Practices to Avoidinout-Of-School Time Programs

…cautions for designers, funders, and practitionersofout-of-school time programs aboutprogram practicesthatdon’twork.

Publication#2010-03January2010

PRACTICES TO AVOIDINOUT-OF-SCHOOL TIME PROGRAMS

KristinAndersonMoore,Ph.D.,AshleighCollins,M.A.,andJacintaBronte-Tinkew,Ph.D.

OVERVIEW

Perhaps oneof the fastestways to improvethe qualityof out-of-school timeprograms would beto replace

practices that weknow do not work with practices that appear to bemoreeffective.In this brief, we highlight lessons from anexpandingbodyofknowledge aboutspecificprogram practices that shouldbe avoided orminimized inout-of-school timeprogramsto improvetheir chances of success.Ina related brief, wehighlight 10 practices to foster.1

PROGRAMPRACTICESTOAVOIDORMINIMIZE

1. Avoid negativeapproaches based onscaringchildren. Some observers havehoped that negative approaches—suchas showingyoungpeople whatitis like to bein jailandenablingthem tohearfrom and speak with prison inmates—can scarethem into betterbehavior.However, anumber ofrigorous evaluations haveassessed such “scared straight”approachesand found thattheyfailtodeterjuvenile crime orpromotemorepositive behaviors.2,3,4,5,6,7,8In fact,such approaches havebeen found to have

negativeimpacts.In somesettings,youth’s participation in programs incorporatingthe“scared straight” approach has resulted insignificantlyhigherrecidivismrates.9,10 Evidenceindicates that positive approaches that invest in children’s futures aremoreofteneffective.11,12,13

2. Avoidlecturing. Students spend a considerableportion of their school daylisteningto lectures, and theyarenot eager to sitthrough lectures duringtheir after-school hours. Moreover,evaluation studies indicate that didacticlectures mayincreaseknowledge, but theydo not changebehavior.14Research indicates that children andyouthmaybenefit fromavarietyof learningstrategies. Thesestrategies can include: 1) interactiveprojectsandgroupwork; 2) activityoptions; 3)opportunities that enableyoung people to pacetheirownactivities,and 4) experiential learning,in whichyoungpeoplehavethe opportunityto applywhat theylearn and thenreflect on it15,16

3. Avoidjust focusing on“squelching” badbehaviors. As important as it is to reduce substanceuse, violence, teenchildbearing, and school dropout,itis not sufficient for programsto concentrate onlyon problems that maythreatenyoungpeople’s development.In thewords ofKaren Pittman, “Problemfreeis not fullyprepared.”17Moreover, aprogram thatfocuses on thenegativemaybelikelyto encounter problems withrecruitment, attendance,and retention. Children andyouth,as wellas families and communitymembers,are not lookingfor an ongoingrecitation oftheirproblems and failings.In fact,

suchanegativefocus cancontributetochildren’s lower self-esteemand poorer school adjustment.18,19,20

Children andyouth seeksupport, encouragement,praise, andassistanceinachievingtheirpositive

goals.21,22,23Research finds that helpingchildren andyouth to develop wellandachievepositivepersonal goals is morelikelyto reducenegativebehaviors than areprograms that simplyhighlight and focuson squelchingbad behaviors.24Indeed, evaluations arefindingthat positiveyouth developmentapproaches can prevent problem behaviors25,26

4. Avoid puttingchildrenwithserious behavioral problemsalltogether. A reviewof studies indicates that forming groups of delinquent or problem children is not an effectivestrategyforchangingbehavior.27

Children in suchgroupings can encourageundesirable behavioramongoneanotherthrough negativepeer pressure.28,29,30,31,32Additionally,separatingchildren with serious behavioral problems into homogeneous groupscandraw attention totheirbehavior beforetheirpeersand trigger the continuanceof undesirable behavior bythe childrenwith thebehavioral problems.33,34,35,36Ratherthangroupingchildren homogeneously, studies find that heterogeneousgroupings can provide models ofpositivesocial

behaviors forchildren with serious behavioral problems, resultingin decreases in their behavioral problems and increases in their academicachievement and peeracceptance.37,38,39

5. Avoidridiculing programparticipants. Developingapositiveidentityis achallengingtask for children and adolescentsin a competitive and demanding economyandeducationalsystem. Whetherfrom theirpeers or from out-of-school timestaff, ridicule, criticism, and demeaningcomments or treatment (especiallywhen theyoccur frequentlyorin public) can underminechildren’s sense of self-worth.40,41,42,43

Negativestaff-child interactions canundermine children’s social competency,empathy,and abilityto negotiate conflicts andcooperate with others.44Providingyoungpeople withconstructive suggestionsand positive reinforcement, on the other hand, has been found toincreasepositiveoutcomes45,46This is not to saythat itis appropriate to glossover problems orignoremisbehavior, but ratherto highlight thevalueof constructive comments that identifybetter behaviors, ratherthan respondingwith ridiculeand criticism.

As oneprovidercommented in aChild Trends Roundtable,47“Catch them doing good.”

6. Avoid “100 kids, 1 adult, anda basketball” programformats.Thesewords of aRoundtable participant describe anall-too-common format forafter-school programs.48In such cases,thenumberof adults andthe resourcesavailableclearlyarefar too low to assuresafetyand to avoid fights.49, 50Beyond these considerations, suchprograms cannotfosterthe activities orthe positive and ongoingrelationships that areessential to positivedevelopment for children and adolescents.51,52In addition, children who are depressed or who arebeingbullied maybeoverlookedin programswhen therearefew adults.53Also, itis unlikelythat asoleadultin chargeof suchaprogramwillstayon the job for verylong,given the

difficultyof managingalargenumber of childrenalone, so staff turnoverbecomes another issue.54

7. Avoid implementinga programwithout a clear theory ofchange.It is common forprograms to springup to meetaneedand to grow in response to evolvingchallenges and/or in response to funding opportunities.Reflecting this pattern, manyprograms lack a clear andcoherent mission. Alternatively, theymayhavea cleargoal (for example, preventingschool dropout), but theymaylackan appropriate set of activities directedat achievingthat goal.It canbehelpful in numerous ways to invest afew hoursin developing atheoryof changeorlogic model thatlays out the long-term goalsand the inputs, outputs,

and the intermediategoals that are expected to lead to thelong-term goals.55, 56For example,takingthis step can help to ensurethatallstaff members know and sharea commonmission, that promisesmadeto

funders arereasonable and achievable,and that theactivities and services that areoffered arealignedwith the goals.

8. Avoid implementingonly part ofa program.It is common forprograms to pluck out one element of an effectiveprogram model and implement it. Studies find that themore closelyprograms adheretoan

evidence-based programa,57curriculumor model, themore effectiveaprogram is likelyto bein achieving desired outcomes.58,59,60,61In difficulteconomictimes, it is particularlyenticingtoremove expensive program elements or shorten program duration orfrequency. Unfortunately, suchdilutions may

underminethe effectiveness of the whole program. For example, whiletheTeen Outreach Programcould

beimplemented withoutservicelearning, the useof servicelearningis acore component that is critical to the success of theprogram.62Program directors should note, however, that some evidence-based

programs aredesigned with stand-alone componentsthat can beusedin conjunction with an existing program model.63,64

9. Avoidor reduce staffturnover.Given the importanceof relationshipsbetween staff andchildren or youth and thecost of recruiting, training,and coachingstaffmembers, highturnover can undermine program effectiveness.65,66Steps that mayreduceturnover include providing opportunitiesforstaff members to express theirviewson decisions anddirections, givingthem chances togrowas individuals, and being generouswith praise and positivefeedbackwhenwarranted.67

10. Avoid assuming that “Weknowwhat to do;we just needto do it.”It is difficult to change behavior, even amongchildren. A lot has been learned about approaches that don’t work (for example, that “scaringkids straight”doesn’t workand thatlectures don’tchangebehavior), as wellas about effective approaches (such asthose that buildstrong, positive relationships).68,69,70,71,72,73,74More specifically, wehavelearned that the criticalaspects of continuous programimprovement include

strengtheningprogramcomponents, enhancingimplementation quality, improvingstaff training, sequencingage-appropriate programs over time, and monitoringoutcomes.Moreover,wehavelearned that being evidence-based and data-driven can help programs become moreeffective over time. However, impacts areoften smalland short-lived. Thereismuch stillto be learnedand partnerships between practitioners and researchers canadd toour listof practices to avoid and practices to foster.

TENOUT-OF-SCHOOLTIMEPROGRAMPRACTICESTOAVOID

1:Avoid negative approaches based onscaringchildren.

2:Avoidlecturing.

3:Avoidjust focusing on“squelching” badbehaviors.

4:Avoid puttingchildrenwith serious behavioral problemsalltogether.

5:Avoidridiculingprogramparticipants.

6:Avoid“100 kids, 1 adult, anda basketball”programformats.

7:Avoidimplementing a programwithout a clear theory ofchange.

8:Avoidimplementing only part ofa program.

9:Avoidstaffturnover.

10: Avoidassuming that “Weknowwhat to do;we just needto do it.”

CONCLUSION

Thereis anexpandingamountof credibleinformation aboutboth ineffective and effective approaches to

promotingpositiveout-of-school timeprogram outcomes. As program practitioners consider implementingevidence-based practices, program administrators,staff, andotherstakeholders mustkeep in mind that it is difficult to changebehaviorovernight, evenamongchildren.75,76Programs should, thus, beprepared toexaminetheir programsand drop negativepractices, substitutingpositivepractices instead.77, 78,79

aRandomassignmentexperimentsprovidethestrongestevidenceofa program’simpact.However,someresearcherssuggest that,tobedeemedeffectiveandhighlyrigorous,programsnotonlymustbeexperimentallyevaluated,butthatevaluationsalso mustbe replicatedandshowevidenceofsustainedimpacts.

ACKNOWLEDGMENTS

The authors would liketo thank SuzanneLeMenestrel, Ph.D., forher careful reviewofand helpful

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