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