Youth Empowerment Solutions: Evaluation of an After-School Program to Engage Middle School Students in Community Change

Autor/inn/en	Zimmerman, Marc A.; Eisman, Andria B.; Reischl, Thomas M.; Morrel-Samuels, Susan; Stoddard, Sarah; Miller, Alison L.; Hutchison, Pete; Franzen, Susan; Rupp, Laney
Titel	Youth Empowerment Solutions: Evaluation of an After-School Program to Engage Middle School Students in Community Change
Quelle	In: Health Education & Behavior, 45 (2018) 1, S.20-31 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1981
DOI	10.1177/1090198117710491
Schlagwörter	Empowerment; After School Programs; Middle School Students; Pretests Posttests; Curriculum Design; Program Effectiveness; Adolescents; Control Groups; Urban Schools; Suburban Schools; Program Implementation; Prosocial Behavior; Antisocial Behavior; Program Evaluation; Randomized Controlled Trials; Statistical Analysis; Self Concept Measures; Self Esteem; Maximum Likelihood Statistics; Structural Equation Models; Least Squares Statistics; Check Lists; Child Behavior; Michigan; Rosenberg Self Esteem Scale; Child Behavior Checklist + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lehrplangestaltung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Programme evaluation; Programmevaluation; Statistische Analyse; Self-esteem; Selbstaufmerksamkeit; Checkliste
Abstract	We report on an effectiveness evaluation of the Youth Empowerment Solutions (YES) program. YES applies empowerment theory to an after-school program for middle school students. YES is an active learning curriculum designed to help youth gain confidence in themselves, think critically about their community, and work with adults to create positive community change. We employed a modified randomized control group design to test the hypothesis that the curriculum would enhance youth empowerment, increase positive developmental outcomes, and decrease problem behaviors. Our sample included 367 youth from 13 urban and suburban middle schools. Controlling for demographic characteristics and pretest outcome measures, we found that youth who received more components of the curriculum reported more psychological empowerment and prosocial outcomes and less antisocial outcomes than youth who received fewer of the intervention components. The results support both empowerment theory and program effectiveness. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01