Examining the Relationship Between Supports for Youth Development and School Connectedness in a Police Athletic League After School Program

ECU Author/Contributor (non-ECU co-authors, if there are any, appear on document)

Katina N Hilliard (Creator)

Institution

East Carolina University (ECU )

Web Site: http://www.ecu.edu/lib/

Abstract: For the past twenty years , research and practice in recreation and after-school services have utilized the positive youth development (PYD) framework. PYD is guided by principles that emphasize investing in youth through the promotion of developmental assets; it steers clear of past models that view youth as risks (Benson , Scales & Syvertsen , 2011). Internal assets are outcomes for youth that include a commitment to learning , developing positive values and identity , and having social competency (Scales , Benson , Leffert & Blyth , 2000). Schools and after-school recreation programs affect internal assets by supporting external assets such as the establishment of boundaries and expectations , empowerment of youth , constructive use of time , and support from family , peers , schools , neighbors , and other adults (Scales et al.). Staff practices related to supporting developmental assets fall into four categories: (a) safe environment (e.g. , psychological and physical safety; (b) supportive environment (e.g. , skill building , conflict resolution); (c) interaction (e.g. , mentoring , fostering belonging); and (d) engagement (e.g. , opportunities to plan and lead) (Smith et al. , 2012). While there have been several studies of school-based after-school programs , there is very little research on programs run under the Police Athletic League model. The current study seeks to investigate the following research questions: (1) What program practices do PAL participants identify as important? and (2) What is the relationship between PAL program practices and youths' report of school connectedness? Results suggest that the PAL staff were performing well in all areas; however , two areas , being able to talk to staff about important things and PAL staff treating students fairly , were determined to be practices areas in which the staff could improve upon. Additionally , the results determined that a safe and supportive environment were positively correlated with school connectedness.

Additional Information

Publication

Thesis

Language: English

Date: 2018

Keywords

school connectedness

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