Department of Human Development and Family Science, The University of Georgia, Athens, GA, USA.
The Pennsylvania State University, State College, PA, USA.
Prev Sci. 2018 Feb;19(2):159-173. doi: 10.1007/s11121-017-0820-2.
This randomized trial tested a strategy originally developed for school settings, the Pax Good Behavior Game (PAX GBG), in the new context of afterschool programs. We examined this approach in afterschool since 70% of all juvenile crime occurs between the hours of 3-6 pm, making afterschool an important setting for prevention and promotion. Dual-career and working families need monitoring and supervision for their children in quality settings that are safe and appropriately structured. While substantial work has identified important features of afterschool programs, increasing attention is being given to how to foster quality. PAX GBG, with its focus on shared norms, cooperative teams, contingent activity rewards, and liberal praise, could potentially enhance not only appropriate structure and supportive relationships, but also youth self-regulation, co-regulation, and socio-emotional development. This study examined the PAX GBG among 76 afterschool programs, serving 811 youth ages 5-12, who were diverse in race-ethnicity, socio-economic status, and geographic locale. Demographically matched pairs of afterschool programs were randomized to PAX GBG or treatment-as-usual. Independent observers conducted ratings of implementation fidelity and program quality across time; along with surveys of children's problem and prosocial behavior. Interaction effects were found using hierarchical linear models such that experimental programs evidencing higher implementation fidelity demonstrated better program quality than controls, (i.e., less harshness, increased appropriate structure, support, and engagement), as well as reduced child-reported hyperactivity and intent-to-treat effects on prosocial behavior. This study demonstrates that best practices fostered by PAX GBG and implemented with fidelity in afterschool result in higher quality contexts for positive youth development.
这项随机试验测试了一种最初为学校环境开发的策略,即 Pax 良好行为游戏(PAX GBG),将其应用于课后计划的新环境中。我们之所以选择在课后进行研究,是因为 70%的青少年犯罪发生在下午 3 点至 6 点之间,这使得课后成为预防和促进犯罪的重要场所。双职工和工作家庭需要在安全且结构合理的优质环境中对其子女进行监督和监管。虽然大量工作已经确定了课后计划的重要特征,但现在越来越关注如何提高质量。PAX GBG 专注于共同规范、合作团队、有条件的活动奖励和慷慨的表扬,这可能不仅会增强适当的结构和支持性关系,还会增强青少年的自我调节、共同调节和社会情感发展。本研究在 76 个课后计划中检验了 PAX GBG,这些计划为 811 名 5-12 岁的青少年提供服务,他们在种族、社会经济地位和地理位置方面存在差异。课后计划的匹配对被随机分配到 PAX GBG 或常规治疗组。独立观察员在不同时间对实施的一致性和计划质量进行评估;同时对儿童的问题和亲社会行为进行调查。使用分层线性模型发现了交互效应,即表现出更高实施一致性的实验组比对照组具有更好的计划质量(即减少严厉性,增加适当的结构、支持和参与度),以及减少儿童报告的多动和对亲社会行为的意向治疗效应。这项研究表明,在课后计划中,以 PAX GBG 为基础并保持高度一致性的最佳实践会促成更优质的环境,从而促进青少年的积极发展。