We examined feasibility, acceptability, and benefits of a mindfulness-based relapse prevention (MBRP) intervention in a racially and ethnically diverse sample of 318 low-income women in substance use disorder treatment (2003–2006). The study used a single group, repeated measures design.
Evaluate a comprehensive intervention designed to support staff and program leaders in the implementation of the YMCA of USA Healthy Eating and Physical Activity (HEPA) Standards for their afterschool programs (3-6pm).
Positive development models shift focus for intervention from avoiding problems, deficits, or psychopathology to promoting skills, assets, and psychological well-being as the critical interests in development and intervention.
This study explores the role of mentor–youth meeting time on academic performance within school-based mentoring.
This paper reports on a longitudinal study of 1012 youth (aged 13–17 years). Half were clients of two or more services and were followed for three years to enable analysis of the impact over time of services delivered using positive youth development practices (PYD).
An ongoing, innovative youth worker professional development is described in this article. This initiative began as youth worker professional development and then transcended to personal and organizational development.
Although many youths participate in afterschool programs, the research is unclear about which aspects of afterschool program quality contribute most to positive outcomes.
Intentional self-regulatory, or goal-directed, skills are essential for positivesocial relationships, success, and well-being during adolescence. Priortheory has suggested that mentoring relationships may provide a keyresource for building these skills.
This study examined quality and afterschool program designs with a focus on conditions of persistent low quality. Using an action science case study method, data from a quality-improvement project were examined to explore circumstances and reasons for low quality.
This study is one of the few that has compared volunteers’ professional quality of life (PQL), which includes secondary traumatic stress (STS), burnout, and compassion satisfaction (CS), to those of professional caregivers.