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Peer-Assisted Social Learning for Diverse and Low-Income Youth: Infusing Mental Health Promotion Into Urban After-School Programs

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Abstract

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.

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Notes

  1. The paired nature of the activities and universal implementation at the site allowed us to retrospectively calculate the true number of children present during PASL activities, regardless of study enrollment. On average 25 children participated in PASL (SD = 3.4; range 20–31), meaning our staff-to-child ratio was in fact 4:25 (i.e., 1 staff member for every 6 children), reflecting an increased demand on staff time and attention.

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Acknowledgements

This research was supported in part by an FIU Graduate School Dissertation Year Fellowship awarded to Sarah Helseth.

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    Sarah A. Helseth & Stacy L. Frazier

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  1. Sarah A. Helseth
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Sarah A. Helseth declares that she no conflicts of interest to report. Stacy L. Frazier wishes to disclose that she is an associate editor for Administration and Policy in Mental Health and Mental Health Services Research, but otherwise reports no conflicts of interest.

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Helseth, S.A., Frazier, S.L. Peer-Assisted Social Learning for Diverse and Low-Income Youth: Infusing Mental Health Promotion Into Urban After-School Programs. Adm Policy Ment Health 45, 286–301 (2018). https://doi.org/10.1007/s10488-017-0823-0

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