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Other adult family members and siblings play a crucial role in shaping children’s social and emotional development. While parents or primary caregivers are often the central figures in early attachment and socialization, other adults in a child’s life, such as grandparents, aunts, and uncles, can significantly influence developmental outcomes. These influences depend on each adult’s personality and may help compensate when a primary caregiver is emotionally distant or...
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Promoting Nurturing Environments in Afterschool Settings.

Emilie Phillips Smith1, Catherine P Bradshaw2

  • 1Department Head of Human Development and Family Science, University of Georgia, 305 Sanford Drive, Athens, GA, 30606, USA. emilie.smith@uga.edu.

Clinical Child and Family Psychology Review
|May 31, 2017
PubMed
Summary
This summary is machine-generated.

Afterschool programs can foster positive youth development by minimizing risks and promoting prosocial behaviors. Understanding these nurturing environments is key to supporting children

Keywords:
Afterschool programsChild socio-emotional outcomesDisciplinary disparitiesGood Behavior GamePositive youth developmentPraisePsychological flexibilityQualityReinforcementSelf-regulationSettings

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Area of Science:

  • Developmental Psychology
  • Educational Psychology
  • Public Health

Background:

  • Increasing prevalence of dual-career and single-parent families necessitates effective out-of-school time supervision.
  • Afterschool settings are recognized as crucial for preventing problem behaviors and promoting positive youth development.
  • While high-quality programs show benefits, the mechanisms of influence in these nurturing environments require further investigation.

Purpose of the Study:

  • To examine how afterschool settings can be optimized as nurturing environments for youth.
  • To apply the conceptualization of nurturing environments (Biglan et al., 2012) to afterschool contexts.
  • To identify future research and practice implications for leveraging afterschool programs.

Main Methods:

  • Literature review synthesizing theoretical and empirical research on school and out-of-school settings.
  • Application of a conceptual framework for nurturing environments focusing on minimizing toxicity, reinforcing prosocial behavior, limiting problem behavior opportunities, and promoting psychological flexibility.
  • Analysis of existing research to inform understanding of afterschool program mechanisms.

Main Results:

  • Afterschool settings offer significant potential for positive youth development when structured as nurturing environments.
  • Key components of nurturing environments include reducing negative influences, encouraging positive actions, and fostering adaptive coping skills.
  • The study highlights the need for a deeper understanding of the specific processes through which afterschool programs exert positive effects.

Conclusions:

  • Afterschool settings can be strategically designed to serve as effective nurturing environments for all youth.
  • Further research is needed to elucidate the specific mechanisms that contribute to positive outcomes in afterschool programs.
  • Practical implications include developing evidence-based strategies to enhance the nurturing quality of afterschool programs for improved youth well-being.