Citation

Helseth SA, Frazier SL. Adm. Policy Ment. Health 2018; 45(2): 286-301.

Affiliation

Department of Psychology, Florida International University, Miami, FL, USA.

Copyright

(Copyright © 2018, Holtzbrinck Springer Nature Publishing Group)

DOI

10.1007/s10488-017-0823-0

PMID

28852888

Abstract

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.

Language: en

Keywords

After-school program; Feasibility; Peer-assisted learning; Social competence