This project is a result of my global health immersion experience that I completed in the after-school program at the Oyler School in Cincinnati. After School programs are developed in the early 1900s as a result of social concerns for the safety and care of children living in unsafe neighborhoods, and as a result of increased maternal employment. Experts believe that unsupervised time puts youth at risk for academic and behavioral problems, drug use, and other risky behaviors. This concern is especially true in the circumstances of working families whose schedules prevent them from being home after school. After I completed my immersion I was left with the question of what are the factors that indicate success in after-school programs. An important component of successful after-school programs is their usage of general and innovation-specific capacities. Within these two different types of capacities, there are 3 levels; Individual, organizational, and communal. Through my immersion experience and completed research, I noticed that there were specific indicators that successful programs all had present and could each be placed into a capacity type and level. These specific indicators of success include SAFE features, evaluation of program progress and effectiveness, physical and psychological safety, structural features, and attendance. When applied correctly, each of these components can help a program build upon its strengths and create a successful after-school program that has a strong foundation for future success and sustainability in low-income communities.
Author(s): Cayla Coburn, Family Science and Social Work Major
Advisor(s): Paul Flaspohler, Department of Psychology
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