TY - JOUR
T1 - Peer-Assisted Social Learning for Diverse and Low-Income Youth
T2 - Infusing Mental Health Promotion Into Urban After-School Programs
AU - Helseth, Sarah A.
AU - Frazier, Stacy L.
N1 - Funding Information:
Acknowledgements This research was supported in part by an FIU Graduate School Dissertation Year Fellowship awarded to Sarah Helseth.
Publisher Copyright:
© 2017, Springer Science+Business Media, LLC.
PY - 2018/3/1
Y1 - 2018/3/1
N2 - Community-based after-school programs (ASPs) can promote social competence by infusing evidence-based practice into recreation. Through collaborative partnership, we developed and implemented a peer-assisted social learning (PASL) model to leverage natural opportunities for peer-mediated problem-solving. ASP-Staff (n = 5) led elementary-school youth (n = 30) through 21 activities that partnered socially-skilled and less-skilled children; outcomes were compared to children (n = 31) at another site, via quasi-experimental design. Findings were mixed, including strong evidence for fidelity (adherence) and feasibility (attendance, participation, enthusiasm) of implementation. Relative to Comparison children, PASL children demonstrated improved social skills and behavior, but no changes in problem-solving, peer likability, or social network status.
AB - Community-based after-school programs (ASPs) can promote social competence by infusing evidence-based practice into recreation. Through collaborative partnership, we developed and implemented a peer-assisted social learning (PASL) model to leverage natural opportunities for peer-mediated problem-solving. ASP-Staff (n = 5) led elementary-school youth (n = 30) through 21 activities that partnered socially-skilled and less-skilled children; outcomes were compared to children (n = 31) at another site, via quasi-experimental design. Findings were mixed, including strong evidence for fidelity (adherence) and feasibility (attendance, participation, enthusiasm) of implementation. Relative to Comparison children, PASL children demonstrated improved social skills and behavior, but no changes in problem-solving, peer likability, or social network status.
KW - After-school program
KW - Feasibility
KW - Peer-assisted learning
KW - Social competence
UR - http://www.scopus.com/inward/record.url?scp=85028758930&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85028758930&partnerID=8YFLogxK
U2 - 10.1007/s10488-017-0823-0
DO - 10.1007/s10488-017-0823-0
M3 - Article
C2 - 28852888
AN - SCOPUS:85028758930
SN - 0894-587X
VL - 45
SP - 286
EP - 301
JO - Administration and Policy in Mental Health and Mental Health Services Research
JF - Administration and Policy in Mental Health and Mental Health Services Research
IS - 2
ER -
