| This study investigated the effectiveness of after-school interventions in enhancing positive youth development (PYD) by comparing three after-school programs and focusing on determinants of program effectiveness in a community sample of ethnically diverse, low-income, urban children and adolescents in the five boroughs of New York City. PYD was operationalized as Five Cs: Competence, Confidence, Connection, Character, and Caring. The study analyzed data collected during 2006--2007 for the evaluation of three after-school programs: Partners in Healing (PIH), Violence Prevention Program (VPP), and 21st Century Community Learning Centers (21st CCLC). Mixed regression models were used to assess program effectiveness in fostering PYD and explore potential moderating variables. Results were reported separately for the 4th--8th and 9th--12th grade samples in an effort to improve model specifications and control for age and potential measurement and instrument errors. Notable program effects were obtained for all three interventions indicating that program participation was associated with statistically significant increases in indicators of PYD. Across programs, middle school students appeared to benefit more than high school youth from their program participation as they reported enhancements in cognitive, social, and behavioral competence, as well as confidence, character, caring, and total PYD. High school youth endorsed increases in cognitive and behavioral competence, connection, and character. These findings are meaningful and important as they reveal the power of these after-school programs to support adaptive developmental regulations and foster healthy psychological growth. A clinical model of intervention in after-school programs is proposed and future research directions are discussed. |
