Workforce Support for Urban After‐School Programs
Turning Obstacles into Opportunities
Bibliographic Data
Highlights Resource and workforce challenges impede adoption of evidence‐based practice in after‐school programs. Academic–community partnerships inform recommendations that align with individual program goals. We describe a three‐tiered approach to workforce support with online, workshop, and on‐site components. Content prioritizes mental health kernels: emotion regulation, communication, and problem‐solving. Support leverages teachable moments inherent to recreation and harnesses staff talent and expertise
Business · Health psychology · Knowledge management · Medical education · Mental health · Political science · Public health · Public relations · Recreation · Resource (disambiguation) · Teachable moment · Workforce · Workforce development · Workforce planning · Computer Science · Health Policy Implementation Science · Medicine · Motivation and Self-Concept in Sports · Nursing · Psychology · Youth Development and Social Support
Promoting work-related well-being of after-school staff via effectiveness and connectedness
Beyond the Bell
Attending (or not) after-school programs during the Covid-19 pandemic
New Perspectives on the Child‐ and Youth‐Serving Workforce in Low‐Resource Communities
Strengthening the Child‐ and Youth‐Serving Workforce
A Community‐Based Organization Model to Promote Latinx Immigrant Mental Health Through Advocacy Skills and Universal Parenting Supports
Promoting healthy trajectories for urban middle school youth through county‐funded, parks‐based after‐school programming
Fostering positive youth and staff development
Exploring the Role of Family Support and Ethnic Pride in Cultivating the Academic and Career Resourcefulness of Underserved Youth in an Afterschool Program
Evidence-based Kernels
Transfer of Training
Good Behavior Game
Effectiveness, Transportability, and Dissemination of Interventions
The dynamic sustainability framework
A review of research on the impact of professional learning communities on teaching practice and student learning
Fostering implementation of health services research findings into practice
The longitudinal effects of after-school program experiences, quantity, and regulatable features on children's social–emotional development
The After‐School Needs and Resources of a Low‐Income Urban Community
The Social Capital of Opinion Leaders
Peer-Assisted Learning Strategies
Accelerating the Diffusion of Innovations Using Opinion Leaders
| Unique citing works | 9 |
|---|---|
| Citations per year | 1,29 |
| Citation span | 2019 - 2025 (7) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 9 |