afterschool staff should not work with young people until they have been adequately prepared which includes training in evidence–based practices and properly supervised. On the other hand, it requires that scientists understand and study those aspects of afterschool programming most relevant to the needs of practitioners.
This volume includes perspectives from the afterschool workforce, scientists who discuss the current research, and the practitioners who know how afterschool programs operate in practice.
This is the 144th volume of
New Directions for Youth Development, the Jossey–Bass quarterly report series dedicated to bringing together everyone concerned with helping young people, including scholars, practitioners, and people from different disciplines and professions.
Issue Editors Notes 1
Joseph L.Mahoney, Gina Warner
Executive Summary 11
1. Using relational developmental systems theory to link program goals, activities, and outcomes: The sample case of the 4–H Study of Positive Youth Development 17Richard M. Lerner, Jun Wang, Paul A. Chase, Akira S. Gutierrez, Elise M. Harris, Rachel O. Rubin, Ceren Yalin Commentary by Brian Burkhard
Positive youth development can be promoted when strengths are aligned with contextual assets found in youth after school programs.
2. Afterschool quality 31Charles Smith, Tom Akiva, Gina McGovern, Stephen C. Peck Commentary by Karen Pittman
A strong foundation has been built for the afterschool field to deliver high–quality services.
3. Moving beyond attendance: Lessons learned from assessing engagement in afterschool contexts 45Jennifer A. Fredricks, Amy M. Bohnert, Kimberly Burdette Commentary by Dale A. Blyth
This chapter describes different methods for assessing engagement and features of engaging afterschool programs.
4. Growth–promoting relationships with children and youth 59Renée Spencer, Jean E. Rhodes Commentary by Tiffany Cooper Gueye
Adults working in afterschool settings must be able to engage youth in core components of productive adult youth relationships.
5. Behavior management in afterschool settings 73Joseph L. Mahoney Commentary by Julie Bookwalter
This chapter describes a proven approach to reduce or eliminate children s problem behaviors in educational settings such as afterschool programs.
6. Family, school, and community partnerships: Practical strategies for afterschool programs 89Matia Finn–Stevenson Commentary by Jane Quinn
Through research and practical strategies, this chapter demonstrates the powerful role afterschool programs play in addressing the need for a whole child approach to education.
7. Cultural competence in afterschool programs 105Sandra D. Simpkins, Nathaniel R. Riggs Commentary by Lynne M. Borden
Afterschool program leaders must consider how to adapt their program to make it culturally relevant to the youth and families they serve.
8. Evaluating afterschool programs 119Priscilla M. Little Commentary by Amy R. Gerstein
This chapter provides practical guidance on how to create an alignment between program and evaluation design that can help to foster desirable outcomes for the participants.