ArticleAmerican journal of community psychology2019
Workforce Support for Urban After-School Programs: Turning Obstacles into Opportunities.
Article in American journal of community psychology, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT06596265 (Community Park-Based Programs for Health Promotion), which is not on this map. Cited by 13 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Community Park-Based Programs for Health Promotion: The Fit2Lead Prospective Cohort Study
Who cites it
13 citing papers in PubMed.
- "DiscoverU": Formative Development and Mixed-Methods Evaluation of an Afterschool Health and Well-Being Mentoring Program for Adolescents.Journal of community psychology · 2026Article
- Using Intervention Mapping to Develop, Implement, and Evaluate a Community Engaged Crime Reduction Intervention.Journal of community psychology · 2026Article
- Examining variations in perceived barriers and self-efficacy for physical activity among adults in underserved communities.Journal of behavioral medicine · 2026Article
- A Qualitative Review of Community Health Workers' Training, Supervision, and Service Delivery Needs.Administration and policy in mental health · 2025Article
- Knowledge Access to Action: Care Extender Models to Promote Youth Mental Health in Under-Resourced Schools.Administration and policy in mental health · 2025Article
- Exploring Teacher Practices and Perceptions of Implementing Anxiety-Focused Supports in Low-Income Urban Elementary Schools.Administration and policy in mental health · 2025Article
- Promoting Work-Related Well-Being of After-School Staff Via Effectiveness and Connectedness: A Mixed Method Study.Children and youth services review · 2025Article
- Adapting the Summer Treatment Program Components to Engage and Treat Male Caregivers of Children with Attention-Deficit/Hyperactivity Disorder.Evidence-based practice in child and adolescent mental health · 2025Article
- Implementation Science in School Mental Health: A 10-Year Progress Update and Development of a New Research Agenda.School mental health · 2024Article
- Attending (or not) after-school programs during the COVID-19 pandemic: What happens to children's social skills and behavior problems?Children and youth services review · 2023Article
- A New Agenda for Optimizing Investments in Community Mental Health and Reducing Disparities.The American journal of psychiatry · 2022Review
- CORE: Compassion Oriented Reflection and Engagement to Guide Academic-Community Partnership.Journal of participatory research methods · 2020Article
- After-School Programs and Children's Mental Health: Organizational Social Context, Program Quality, and Children's Social Behavior.Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53Article
Corrections and comments
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Authors and funding
6 authors.
Funding
Abstract
Organized after-school programs can mitigate risk and build resilience for youth in urban communities. Benefits rely on high-quality developmental experiences characterized by a supportive environment, structured youth-adult interactions, and opportunities for reflective engagement. Programs in historically disenfranchised communities are underfunded; staff are transient, underpaid, and undertrained; and youth exhibit significant mental health problems which staff are variably equipped to address. Historically, after-school research has focused on behavior management and social-emotional learning, relying on traditional evidence-based interventions designed for and tested in schools. However, after-school workforce and resource limitations interfere with adoption of empirically supported strategies and youth health promotion. We have engaged in practice-based research with urban after-school programs in economically vulnerable communities for nearly two decades, toward building a resource-efficient, empirically informed multitiered model of workforce support. In this paper, we offer first-person accounts of four academic-community partnerships to illustrate common challenges, variability across programs, and recommendations that prioritize core skills underlying risk and resilience, align with individual program goals, and leverage without overextending natural routines and resources. Reframing obstacles as opportunities has revealed the application of mental health kernels to the after-school program workforce support and inspired lessons regarding sustainability of partnerships and practice.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.