About this paper symposium

---

Panel information
Panel 32. Solicited Content: Expanded Learning & Out-of-School Time

Paper #1
Youth Experiences and Program Impact: How Adult Support and Peer Trust Shape Key Outcomes
Author information	Role
Edmond P. Bowers, Ph.D., Clemson University, United States	Presenting author
Theresa N. Melton, Clemson University, United States	Non-presenting author
Stella I. Cybulski, Clemson University, United States	Non-presenting author
Abstract
Introduction Each year in the U.S., around 8.7 million children under age 17 live in a household with at least one parent with a substance use disorder (SUD), yet ways to support these youth are limited. Camp Mariposa (CM) is a national addiction prevention and mentoring program specifically designed to serve youth ages 9-17 affected by the (SUD) of a family member. Although there is evidence of the potential benefits of CM on youth outcomes, no studies have explored the processes that might be linked to those benefits. Therefore, in the current study, we examined the following research question: Do aspects of the program, such as the presence of a supportive adult or trust with peers, predict difference scores of life satisfaction, resilience, or coping? Hypothesis Researchers hypothesize that aspects of the program, including the presence of supportive adults and increased trust with peers, will predict greater differences in positive outcomes from time one to time two. Study Population This study utilized data from Camp Mariposa, a formalized year-round mentoring camp, serving youth in families impacted by substance abuse. A total of 405 youth participated in survey responded at time one, and 114 youth were included in a follow up survey (28%). Methods Participants were given surveys at the start of programming and again several months later. Survey questions included outcomes such as life satisfaction (Huebner et al., 2006), resilience (Vaishnavi , et al., 2007) and coping (Spirito, 1988). Additionally, participants were asked to reflect on aspects of the program, such as whether there was at least one staff member or mentor that they could go to within the program, or whether they could trust other kids within the program. Difference scores were calculated from time point one and two, and regression analysis was conducted to determine whether aspects of the programmatic experience, such as relationships with adults and peers, predicted difference scores on key outcomes. Results After controlling for participant gender, there was no significant relationship between adult support score and differences in life satisfaction. As scores on peer trust increased, differences in life satisfaction decreased by .14 points (p < .05). Similarly, as scores on peer trust increased, differences in resilience decreased by .24 points (p < .01). However, as adult support scores increased, resilience scores increased by .48 points (p < .01). There was no relationship between adult support scores (p = .787) or peer trust (p = .33) and coping outcomes. We discuss potential reasons for this relationship, along with implications for practice.

Paper #2
The Role of Peer and Adult Relationships and Program Engagement in Youth Development Programming
Author information	Role
Renita Moore, Georgia State University, United States	Presenting author
Elise Brockenberry, Georgia State University, United States	Non-presenting author
Makayla Warnecke, University of Alabama at Birmingham, United States	Non-presenting author
Candace Evans, Georgia State University, United States	Non-presenting author
Carla Herrera, Herrera Consulting Group, LLC, United States	Non-presenting author
Omar Guessous, Boys and Girls Clubs of America, United States	Non-presenting author
Polina Aleshina, Boys and Girls Clubs of America, United States	Non-presenting author
Christopher Henrich, University of Alabama at Birmingham, United States	Non-presenting author
Abstract
Boys and Girls Clubs of America (BGCA) is a nonprofit organization comprising more than 5,400 Clubs across the US, serving more than 3.3 million children and adolescents (BGCA, 2024). Local Clubs provide safe and welcoming spaces, mentoring, and a range of programs that foster opportunities for youth to develop healthy relationships with peers and adults. Those relationships, in turn, are a key ingredient in promoting youths’ social emotional learning and health behavior (Umberson, Crosnoe, & Reczek, 2010). Program engagement - defined as interest, challenge, and enjoyment (Larson, 2000) - is linked to improvements in self-perception, academic performance, and social development, particularly when programs provide structured support and close, enduring connections (Anastasia et al., 2012; Chapman et al., 2017; Grogan, Henrich, & Malikina, 2014; Raposa et al., 2019). This study is part of a broader quasi-experimental evaluation of the SMART Moves (Skills Mastery and Resilience Training) curriculum for youth in grades 3 through 8, which integrates socio-emotional learning (SEL) and health education to enhance communication about health, promote healthy behaviors, and improve decision-making skills among youth (Kuperminc et al., 2023). We examined the contributions of youths’ relationships with peers and program facilitators with changes in social emotional development and health beliefs. In addition, we examined youths’ engagement in program activities as a mediator of the associations between peer and facilitator relationships and youth outcomes. This study sample included 463 SMART Moves participants across 32 Clubs, aged 6.8 to 14.6 years (M = 10.75, SD = 1.6). Most participants were Black or African American (59%) or Hispanic/Latino (20%), and nearly half (47%) lived in two-parent households. RStudio Version 4.3.1 was used in preliminary analysis to compute t-tests, moderation, and mediation analyses. One-sample t-tests examining pretest-to-posttest changes in socio-emotional and health outcomes found significant improvements in all key areas, with participants exhibiting increases in emotion regulation, t = 22.23, p < .001, empathy, t = 19.52, p < .001), and health self-efficacy, t = 16.65, p < .001). As expected, positive peer relationships were associated with increases from pretest and posttest in emotion regulation, β = 0.09, p = .03, comfort discussing feelings, β = .14, p = .01, health self-efficacy, β = .11, p = .02, and healthy substance beliefs, β = 0.17, p < .001, Positive relationships with program facilitators were associated with increases in health attitudes, ß = .29, p < .001 and healthy substance beliefs, ß = .39, p <.001, but declines in empathy, ß = -.08, p = .045. Program engagement mediated the associations of peer (β = 0.05, p < .001) and adult connections (β = 0.15, p < .001) with emotional regulation. The indirect effect accounted for 22% of the total effect for peer connection and 23.7% of the total effect for adult connection. A multilevel analysis will be performed to adjust for clustering in Clubs. Future research should explore long-term impacts of peer and adult relationships on youth development, program effectiveness, and sustained engagement across diverse contexts and populations over time.

Paper #3
Academic and Health Outcomes in Afterschool: Youths’ Perceptions of Program Impact
Author information	Role
Makayla Warnecke, University of Alabama At Birmingham, United States	Presenting author
Christopher Henrich, University of Alabama at Birmingham, United States	Non-presenting author
Elise Brockenberry, Georgia State University, United States	Non-presenting author
Renita Moore, Georgia State University, United States	Non-presenting author
Carla Herrera, Herrera Consulting Group, LLC, United States	Non-presenting author
Candace Evans, Georgia State University, United States	Non-presenting author
Victoria Mauer, Boys and Girls Clubs of America, United States	Non-presenting author
Omar Guessous, Boys and Girls Clubs of America, United States	Non-presenting author
Gabriel Kuperminc, Georgia State University, United States	Non-presenting author
Abstract
After-school programs can provide youths opportunities to continue learning outside the classroom and develop life skills. Program participation can have beneficial effects on academic and health outcomes (e.g., Durlak & Weissberg., 2007; Lauer et al., 2006). Youths’ experiences in their afterschool programs are related to the benefits they derive from program participation (Vandell et al., 2005; Durlak & Weissberg., 2007; Mahoney et al., 2010). We examined how youths’ perceptions of the helpfulness of attending afterschool programs were associated with their academic motivation and health attitudes, as well as how these attitudinal variables were associated with behavioral outcomes, including grades and healthy behaviors. We used data from a validation study of items for the Boys and Girls Clubs of America (BGCA) National Youth Outcomes Initiative survey The sample included self-report survey info from 12,848 club members from 353 clubs in 100 BGCA organizations who completed the pilot validation survey during the summer of 2023. Fifty-two percent identified as female, 46% as male, and 2% as non-binary or transgender. Most club members were between ages 9 and 16. The diverse sample was 40% Black, 21% White, 15% Hispanic/Latino, and 2% Multiracial, with 8% indicating Other. Child perceived club impact was based on 6 questions regarding club influence on academics, social interactions and personal qualities. Self-health included 4 attitudinal questions on physical and mental health. Academic motivation was assessed by five questions about intrinsic and achievement motivation. Youth also reported on their academic grades in the past week, the frequency of eating fruits and vegetables in the last week (nutrition), sleep in the past week, and amount of physical activity in the past week. Correlations between study variables are reported in Table 1. Because participants were nested within clubs, the table also includes intraclass correlations (ICCs). Of note, the ICC for perceived club impact was .10, while ICCs for most of the other variables were notably lower. Two-level path models in Mplus v.8 were used to test for indirect effects of perceived club impact on behavioral outcomes via attitudinal variables. Separate models were run for academic and health variables. At Level 1 (between youth), modest indirect effects were detected from perceived club impact to academic grades via academic motivation, β = .12, SE = .01, p < .001, and from perceived club impact to physical activity, β = .10, SE = .01, p < .001, sleep, β = .08, SE = .01, p < .001, and nutrition, β = .06, SE = .01, p < .001, via self health attitudes. No indirect effects were detected at Level 2 (between clubs), probably due to the small ICCs of the outcome variables. Findings showed that youths’ perceived impact of their clubs was associated with higher motivation and greater self-health attitudes. These associations were found at both levels of the model. At level 1 perceived club impact was associated with academic grades and healthy behaviors through attitudes and behaviors. Further research should examine club- and individual-level factors that contribute to clubs’ helpful impacts.

Paper #4
Cultural Conceptualizations of Character: Using Photovoice to Examine Youth Perspectives
Author information	Role
Dr. Theresa Melton, Clemson University, United States	Presenting author
Edmond P. Bowers, Clemson University, United States	Non-presenting author
Pete R. Allison, The Pennsylvania State University, United States	Non-presenting author
Abstract
Introduction Outward Bound provides authentic and intense outdoor experiential learning is utilized to prepare young people to deal with life’s challenges and the complex, changing realities of their world. Within this model, youth engage in expeditions with adult instructors and peers, where they are met with physical, mental, and emotional challenges that they overcome as a collective group (Schaijf et al., 2017). Although originating in the United Kingdom, the innovative OB pedagogy has spread to a diversity of geographic regions and cultures (Orson et al., 2020). To date, OB has reached over 1.2 million youth and is currently operating in 35 countries across six continents (Outward Bound International, 2021). OB is successfully implemented across different languages, cultures, geographies, and political systems; positive outcomes of participation have been reported by youth in Vietnam, Singapore, Oman, Canada, South Africa, the United Kingdom, Malaysia, the United States, and many others. Despite the vast differences in the socio-cultural political contexts in which OB is implemented, the foundation remains consistent: experiential learning is utilized for character training within outdoor settings, although the virtues being targeted might vary by location. Hypothesis Researchers have engaged the global Outward Bound network to examine how programming has been adapted to impact character development across vast cultural variation. However, when exploring how programs have been adapted to impact character development, it is also important to consider that the conceptualization of character itself looks differently across contexts, and youth participant conceptualizations of character may vary from the adults delivering programs. Therefore, this paper seeks to examine: How has character been conceptualized and defined by youth participants at the different Schools replicating OB across varying countries? Researchers hypothesize that character will be defined differently across program site. Study Population Outward Bound schools were purposefully sampled to represent different cultural regions as defined by the World Values Survey (See Figure 1). Data for this study come from Oman, the United States of America, United Kingdom, New Zealand, Croatia, Singapore, Germany, and Brazil. Methods To ensure that youth voice was reflected in local conceptualizations of character, photovoice interviews were facilitated with youth during case study site visits. Participants were asked to take photos of “character being demonstrated” during their course, which lasted an average of 5 days. Following programming, youth were asked to reflect on photos. Questions focused on what character looked like, and what aspects of the program helped students to practice character. These interviews took place in English when the course was administered in English, and in their local language when it was not. Interviews were then transcribed and translated (when needed). Qualitative interview data were then analyzed using ATLAS.ti. Results Discussion will focus on the results of the photovoice, but also ways to incorporate photovoice into studies to consider local conceptualization and incorporate youth voice/perspectives into research studies.

⇦ Back to session