After-School Programs as a Prosocial Setting for Bonding between Peers

Autor/inn/en	Wright, Robin; John, Lindsay; Duku, Eric; Burgos, Giovani; Krygsman, Amanda; Esposto, Charlene
Titel	After-School Programs as a Prosocial Setting for Bonding between Peers
Quelle	In: Child & Youth Services, 31 (2009) 3-4, S.74-91 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-935X
Schlagwörter	Prosocial Behavior; After School Programs; Social Development; Peer Relationship; Longitudinal Studies; Art Activities; Foreign Countries; Preadolescents; Low Income Groups; Family Relationship; Psychological Patterns; Interaction; Comparative Analysis; Intervention; Canada + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Soziale Entwicklung; Peer-Beziehungen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Künstlerische Tätigkeit; Ausland; Pre-adolescence; Präadoleszenz; Interaktion; Kanada
Abstract	This study reports on the longitudinal analysis of a structured after-school arts program for Canadian youth, ages 9 to 15 years, from low-income communities where the relationship of peer social support, family interactions, and psychosocial outcomes is evaluated. Multi-level growth curve analyses suggest an increase in prosocial development with peer social support and a decrease in prosocial development when negative family interactions are present. Comparisons between matched controls, using estimated linear propensity scores, revealed significant improvement in prosocial behaviors for the intervention group. The structured after-school arts program was found to increase prosocial behaviors and bonding with peers for youth from low-income communities. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10