Social and Emotional Learning (SEL) Assessment in After-School Care

An abundance of research links children's social-emotional competence with positive school and life outcomes, but many barriers to widespread, high quality social-emotional learning (SEL) exist. Studies also found SEL delivered consistently and in coordination with other programs, both in and out of school, is more effective, but lack of unified standards, a supportive framework, and systematic approach prevent consistency and coordination of delivery. Process monitoring and impact evaluation help overcome barriers and improve implementation. After-school programs provide opportunities for quality SEL delivery and evaluation. This chapter reports results of an evaluation comparing pre- and post-program survey data from elementary school children (n = 98) in an after-school program that has incorporated an SEL curriculum. Results showed significant increases in the SEL competencies of self-management, social awareness, and social skills. The author also explored advantages of providing both SEL instruction and low-cost evaluation in after-school care settings in addition to schools.

Canadian after-school care providers’ perceived role promoting healthy lifestyles: A focused ethnography

BACKGROUND: After-school care programs have garnered interest in recent years as the hours of 3:00–6:00p.m. are an opportune time for children to engage in healthy behaviours, specifically healthy eating and physical activity. Care providers are major influencers within the after-school care setting, impacting health promoting opportunities for children. However, little is known regarding the role care providers play in health promotion interventions in the after-school care setting, specifically those using comprehensive approaches. The purpose of this research was to explore care providers’ role and experience promoting healthy eating and physical activity through the after-school care health promotion intervention School’s Out…Let’s Move (SOLMo). SOLMo was guided by the evidence-based comprehensive school health framework.SOLMo had two main goals: (1) to serve a healthy snack with vegetable or fruit, and milk or water as the drink; (2) to include 30 minutes of moderate to vigorous physical activity. The intervention included resources and coaching for care providers to promote healthy eating and physical activity for children and took place in four after-school sites over a six-month period. Three of four sites were located in a school. The primary researcher was engaged with the sites over 22-months. METHODS: This research was guided by the qualitative method focused ethnography. Semi-structured interviews with care providers (n=13) taking part in SOLMo were conducted. Participant observation was included as part of data generation to further understand care provider roles. Latent content analysis was utilized iteratively and concurrently throughout data generation. RESULTS: Overall, care providers were supportive of promoting health behaviours in the after-school setting. Through analysis, five themes and eight subthemes emerged related to care providers’ role and experience promoting healthy eating and physical activity through SOLMo: 1) enhanced awareness; 2) improved programming; 3) strong relationships; 4) collaborative approach; and 5) role tension. CONCLUSIONS: As major influencers, care providers play a crucial role in promoting healthy lifestyle behaviours for children. This research provides valuable insight into this role and the implementation of comprehensive health promotion approaches in the after-school setting. Findings contribute to the implementation knowledge base and help inform the promotion of healthy lifestyle behaviours for children.

Canadian after-school care providers’ perceived role promoting healthy lifestyles: A focused ethnography

BACKGROUND: After-school care programs have garnered interest in recent years as the hours of 3:00–6:00p.m. are an opportune time for children to engage in healthy behaviours, specifically healthy eating and physical activity. Care providers are major influencers within the after-school care setting, impacting health promoting opportunities for children. However, little is known regarding the role care providers play in health promotion interventions in the after-school care setting, specifically those using comprehensive approaches. The purpose of this research was to explore care providers’ role and experience promoting healthy eating and physical activity through the after-school care health promotion intervention School’s Out…Let’s Move (SOLMo). SOLMo was guided by the evidence-based comprehensive school health framework.SOLMo had two main goals: (1) to serve a healthy snack with vegetable or fruit, and milk or water as the drink; (2) to include 30 minutes of moderate to vigorous physical activity. The intervention included resources and coaching for care providers to promote healthy eating and physical activity for children and took place in four after-school sites over a six-month period. Three of four sites were located in a school. The primary researcher was engaged with the sites over 22-months.METHODS: This research was guided by the qualitative method focused ethnography. Semi-structured interviews with care providers (n=13) taking part in SOLMo were conducted. Participant observation was included as part of data generation to further understand care provider roles. Latent content analysis was utilized iteratively and concurrently throughout data generation. RESULTS: Overall, care providers were supportive of promoting health behaviours in the after-school setting. Through analysis, five themes and eight subthemes emerged related to care providers’ role and experience promoting healthy eating and physical activity through SOLMo: 1) enhanced awareness; 2) improved programming; 3) strong relationships; 4) collaborative approach; and 5) role tension. CONCLUSIONS: As major influencers, care providers play a crucial role in promoting healthy lifestyle behaviours for children. This research provides valuable insight into this role and the implementation of comprehensive health promotion approaches in the after-school setting. Findings contribute to the implementation knowledge base and help inform the promotion of healthy lifestyle behaviours for children.

IMPLEMENTASI PROGRAM ANAK PEDULI LINGKUNGAN MELALUI KEGIATAN MEMILAH SAMPAH

Artikel ini merupakan artikel penelitian terkait penerapan after school care bagi anak sekolah dasar, salah satunya melalui implementasi program anak peduli lingkungan melalui kegiatan memilah sampah di SD Laboratorium Percontohan UPI. Tujuan penerapan program ini adalah untuk mengenalkan anak terkait permasalahan di lingkungan sekitar dan sebagai upaya menanamkan kepedulian anak terhadap lingkungan alam. Metode penelitian yang digunakan adalah metode kualitatif, dimana penulis bermaksud mendeskripsikan proses penerapan kegiatan memilah sampah yang telah dilaksanakan di SD Laboratorium Percontohan UPI. Adapun kesimpulan dalam artikel ini merujuk program anak peduli lingkungan sebagai salah satu alternatif pembelajaran bagi anak sekolah dasar yang bertujuan untuk menanamkan kepedulian anak terhadap kelestrarian lingkungan.

Canadian after-school care providers’ perceived role promoting healthy lifestyles: A focused ethnography

BACKGROUND: After-school care programs have garnered interest in recent years as the hours of 3:00–6:00p.m. are an opportune time for children to engage in healthy behaviours, specifically healthy eating and physical activity. Care providers are major influencers within the after-school care setting, impacting health promoting opportunities for children. However, little is known regarding the role care providers play in health promotion interventions in this setting, specifically those using comprehensive approaches. The purpose of this research was to explore care providers’ role and experience promoting healthy eating and physical activity through the after-school care health promotion intervention School’s Out…Let’s Move (SOLMo). SOLMo was guided by the evidence-based comprehensive school health framework, and included a focus on healthy eating and physical activity. METHODS: This research was guided by the qualitative method focused ethnography. Semi-structured interviews with care providers (n=13) taking part in SOLMo were conducted. Participant observation was included as part of data generation to further understand care provider roles. RESULTS: Overall, care providers were supportive of promoting health behaviours in the after-school setting. Through latent content analysis, five themes emerged related to care providers’ role and experience promoting healthy eating and physical activity through SOLMo: 1) enhanced awareness; 2) improved programming; 3) strong relationships; 4) collaborative approach; and 5) role tension. CONCLUSIONS: As major influencers, care providers play a crucial role, and these results will contribute to implementation strategies used to promote healthy lifestyle behaviours for children.