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In 2009 alarming rates of childhood obesity resulted in the Government of Ontario launching a province-wide initiative through the Ministry of Health Promotion & Sport. This study focused on Eastview Boys and Girls Club (Eastview unit) in Oshawa, Ontario and examined immediate impacts of an after-school snack program involving close to 100-children daily. Data collection included key informant interviews (n=7); one focus group interview with parents (n=8); three interactive children‟s sessions, and document review. Findings identified changes in children‟s eating behaviours (e.g., willingness to try new foods) and shifts in staff attitudes (e.g., role-modelling). Facilitators included staff commitment, strong partnerships, and previous program accreditation. Organizational barriers included gaps in nutrition-related knowledge/skills of staff and insufficient program-specific training and resources. Recommendations call for building capacities at individual-, organizational- and community-levels to strengthen the nutritional component of the after-school initiative. Future research should evaluate long-term outcomes of the snack program. / UOIT

The purpose of this study was to measure whether an after-school environmental education program based on modified Project Wild materials, positively impacted third graders environmental knowledge, attitudes and behavioral intentions. Eight lesson plans were developed, piloted and re-designed over a one year period and then delivered to third graders for a total of eight weeks in a fall semester. The lessons included units on water, air, land, recycling, insects, fish, amphibians, reptiles, birds and mammals. A pre-post test retrospective questionnaire was developed to determine changes in the participant's knowledge, attitudes and behavioral intentions as a result of participating in the program. Results indicate positive shifts in knowledge and changes in environmental attitudes and behavioral intentions. Recommendations were also made for future studies.

The purpose of this study was to measure whether an after-school environmental education program based on modified Project Wild materials, positively impacted third graders environmental knowledge, attitudes and behavioral intentions. Eight lesson plans were developed, piloted and re-designed over a one year period and then delivered to third graders for a total of eight weeks in a fall semester. The lessons included units on water, air, land, recycling, insects, fish, amphibians, reptiles, birds and mammals. A pre-post test retrospective questionnaire was developed to determine changes in the participant's knowledge, attitudes and behavioral intentions as a result of participating in the program. Results indicate positive shifts in knowledge and changes in environmental attitudes and behavioral intentions. Recommendations were also made for future studies.

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Objective: To determine whether a social cognitive theory guided nutrition educational intervention in an after-school program is associated with improved nutrition and physical activity knowledge, attitudes, beliefs and behaviors for fourth and fifth grade participants. Design: A prospective comparative study with a quasi-experimental design over a six month period. Questionnaires were collected at baseline and at the end of the program for students at the intervention and comparison schools. Follow-up questionnaires were collected at the intervention school three months post program. Subjects/Setting: Fourth and fifth grade students enrolled in an after-school program targeted to reach students performing below grade level and/or living below the poverty level at an elementary school in southwest Virginia. Fourth and fifth grade students at another county elementary school with similar demographics served as comparison participants. Main Outcome Measures: Daily food intake, dairy intake, physical activity, sedentary behaviors, environment, self-efficacy for consuming dairy products, and food and activity beliefs. Statistical Analysis: Measures of central tendency (mean, median, and variance) were performed to describe participants. Independent t-tests (p<0.05) were used to compare changes from pre to post-questionnaire by treatment group. Paired t-tests (p<0.05) were used to test for differences from pre to post-questionnaire within group. Chi square analysis (p<0.05) was conducted to further investigate changes between groups. Results: Intervention participants significantly increased previous day's milk consumption (p=.006) and plans to drink low-fat milk instead of regular milk (p =.047) from pre to post-program. Significant change was also observed in previous day's milk consumption change from pre to post between groups (p=.004). Conclusion: Participation in an after-school program with nutrition education could change daily milk consumption and plans to drink low-fat over regular milk. Applications: After-school nutrition interventions can be effective in changing milk intake and plans to consume low-fat milk. / Master of Science

This study seeks to examine low income, minority parents' perceptions of after school programs. The independent variables in the study were parental perceptions of supervision, communication, resources, transportation, program content and student academic engagement. The dependent variable was parental satisfaction with after school programs. A quantitative survey was distributed to all parents of students participating in the after school programs of four Title 1 schools in a large metropolitan Atlanta school system with over 70% student eligibility for free or reduced lunch and 85% minority student enrollment. One hundred eighty after school program parents responded to the survey through their child's daily communication planner. The results of the study indicated that there is a statistically significant relationship between parental satisfaction and each of the independent variables of supervision, communication, resources, transportation, program content and student academic engagement. A regression analysis found that the most impacting variables on parental satisfaction were program content, communication and transportation. Based on the results of the study, it is recommended that after school programs that serve low income, minority families should ensure that transportation, effective student monitoring and structured activities are components of their program. After school programs that serve low income, minority families should provide safe methods of transportation from the after school site to the home of program participants. Finally, after school programs that serve low income, minority families should establish and maintain structured learning opportunities for program participants that include scheduled activities, active instruction and assistance by the after school teacher and an orderly classroom environment that allows participants to complete their assignments without distractions or interruptions from other participants.

Previous research suggests that parents can benefit from youth participation in after-school programs. However, little research has explored parent involvement in after-school programs as an important program characteristic leading to youth development. Bioecological Systems Theory suggests that individuals are influenced by the interactions of others within their environment. Building from this theory, it was posited that parent benefits resulting from involvement in after-school programs can facilitate positive youth development. Surveys were completed by 117 parents whose daughters participated in the Cool Girls, Inc. after-school program, a program serving primarily low-income, African American, urban youth. Using Exploratory Factor Analysis, a three factor structure of parent benefits was identified. Parent benefits include increased (1) parent-child communication, (2) parent social capital, and (3) parent-school involvement. A fourth parent benefit of help for working parents was identified in subsequent analyses using a smaller sample of only working parents (n = 86). Hierarchical regression analyses indicated that more parent after-school program involvement was associated with increases in each of the four parent benefits. As predicted, each of the four parent benefits mediated the association between parent involvement in after-school programs and parent reported changes in positive youth development outcomes due to participation in Cool Girls, Inc. These results suggest the importance of further research into ways parents benefit from their child’s participation in after-school programs and how those benefits can influence youth developmental trajectories. These findings also demonstrate the importance of involving parents in after-school programs.

Social skills training was investigated in an after-school program setting with four seven- and eight-year-old males. Two were Hispanic and two were African-American. Social skills training consisted of a direct instruction, behavioral learning model of skillstreaming as described by McGinnis and Goldstein (1997). There were four major components to each social skills training session: (1) an explanation of the skill being taught; (2) modeling by the researcher of the skill being taught; (3) role play by each of the participants; and (4) performance feedback regarding the role plays. Sessions lasted approximately 30 minutes and were held weekly throughout the intervention phases of the study. The behaviors taught were raising ones hand before leaving the seat, sitting properly in ones seat, and attending to homework or staff instructions. Participants also received reinforcement for performance of the social skills in homework sessions at the after school program, as is consistent with the literature regarding social skills training. However, the reinforcement and behavior learning (direct instruction) components were introduced both in combination and at separate times to experimentally control for the influence of each intervention component. This research design allows for the investigation into the relative effectiveness of direct instruction versus reinforcement in social skills training. Experimental control was demonstrated through the use of a multiple baseline across behaviors design. Direct instruction and reinforcement for behaviors were systematically introduced at separate times, keeping some behaviors under baseline condition while moving others into intervention conditions. Visual analysis of the results indicates that social skills training was effective in improving the three target behaviors of all four students. Direct instruction, reinforcement, and the combination of the two presented together all were effective in improving the target behaviors. Possible intervention effects not related to social skills training may have influenced the behavior of attending.

Violence is a leading cause of death and injury for juveniles and is projected to increase in the state of Georgia. Many if not most of these violent acts occur while teens are unsupervised between after school and when guardians return from work. After school programs have been proven effective in improving academic preparation and social skills while also providing adequate supervision. An additional and important component in reducing violence and other high-risk opportunities is related to workplace readiness. However, a review of existing programs concludes that there are currently no programs that contain all three components of academic preparation, social skills, and workplace readiness. The goal of the proposed program is to reduce delinquency, recidivism, and prepare juveniles for the workplace. This proposed program utilizes the infrastructure of a faith-based organization to house an after school program and to share resources. Activities offered as part of this proposed program include group therapy, violence prevention curricula, job interview skills, computer technology, and other specific activities depending on participant’s interest. The proposed program is also suggested as a sanction for minor juvenile offenders as a replacement for probation, community service, or therapy in order to reduce recidivism. The proposed program is also suggested for high school students classified as at-risk by school faulty or staff. Issues pertaining to implementation and sustainability will be discussed.