Abstract
“It is not enough to merely have good intentions,” stated Dr. Keith Herman, keynote speaker, at the Second Annual School-Based Mental Health Group Interventions Conference; “our intentions must translate into actual help for those we seek to assist.” Within this statement lies the heart of the problem confronting after-school programs. It has been our goal throughout this book to turn “good intentions” into successful results. We cannot just say that I would like to make my after-school program more successful; we must actually take steps to change after-school programming to make after-school programs successful (Granger 2010).
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
Brigman, G., & Webb, L. (2007). Student success skills: Impacting achievement through large and small group work. Group Dynamics: Theory, Research, and Practice, 11, 283–292. doi:10.1037/1089-2699.11.4.283.
Clanton Harpine, E. (2008). Group interventions in schools: Promoting mental health for at-risk children and youth. New York: Springer.
Clanton Harpine, E. (2011a). Group-centered prevention programs for at-risk students. New York: Springer.
Clanton Harpine, E. (2011b, August). Developing group-centered prevention programs for community-based settings. Paper presented at the annual convention of the American Psychological Association, Washington, DC.
Clanton Harpine, E. (2013a). Erasing failure in the classroom, vol.3: The Reading Orienteering Club, using vowel clustering in an after-school program. Aiken, SC: Group-Centered Learning.
Clanton Harpine, E. (2013b). Prevention groups. Thousand Oaks, CA: Sage.
Conyne, R. K., & Clanton Harpine, E. (2010). Prevention groups: The shape of things to come. Group Dynamics: Theory, Research, and Practice, 14, 193–198. doi:10.1037/a0020446.
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087–1101.
Granger, R. C. (2010). Understanding and improving the effectiveness of after-school practice. American Journal of Community Psychology, 45, 441–446. doi:10.1007/s10464-010-9301-5.
Greenberg, M., Weissberg, R. P., O'Brien, M. U., Zins, J. E., Fredricks, L., Resnick, H., et al. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466–474. doi:10.1037/0003-066X.58.6-7.466.
Klingberg, T., Forssberg, H., & Westerberg, H. (2002). Training of working memory in children with ADHD. Journal of Clinical and Experimental Neuropsychology, 24, 781–791.
Kulic, K. R., Horne, A. M., & Dagley, J. C. (2004). A comprehensive review of prevention groups for children and adolescents. Group Dynamics: Theory, Research, and Practice, 8, 139–151.
Marmarosh, C., Holtz, A., & Schottenbauer, M. (2005). Group cohesiveness, group-derived collective self-esteem, group-derived hope, and the well-being of group therapy members. Group Dynamics: Theory Research and Practice, 9, 32–44.
McHugh, R. K., & Barlow, D. H. (2010). The dissemination and implementation of evidence-based psychological treatments: A review of current efforts. American Psychologist, 65, 73–84. doi:10.1037/a0018121.
Nation, M., Crusto, C., Wandersman, A., Kumpfer, K. L., Seybolt, D., Morrissey-Kane, E., et al. (2003). What works in prevention: Principles of effective prevention programs. American Psychologist, 58, 449–456. doi:10.1037/0003-066X.58.6-7.449.
Obiakor, F. E. (2001). It even happens in “good” schools: Responding to cultural diversity in today’s classrooms. Thousand Oaks, CA: Sage.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). New Jersey: Prentice Hall.
Salovey, P., Rothman, A. J., Detweiler, J. B., & Steward, W. T. (2000). Emotional states physical health. American Psychologist, 55, 110–121.
Suarez-Orozco, C., & Suarez-Orozco, M. M. (2001). Children of immigration. Cambridge, MA: Harvard University Press.
Wandersman, A., Duffy, J., Flaspohler, P., Norman, R., Lubell, K., Stillman, L., et al. (2008). Bridging the gap between prevention research and practice: The interactive systems framework for dissemination and implementation. American Journal of Community Psychology, 41, 171–181. doi:10.1007/s10464-008-9174-z.
Wandersman, A., & Florin, P. (2003). Community interventions and effective prevention. American Psychologist, 58, 441–448. doi:10.1037/0003-066X.58.6-7.441.
Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York: Basic Books.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2013 Springer Science+Business Media New York
About this chapter
Cite this chapter
Harpine, E.C. (2013). After-School Programs and the School Mission. In: After-School Prevention Programs for At-Risk Students. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-7416-6_8
Download citation
DOI: https://doi.org/10.1007/978-1-4614-7416-6_8
Published:
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4614-7415-9
Online ISBN: 978-1-4614-7416-6
eBook Packages: Behavioral ScienceBehavioral Science and Psychology (R0)