Measuring Collective Efficacy Among Children in Community-based Afterschool Programs: Exploring Pathways toward Prevention and Positive Youth Development

American Journal of Community Psychology

Volumn 52, Issue 1-2, 2013, Pages 27-40

  Smith, Emilie Phillips ^a   Osgood, D Wayne ^a   Caldwell, Linda ^a   Hynes, Kathryn ^a   Perkins, Daniel F ^a  

^a PENNSYLVANIA STATE UNIVERSITY   (United States)

Author keywords

Afterschool programs; Collective efficacy; Problem behavior; Substance abuse

Indexed keywords

ARTICLE; ATTITUDE; CHILD; EQUIPMENT; FACTORIAL ANALYSIS; FEMALE; HUMAN; MALE; PEER GROUP; PSYCHOLOGICAL ASPECT; PSYCHOMETRY; REPRODUCIBILITY; SELF CONCEPT; SOCIAL WELFARE; STATISTICAL MODEL;

ATTITUDE; CHILD; FACTOR ANALYSIS, STATISTICAL; FEMALE; HUMANS; LINEAR MODELS; MALE; PEER GROUP; PSYCHOMETRICS; REPRODUCIBILITY OF RESULTS; SELF EFFICACY; SOCIAL WELFARE;

EID: 84881025718     PISSN: 00910562     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10464-013-9574-6     Document Type: Article

References (63)

1. Aber, J. L., Brown, J. L., & Jones, S. M. (2003). Developmental trajectories toward violence in middle childhood: course, demographic differences, and response to school-based intervention. Developmental Psychology, 39(2), 324-348.
2. Afterschool Alliance. (2009). 21st century community learning centers providing afterschool supports to communities nationwide. Retrieved March 3, 2010 from www. afterschoolalliance. org.
3. Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147.
4. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
5. Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9(3), 75-78.
6. Barrish, H., Saunders, M., & Wolf, M. (1969). Good behavior game: Effects of individual contingencies for group consequences on disruptive behavior in a classroom. Journal of Applied Behavioral Analysis, 2, 119-124.
7. Battistich, V., Schaps, E., & Wilson, N. (2004). Effects of an elementary school intervention on students' "connectedness" to school and social adjustment during middle school. The Journal of Primary Prevention, 24(3), 243-262.
8. Burton, L. M., & Jarrett, R. L. (2000). In the mix, yet on the margins: The place of families in urban neighborhood and child development research. Journal of Marriage and Family, 62, 1114-1135.
9. Caldwell, L. L. (2005). Recreation and youth development. In P. Witt & L. Caldwell (Eds.), Recreation and youth development (pp. 169-189). State College: Venture Publishing.
10. Capizzano, J., Tout, K., & Adams, G. (2000). Child care patterns of school-age children with employed mothers. Assessing the new federalism. Washington, DC: The Urban Institute.
11. Chavis, D. M., & Wandersman, A. (1990). Sense of community in the urban environment: A catalyst for participation and community development. American Journal of Community Psychology, 18(1), 1-27.
12. City Data. (2009). Retrieved March 2, 2012 from http://www. city-data. com/city/Harrisburg-Pennsylvania. html, http://www. city-data. com/county/Dauphin_County-PA. html, http://www. city-data. com/city/Lancaster-Pennsylvania. html.
13. Cronbach, L., & Meehl, P. (1955). Construct validity in psychological tests. Psychological Bulletin, 52(4), 281-302.
14. Delpit, L. (1995). Other people's children: Cultural conflict in the classroom. New York: The New Press.
15. Drake, S. C., & Cayton, H. R. (1945). Black metropolis: A study of Negro life in a northern city. New York: Harcourt, Brace, and Company.
16. DuBois, W. E. B. (1899). The Philadelphia negro. New York: Lippincott.
17. Durlak, J., & Weissberg, R. (2007). The impact of after-school programs that promote personal and social skills. Chicago: Collaborative for Academic, Social, and Emotional Learning.
18. Eccles, J. S., & Gootman, J. A. (2002). Community programs to promote youth development. Washington, DC: National Academy Press.
19. Embry, D. D., Straatemeier, G., Richardson, C., Lauger, K., & Mitich, J. E. (2003). The Pax good behavior game. Center City: Hazelden.
20. Furstenberg, F. F., Jr. (1993). How families manage risk and opportunity in dangerous neighborhoods. In W. J. Wilson (Ed.), Sociology and the public Agenda (pp. 231-258). Newbury Park, CA: Sage.
21. Furstenberg, F. F., Jr, & Hughes, M. E. (1995). Social capital and successful development among at-risk youth. Journal of Marriage and Family, 57(3), 580-592.
22. Gilligan, C. (1993). In a different voice: Psychological theory and women's development. Cambridge: Harvard University Press.
23. Goddard, R. (2001). Collective efficacy: A neglected construct in the study of schools and student achievement. Journal of Educational Psychology, 95(3), 467-476.
24. Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and effect on student achievement. American Educational Research Journal, 37(2), 479-507.
25. Goodman, R., Meltzer, H., & Bailey, V. (2003). The strengths and difficulties questionnaire: A pilot study on the validity of the self-report version. International Review of Psychiatry, 15, 173-177.
26. Gottfredson, D. C., Gerstenblith, S. A., Soulé, D. A., Womer, S. C., & Lu, S. (2004). Do after school programs reduce delinquency? Prevention Science, 5(4), 253-266.
27. Hirschi, T. (1969). Causes of delinquency. Berkeley, CA: University of California Press.
28. Horne, A., & Orpinas, P. (2005). Bullying prevention: Creating a positive school climate and developing social competence. Washington, DC: American Psychological Association.
29. Hynes, K., & Sanders, F. (2011). Diverging experiences during out-of-school time: The race gap in exposure to after-school programs. The Journal of Negro Education, 80(4), 464-476.
30. Hynes, K., Smith, E. P., & Perkins, D. F. (2009). Piloting a school-based intervention in after-school settings: A case study in science migration. Journal of Children's Services, 4(3), 4-20.
31. Jarrett, R. (1995). Growing up poor: The family experiences of socially mobile youth in low-income African American neighborhoods. Journal of Adolescent Research, 10(1), 111-135.
32. Johnson, S. R. L., Finigan, N. M., Bradshaw, C. P., Haynie, D. L., & Cheng, T. L. (2011). Examining the link between neighborhood context and parental messages to their adolescent children about violence. Journal of Adolescent Health, 49(1), 58-63. doi: 10. 1016/j. jadohealth. 2010. 10. 014.
33. Kellam, S. G., Brown, H. C., Poduska, J. M., Ialongo, N. S., Wang, W., Toyinbo, P., et al. (2008). Effects of a universal classroom behavior management program in first and second grades on young adult behavioral, psychiatric, and social outcomes. Drug and Alcohol Dependence, 95, S5-S28.
34. Larson, R. (2000). Toward a psychology of positive youth development. American Psychologist, 55, 170-183.
35. Lerner, R. M., Fisher, C. B., & Weinberg, R. A. (2000). Toward a science for the people: Promoting civil society through the application of developmental science. Child Development, 71, 11-20.
36. Leventhal, T., & Brooks-Gunn, J. (2000). The neighborhoods they live in: The effects of neighborhood residence on child and adolescent outcomes. Psychological Bulletin, 126(2), 309-337.
37. Mellor, D. (2004). Furthering the use of the strengths and difficulties questionnaire: Reliability with younger child respondents. Psychological Assessment, 16(4), 396-401.
38. Odgers, C. L., Moffitt, T. E., Tach, L. M., Sampson, R. J., Taylor, A., Matthews, C. L., et al. (2009). The protective effects of neighborhood collective efficacy on British children growing up in deprivation: A developmental analysis. Developmental Psychology, 45(4), 942-957. doi: 10. 1037/a0016162.
39. Osgood, D. W., Anderson, A. L., & Shaffer, J. N. (2005). Unstructured leisure in the after-school hours. In J. Mahoney, R. Larson, & J. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after-school and community programs (pp. 45-64). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
40. Putnam, R. (1995). Bowling alone: America's declining social capital. Journal of Democracy, 6, 65-78.
41. Rappaport, J. (1981). In praise of paradox: A social policy of empowerment over prevention. American Journal of Community Psychology, 9(1), 1-25.
42. Raudenbush, S. W., Bryk, A., & Congdon, R. (2009). HLM6, Hierarchical Linear and Nonlinear Modeling. Chicago, IL: Scientific Software International.
43. Raudenbush, S., & Bryk, A. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage.
44. Resnick, M. D., Bearman, P. S., Blum, R. W., Bauman, K. E., Harris, K. M., Jones, J., et al. (1997). Protecting adolescents from harm: Findings from the national longitudinal study on adolescent health. Journal of American Medical Association, 278(10), 823-832.
45. Russo, J. F., Stokes, G. S., Lahey, B. B., Christ, J., McBurnett, K., Loeber, R., et al. (1993). A sensation seeking scale for children: Further refinement and psychometric development. Journal of Psychopathology and Behavioral Assessment, 15(2), 145-157.
46. Sampson, R., & Laub, J. (1992). Crime and deviance in the life course. Annual Review of Sociology, 18, 63-84.
47. Sampson, R., Raudenbush, S., & Earls, F. (1997). Neighborhoods and violent crime: A multilevel study of collective efficacy. Science, 277, 918-924.
48. Sampson, R. J., Morenoff, J., & Earls, F. (1999). Beyond social capital: Spatial dynamics of collective efficacy for children. American Sociological Review, 64, 633-660.
49. Sarason, S. B. (1976). Community psychology, networks, and Mr. everyman. American Psychologist, 31(5), 317-328.
50. Simons, R. L., Simons, L. G., Burt, C. H., Brody, G. H., & Cutrona, C. (2005). Collective efficacy, authoritative parenting and delinquency: A longitudinal test of a model integrating community- and family-level processes. Criminology, 43, 989-1029. doi: 10. 1111/j. 1745-9125. 2005. 00031.
51. Simpkins, S. D., Vest, A. E., & Becnel, J. N. (2010). Participating in sport and music activities in adolescence: The role of activity participation and motivational beliefs during elementary school. Journal of Youth and Adolescence, 39(11), 1368-1386.
52. Smith, E. (2007). The role of afterschool settings in positive youth development. Journal of Adolescent Health, 41(3), 219-220.
53. Smith, L. K., & Fowler, S. A. (1984). Positive peer pressure: The effects of peer monitoring on children's disruptive behavior. Journal of Applied Behavior Analysis, 17(2), 213-227.
54. Smith, E., & Hasbrouck, L. (2006). The sociocultural context of risk and protective factors. In N. Guerra & E. Smith (Eds.), Preventing youth violence in a multicultural society (pp. 169-197). Washington, DC: American Psychological Association.
55. Smith, E. P., Boutte, G. S., Zigler, E., & Finn-Stevenson, M. (2004). Opportunities for schools to promote resilience in children and youth. In K. I. Maton, C. J. Schellenbach, B. J. Leadbeater, & A. L. Solarz (Eds.), Investing in children, youth, families, and communities: Strengths-based research and policy (pp. 213-231). Washington, DC: American Psychological. doi: 10. 1037/10660-012.
56. Smith, E., Richardson, J., & Belue, R. (2009). Homicide and violence among African American youth: From epidemic to endemic? In S. Braithwaite, S. Taylor, & H. Treadwell (Eds.), Health issues in the black community (3rd ed., pp. 133-155). San Francisco: Jossey Bass.
57. Smith, E. P., Faulk, M. T., & Sizer, M. (under review). Exploring the meso-system: The roles of family, peers and community in adolescent delinquency and positive youth development. Youth and Society.
58. Snyder, Howard. N., & Sickmund, Melissa. (2006). Juvenile offenders and victims: 2006 national report. Washington, DC: U. S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention.
59. Syvertsen, A. K., Flanagan, A. K., & Stout, M. D. (2009). Code of silence: Students' perceptions of school climate and willingness to intervene in a peer's dangerous plan. Journal of Educational Psychology, 101(1), 219-232.
60. Vandell, D. L., Shumow, L., & Posner, J. (2005). After-school programs for low-income children: Differences in program quality. In J. Mahoney, R. Larson, & J. Eccles (Eds.), Organized Activities as Contexts of Development (pp. 437-456). Mahway, NJ: Lawrence Erlbaum Associates, Publishers.
61. Villaruel, F. A., Perkins, D. F., Borden, L. M., & Keith, J. G. (Eds.). (2003). Community development: programs, policies, and practices. Thousand Oaks, London: Sage Publications.
62. Watts, R., & Flanagan, C. (2007). Pushing the envelope on youth civic engagement: A developmental and liberation psychology perspective. Journal of Community Psychology, 35(6), 779-792.
63. Zimmerman, M. A. (1995). Psychological empowerment: Issues and illustrations. American Journal of Community Psychology, 23(5), 581-599.