Abstract
Findings from children and youth who participated in structured after-school interventions in four urban public housing communities are used to illustrate the complexities of conducting program-based research in after-school settings. Findings from four field investigations reveal the importance of family support, reading skills, parent involvement, and positive peers in engaging youth in services, developing academic skills and avoiding involvement in problem behavior. Challenges in conducting program-based research and lessons learned from each of the four studies are discussed in the context of social work practice and after-school programming for at-risk children and youth.
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The authors thank Mary Krane, Molly Calhoun, and staff of the Bridge Project for their assistance in preparing this manuscript.
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Bender, K., Brisson, D., Jenson, J.M. et al. Challenges and Strategies for Conducting Program-Based Research in After-School Settings. Child Adolesc Soc Work J 28, 319–334 (2011). https://doi.org/10.1007/s10560-011-0236-y
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DOI: https://doi.org/10.1007/s10560-011-0236-y