Tobacco Prevention Using Social Skills Education and Puppet Scripts in an After-School Program

The purpose of this study was to explore the feasibility of implementing a tobacco use prevention intervention using social skills education and puppet scripts in an afterschool program. A total of 75 K-2 students attending an afterschool program in a rural Midwest area participated in a 4-lesson youth development tobacco prevention curriculum and completed a pre-post tobacco knowledge quiz. Additionally, 10 program mentors completed a pre-post program strengths and difficulties (SDQ) questionnaire on their assigned students. A series of t-tests were computed to examine differences in the pre and post scores of participants on the SDQ subscales, and total scales and descriptive statistics were computed on the tobacco knowledge quiz. Statistically significant differences were noted on 4 pre–post subscales scores of the SDQ and the total SDQ. Use of youth development curriculum using interactive puppet-based strategies implemented in afterschool settings may be a feasible health education strategy.

Psycho-Social Benefits of an Afterschool Program in Romania: Qualitative Analysis of Parental Perceptions

This study investigates in a qualitative manner the psychosocial benefits perceived by the parents of children enrolled in a private Aftershool (AS) program in Romania. The theoretical background includes aspects of school-family-community collaboration and characteristics and legislative frames supporting Afterschool programs in Romania and in the EU space. By using an online focus group approach, the objective was to identify the dimensions of the children-related benefits of the Afterschool program perceived by the parents (6 participants) at social, emotional and cognitive levels, as well as to identify their needs and suggestions regarding the compassion-based educational activities that the AS program might offer to their children. The results indicate a general satisfaction with the AS program, as well as the readiness of the parents to get involved in activities oriented towards community together with their children and the personnel of the AS program.

Concepts and Challenges of Afterschool Program Quality in Japan

This study examines concepts surrounding the quality of afterschool programs in Japan and related challenges using qualitative and quantitative methods. A content analysis of government guidelines for afterschool programs provided by the Ministry of Health, Labour and Welfare (MHLW) and the Ministry of Education, Culture, Sports, Science and Technology (MEXT) is conducted, and the differences in the concepts of afterschool program quality (APQ) between them are explored. Second, using government statistics, the author looks at the current situation and systems of instructional features meant to improve quality. Third, the characteristics of the human resource development system of MEXT and MHLW for APQ are clarified using the social capital theory.

Effects of a Prosocial Skills Curriculum in an Afterschool Program

School-based substance use prevention and prosocial skills-based interventions have demonstrated promise, however, there is less known about the cognitive and behavioral benefits of such programs conducted in afterschool settings. A four-lesson, early intervention program focused on prosocial behavior development and facilitated by community substance use prevention coalition members was delivered to early elementary-aged participants in an afterschool program. Participant prevention knowledge as measured by brief pre-post quiz improved significantly (p < 0.001), but their mentor-observed prosocial behaviors as measured by pre-post behavioral attribute scale did not. A brief afterschool early prevention intervention can change substance use knowledge among early elementary participants. Prosocial behavior change, though, still warrants future investigation in the afterschool setting.

‘It’s About the Way I’m Treated’: Afro-Latina Black Identity Development in the Third Space

Through an ethnographic study of an afterschool program serving girls of color in the New York City metro area, this study examines how girls who are ethically Latina and racially Black embrace and articulate AfroLatinx identity. It asks, what are the contexts and institutional processes that facilitate the development of a Black identity among Latina youth? I find that while the Latinx home and school contexts produce a mestiza identity that erases and subjugates Blackness, study participants find viable and affirming representations of Afro-Latinidad through their participation in this afterschool program. Specifically, I argue that the programs’ Black staff members and social justice-centered curriculum produces an increased identification with Blackness among Latina youth. Understanding how Afro-Latina girls learn to embrace their Black identity challenges us to examine how to leverage curriculum and pedagogy to affirm the racial identities of all Black girls.