ArticleJMIR pediatrics and parenting2021
Participatory Design of an Activities-Based Collective Mentoring Program in After-School Care Settings: Connect, Promote, and Protect Program.
Article in JMIR pediatrics and parenting, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers, 1 of them a synthesis that pooled it.
What it found
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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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
6 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Barriers and facilitators to structured, out-of-school physical activity participation among rural youth in the United States: a systematic review.BMC public health · 2026Pooled it
- Food insecurity in adults living with severe mental illness in Australia: an exploration of causes and experiences using a co-design approach.Social psychiatry and psychiatric epidemiology · 2026Article
- Designing, Developing, and Evaluating a Stakeholder-Informed Mobile App to Promote Physical Activity in Children.International journal of environmental research and public health · 2025Article
- The development of a novel sexual health promotion intervention for young people with mental ill-health: the PROSPEct project.BMC health services research · 2024Article
- A qualitative exploration of young people's mental health needs in rural and regional Australia: engagement, empowerment and integration.BMC psychiatry · 2023Article
- Supporting Children's Social Connection and Well-Being in School-Age Care: Mixed Methods Evaluation of the Connect, Promote, and Protect Program.JMIR pediatrics and parenting · 2023Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundOut of school hours care (OSHC) services provide a unique opportunity to deliver early intervention programs to enhance primary school-aged children's social, emotional, physical, and cognitive well-being; however, such programs are currently lacking.
objectiveThis study aims to address the lack of well-being programs for children accessing OSHC services in the research literature by using participatory design (PD) to collaboratively develop and test an OSHC well-being program-the connect, promote, and protect program (CP3).
methodsThe study employed methods of PD, user (acceptance) testing, and iterative knowledge translation to develop a novel well-being program framework-CP3-with key stakeholders (eg, children, OSHC staff, volunteers, families, clinicians, educators, and researchers). Thematic techniques were used to interpret and translate the qualitative information obtained during the research and design cycles.
resultsThe co-design process generated the CP3 model, which comprises a group-based mentoring approach to facilitate enhanced activities in OSHC settings. Activities are underpinned by 4 key principles of program delivery: build well-being and resilience, broaden horizons, inspire and engage, and connect communities.
conclusionsTo our knowledge, the CP3 program is the first co-designed well-being program developed specifically for OSHC services. This co-design process is key to ensuring local community needs-particularly those of young people accessing OSHC-are met and that these individuals are meaningfully and actively involved in all stages of the research and design process, from conception to implementation, evaluation, and continuous improvement.
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