it discusses findings in a relevant and insightful manner that is consistent with the scope and aim of the study. It identifies predictors of parental management of peer relationships and also identifies a number of variables associated with outcomes, such as assertiveness, responsibility, empathy and self-control, all of which are meaningful in the overall assessment of positive development of youths' social skills (Mounts, 2011, p. 420). The study has no methodological weaknesses and is thoroughly explanatory and logical.
The study is helpful in my own study as it could be used to frame the directional course of my interaction with the issue of using golf programs to help develop positive skills in youths of different backgrounds. The main finding of the study, that positive beliefs, goals and trends in caring adults positively impacts the development of social skills in youths, is a strong support for my study and may be discussed in detail in my study's literature review section, as it gives a quantitative analysis of how effective positive leadership is in the lives of under-developed youths who stand to benefit from positive intervention, such as an after-school program like golfing, which can help them to develop their personality, social and academic skills accordingly.
, 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