针对低收入青少年的校外活动项目的成功实践：一项系统综述。
Promising Practices of Out-of-School Time Programs for Low-Income Adolescents: A Systematic Review.
作者信息
Levine Rebecca S, Viano Samantha
机构信息
Department of Education Studies, University of California, San Diego, CA, USA.
College of Education and Human Development, George Mason University, Fairfax, VA, USA.
出版信息
J Adolesc. 2025 Jul;97(5):1145-1160. doi: 10.1002/jad.12506. Epub 2025 Apr 24.
INTRODUCTION
Out-of-school time (OST) programs can have a positive impact on youth outcomes, including academic achievement and social-emotional development. However, there are vast inequities in program accessibility and quality, with low-income adolescents being particularly underserved. This study synthesizes research on OST programs serving low-income adolescents in the United States to identify promising practices in staffing, participant recruitment, and participant engagement, emphasizing approaches that foster positive youth development (PYD).
METHODS
A systematic literature review was conducted using PRISMA guidelines, incorporating searches of three academic databases and supplementary sources. After applying inclusion and exclusion criteria, 118 studies representing 100 discrete OST programs serving adolescents (aged 11-18) were included. Data were analyzed to identify promising OST program practices.
RESULTS
Key findings reveal strategies for hiring, training, and retaining staff, including the importance of strong leadership, professional development, and community connections. Effective participant recruitment strategies leverage existing relationships with trusted adults and peers, communicate program benefits such as skill-building and social connection, address barriers like transportation and cost, and deliver programming in accessible, familiar community spaces. The review also yielded seven engagement strategies-agency, relevance, competence, belonging, exposure, and safety/wellness-which align closely with PYD and are promoted through developmentally appropriate and culturally responsive activities, pedagogies and policies.
CONCLUSION
By illuminating the "how" of OST program success, this review contributes to the growing body of knowledge of practices that can promote equity and positive development for underserved youth. Future research is needed to explore and refine strategies for reaching and supporting diverse adolescent populations.
引言
校外时间（OST）项目可以对青少年的发展成果产生积极影响，包括学业成绩和社会情感发展。然而，在项目的可及性和质量方面存在巨大的不平等，低收入青少年尤其得不到充分服务。本研究综合了关于美国为低收入青少年服务的OST项目的研究，以确定在人员配备、参与者招募和参与者参与方面有前景的做法，重点强调促进青少年积极发展（PYD）的方法。
方法
使用PRISMA指南进行了系统的文献综述，纳入了对三个学术数据库和补充来源的搜索。在应用纳入和排除标准后，纳入了118项研究，这些研究代表了为11至18岁青少年服务的100个独立的OST项目。对数据进行了分析，以确定有前景的OST项目做法。
结果
主要发现揭示了招聘、培训和留住员工的策略，包括强有力的领导、专业发展和社区联系的重要性。有效的参与者招募策略利用与可信赖的成年人和同龄人现有的关系，传达技能培养和社交联系等项目益处，解决交通和成本等障碍，并在便利、熟悉的社区空间提供项目服务。该综述还产生了七种参与策略——能动性、相关性（关联度）、能力、归属感、接触体验、安全/健康，这些策略与青少年积极发展密切相关，并通过适合发展阶段和具有文化适应性的活动、教学方法和政策得到促进。
结论
通过阐明OST项目成功的“方式”，本综述为日益增长的关于可促进服务不足青少年的公平和积极发展的实践知识做出了贡献。未来需要进行研究，以探索和完善接触及支持不同青少年群体的策略。
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