After-School Programs as a Prosocial Setting for Bonding Between Peers |
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| Authors: | Robin Wright Lindsay John Eric Duku Giovani Burgos Amanda Krygsman Charlene Esposto |
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| Affiliation: | 1. School of Social Work, University of Windsor , Windsor, Ontario, Canada rwright@uwindsor.ca;3. John Associates , Toronto, Ontario, Canada;4. Offord Centre for Child Studies, McMaster University , Hamilton, Ontario, Canada;5. Department of Sociology , McGill University , Montreal, Quebec, Canada;6. School of Social Work, University of Windsor , Windsor, Ontario, Canada;7. Department of Psychology , Laurier University , Waterloo, Ontario, Canada |
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| Abstract: | This study reports on the longitudinal analysis of a structured after-school arts program for Canadian youth, ages 9 to 15 years, from low-income communities where the relationship of peer social support, family interactions, and psychosocial outcomes is evaluated. Multi-level growth curve analyses suggest an increase in prosocial development with peer social support and a decrease in prosocial development when negative family interactions are present. Comparisons between matched controls, using estimated linear propensity scores, revealed significant improvement in prosocial behaviors for the intervention group. The structured after-school arts program was found to increase prosocial behaviors and bonding with peers for youth from low-income communities. |
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| Keywords: | after-school programs community-based arts programs family interactions low-income communities peer social support prosocial peers youth development |
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