Helseth Sarah A, Frazier Stacy L
Department of Psychology, Florida International University, Miami, FL, USA.
Adm Policy Ment Health. 2018 Mar;45(2):286-301. doi: 10.1007/s10488-017-0823-0.
Community-based after-school programs (ASPs) can promote social competence by infusing evidence-based practice into recreation. Through collaborative partnership, we developed and implemented a peer-assisted social learning (PASL) model to leverage natural opportunities for peer-mediated problem-solving. ASP-Staff (n = 5) led elementary-school youth (n = 30) through 21 activities that partnered socially-skilled and less-skilled children; outcomes were compared to children (n = 31) at another site, via quasi-experimental design. Findings were mixed, including strong evidence for fidelity (adherence) and feasibility (attendance, participation, enthusiasm) of implementation. Relative to Comparison children, PASL children demonstrated improved social skills and behavior, but no changes in problem-solving, peer likability, or social network status.
基于社区的课后项目（ASPs）可以通过将循证实践融入娱乐活动来促进社会能力。通过合作伙伴关系，我们开发并实施了一种同伴辅助社会学习（PASL）模式，以利用同伴介导的解决问题的自然机会。ASPs工作人员（n = 5）带领小学生（n = 30）开展了21项活动，这些活动将社交技能较强和较弱的儿童配对；通过准实验设计，将结果与另一地点的儿童（n = 31）进行比较。研究结果好坏参半，包括实施的保真度（依从性）和可行性（出勤率、参与度、热情）的有力证据。相对于对照组儿童，PASL儿童的社交技能和行为有所改善，但在解决问题、同伴喜爱度或社交网络地位方面没有变化。
