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Community-Based Organized activities as an Intervention strategy

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Presentation on theme: "Community-Based Organized activities as an Intervention strategy"— Presentation transcript:

1 Community-Based Organized activities as an Intervention strategy
PSY 372: Developmental Psychology and Social Intervention

2 Community-Based Organized Activities
Learning Objectives: (1) Know the conditions under which OAs are likely to promote academic achievement (2) Describe major predictors of youth anti-social behavior and which ones appear to modifiable through OA participation

3 OAs and Reading Achievement
Positive associations Bergin et al., 1992; Bissell et al., 2002; Chase & Clemont, 2000; Cosden et al., 2001; Huang et al., 1995; Knutson, 2005; Lord & Mahoney, in press; Mahoney et al., 2005b; Morris et al., 1990; Riggs & Greenberg, 2004; Ross et al., 2002 Null or negative associations Anderson-Butcher, 2002; Foley & Eddins, 2002; Lauver, 2002; NICHD Early Child Care Network, 2004; Posner & Vandell, 1994; U.S. Department of Education, 2003; Welsh et al., 2002 Source: Mahoney, Parente, & Zigler (2010)

4 OAs and Math Achievement
Positive association Chase & Clemont, 2000; Cosden et al., 2001; Finn-Stevenson, Ginicola, & Yekelchik, 2005; Foley & Eddins, 2002; Huang et al., 1995; Riggs & Greenberg, 2004; Welsh et al., 2002 Null or negative association Anderson-Butcher, 2002; Lauver, 2002; NICHD Early Child Care Network, 2004; Posner & Vandell, 1994; Prenovost, 2001; U.S. Department of Education, 2003 Source: Mahoney, Parente, & Zigler (2010)

5 Conditions Linked to Positive Achievement? Think Bioecological Theory…
Low-Income / High-Risk Samples Attendance is Regular Participation in Durable Activities/Programs are Mature Process Quality: Positive Climate Programs are Engaging Vandell, Larson, Mahoney, Watts, 2015

6 The Bulk of Studies on Organized Activities Show Academic and Educational Benefits
In well-controlled longitudinal studies participations is linked to: Better Academic Performance GPA and Achievement Tests Higher educational attainment Less dropout, higher graduate and college attendance Higher occupational/career success Source: Mahoney, Vandell, Simpkins, & Zarrett, 2010; Vandell, Larson, Mahoney, Watts, 2015

7 Three Ways that Activities Can Promote Academic and Educational Success?
(1) Gains in academic knowledge if linked to school curriculum (e.g., math team, French club) (2) Psychosocial processes Access to teachers, counselors, and other supportive adults Access to supportive and academic-oriented peers Heightened school satisfaction and connectedness that leads to better school attendance Positive developmental growth experiences including teamwork and initiative Opportunities to develop an achievement-oriented identity Source: Mahoney, Vandell, Simpkins, & Zarrett, 2010; Vandell, Larson, Mahoney, Watts, 2015

8 Three Ways that Activities Can Promote Academic and Educational Success?
(3) Reduction in problem behaviors that could interfere with learning Depression and suicidal thoughts Use of illicit substances such as marijuana, cocaine, and other drugs Lower rates of early sexual activity Source: Mahoney, Vandell, Simpkins, & Zarrett, 2010

9 Youth Antisocial Behaviors during the Out-of-School Hours
Now let’s think about out-of-school time and the development (and prevention!) of antisocial behaviors for young people…

10 OAs and Antisocial Behavior: We can do this wrong!
Swedish Youth Centers Antisocial Behavior, Crime, Drugs Cambridge Sommerville Youth Study Deviant Youth

11 Several Common Predictors of Antisocial Behaviors:
Routine Activity Theory (Osgood): Low Supervision, No Agenda, Peers Present Aggregation of Deviant Peers Social Skills Deficits and Peer Rejection Bullying Poor Parenting (style and monitoring) Family Adversity and Stress Biological Risks (temperament, genes) Low Socioeconomic Status Dangerous Neighborhoods Co-Morbidity (ADHD; depression) Multiple Causation is the Norm

12 Which Predictors are Modifiable through OA Participation
Routine Activity Theory (Osgood): Low Supervision, No Agenda, Peers Present Aggregation of Deviant Peers Social Skills Deficits and Peer Rejection Bullying (not studied, but seems likely) Poor Parenting (style and monitoring) Family Adversity and Stress Biological Risks (temperament, genes) Low Socioeconomic Status Dangerous Neighborhoods Co-Morbidity (ADHD; depression) Yellow indicates that OA participation directly, or indirectly, reduces risk

13 Community-Based Organized Activities
Learning Objectives: (1) Know the conditions under which OAs are likely to promote academic achievement (2) Describe major predictors of youth anti-social behavior and which ones appear to modifiable through OA participation


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