Smith Emilie Phillips, Bradshaw Catherine P
Department Head of Human Development and Family Science, University of Georgia, 305 Sanford Drive, Athens, GA, 30606, USA.
University of Virginia, Charlottesville, VA, USA.
Clin Child Fam Psychol Rev. 2017 Jun;20(2):117-126. doi: 10.1007/s10567-017-0239-0.
Given the rise in dual-career and single-parent families, and the need for monitoring and supervision during out-of-school time, afterschool settings are becoming important contexts for the prevention of problem behaviors and the promotion of the positive development of youth. Research indicates that high-quality afterschool programs can have positive effects on children's academic, socio-emotional, and behavioral outcomes. But less is known about how these influences occur and potential mechanisms involved in this nurturing and promotion process. This paper draws upon the current theoretical and empirical literature in school settings and beyond to examine ways in which afterschool settings can be leveraged as a potential nurturing environment. We apply the conceptualization of nurturing environments put forth by Biglan et al. (Am Psychol 67(4):257-271, 2012. doi: 10.1037/a0026796 ), which attends to the minimization of toxic social and biological conditions, reinforcement of diverse prosocial behaviors, limiting opportunities and influences for problem behavior, and promoting psychological flexibility in the pursuit of one's values and goals. This paper concludes by identifying potential future research directions and practice implications regarding afterschool settings as nurturing environments for all youth.
鉴于双职工家庭和单亲家庭数量的增加，以及校外时间对青少年进行监督管理的必要性，校外活动场所正日益成为预防问题行为和促进青少年积极发展的重要环境。研究表明，高质量的校外活动项目能够对儿童的学业、社会情感和行为结果产生积极影响。但是，对于这些影响是如何发生的，以及在这个培育和促进过程中涉及的潜在机制，我们却知之甚少。本文借鉴了学校及其他场所的现有理论和实证文献，探讨如何将校外活动场所作为一个潜在的培育环境加以利用。我们运用了比格兰等人（《美国心理学家》，2012年，第67卷第4期，第257 - 271页。doi: 10.1037/a0026796）提出的培育环境概念，该概念关注将有害的社会和生物条件降至最低，强化各种亲社会行为，限制问题行为的机会和影响，并在追求个人价值观和目标的过程中促进心理灵活性。本文最后确定了关于校外活动场所作为所有青少年培育环境的潜在未来研究方向和实践意义。
