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The Impact of After-School Programs That Seek to Promote Personal and Social Skills

The Impact of After-School Programs That Seek to Promote Personal and Social Skills . Joseph A. Durlak, Loyola University Chicago Roger P. Weissberg, University of Illinois Chicago & the Collaborative for Academic, Social, and Emotional Learning (CASEL)

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The Impact of After-School Programs That Seek to Promote Personal and Social Skills

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  1. The Impact of After-School Programs That Seek to Promote Personal and Social Skills Joseph A. Durlak, Loyola University Chicago Roger P. Weissberg, University of Illinois Chicago & the Collaborative for Academic, Social, and Emotional Learning (CASEL) Acknowledgements: W.T. Grant Foundation (Grant #200050496)

  2. Focus of the Review • Comprehensive review of current knowledge • 66 After-school Programs with data at post • Program Goals: promoting personal/social skills • Included studies: • Control group present • Out of school hours • Operate during the school year Free powerpoint template: www.brainybetty.com

  3. Why This Review is Important • Prior reviews not focused on personal/social skills • Large number of programs evaluated • This is new and up-to-date information • 60% of program reports appeared > 2000 Free powerpoint template: www.brainybetty.com

  4. Research Questions • What types of outcomes can after-school programs foster in youth? • Can we identify the program features that lead to better youth outcomes? Free powerpoint template: www.brainybetty.com

  5. Findings • Overall, programs are • Youth benefit in three areas • School performance • Feelings and attitudes • Behavioral adjustment effective Free powerpoint template: www.brainybetty.com

  6. Positive Results for: School performance Academic achievement test scores School grades School attendance Feelings and attitudes Self-perceptions School bonding Behavioral adjustment Positive social behaviors Problem behaviors Drug use Outcomes and Findings Free powerpoint template: www.brainybetty.com

  7. Which programs are effective? • Programs that used evidence-based skill training approaches were successful in all outcome areas • Programs that did not use these approaches did not deliver significant benefits to youth in any outcome area Free powerpoint template: www.brainybetty.com

  8. Effective Programs are S.A.F.E. • Sequential: • Active: • Focused: • Explicit: sequenced activities to achieve skills interactive forms of learning emphasis on personal or social skills targeting of specific skills Free powerpoint template: www.brainybetty.com

  9. Conclusions and Recommendations • Programs can be effective in multiple ways • Both program content and process are important for success • It is not only WHAT YOU DO, but also HOW YOU DO IT that counts– program quality Free powerpoint template: www.brainybetty.com

  10. Policy Implications • Findings should reassure those questioning the value of after-school programs • Important to consider the range of possible program benefits • Program quality is critical to success • Programs should be accountable for ongoing assessment & continual improvement of services Free powerpoint template: www.brainybetty.com

  11. Value-Added Benefits Free powerpoint template: www.brainybetty.com

  12. Value-Added Benefits Free powerpoint template: www.brainybetty.com

  13. Value-Added Benefits Free powerpoint template: www.brainybetty.com

  14. Additional Information • For more information, contact jdurlak@luc.edu • A full report of the findings will be available • at http://www.casel.org Free powerpoint template: www.brainybetty.com

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