What Went Wrong With the Mate-Tricks After-School Program, Which Increased Antisocial Behavior and Child/Parent Conflict?

This paper draws from an independent RCT evaluation on a behavior based afterschool intervention for called Mate-Tricks for 9-10 year old children and their families (N=592). This paper explores practical and theoretical issues that may have contributed to a range of iatrogenic effects found by the evaluation. To do this the paper focuses on key practical implementation factors such as: program exposure; engagement; and program quality. The paper also relates these results to popular theories of social development, including social interdependence theory. Finally, the paper discusses what the results suggest about the impact of cooperative/competitive goal structures in child and parent interventions of this type.

Did children’s perceptions of an after-school social learning program predict change in their behavior?

This research explored the influence of children’s perceptions of a pro-social behavior after-school program on actual change in the children’s behavioral outcomes over the program’s duration. Children’s perceptions of three program processes were collected as well as self-reported pro-social and anti-social behavior before and after the program. Statistical models showed that: Positive perceptions of the program facilitators’ dispositions significantly predicted reductions in anti-social behavior; and positive perceptions with the program activities significantly predicted gains in pro-social behavior. The children’s perceptions of their peers’ behavior in the sessions were not found to a significant predictor of behavioral change. The two significant perceptual indicators predicted a small percentage of the change in the behavioral outcomes. However, as after-school social learning programs have a research history of problematic implementation children’s perceptions should be considered in future program design, evaluation and monitoring.

A Randomized Controlled Trial Evaluation of an After-School Pro-Social Behavior Program in an Area of Socioeconomic Disadvantage

A randomized controlled trial was used to evaluate the effects of a pro-social behavior after-school program called Mate-Tricks for nine and ten year old children and their parents living in an area of significant socioeconomic disadvantage. The children were randomly assigned to an intervention (n=220) or a control group (n=198). Children were compared on measures of pro-social behavior, anti-social behavior and related outcome measures. The trial found adverse effects on four outcomes among the intervention group compared to the control group: anti-social behavior increased on two different measures (d=+0.20) and (d=+0.18); child reported liberal parenting increased (d=+0.16); and child reported authoritarian parenting also increased (d=+0.20). In addition, parental participation was significantly associated with several program outcomes. It was concluded, that group based after-school behavior programs may have the potential to cause iatrogenic effects and must be designed, piloted, evaluated and implemented with a high degree of care.

Other uses of the program 'ARGON.f90'

The purpose of this communication is to show that the program 'ARGON.f90' can be simply extended to model ionization from the excited states of atoms where the active electron has a principal quantum number less than or equal to 3. This fact is illustrated by considering a relatively simple collision involving a proton and a neutral hydrogen atom with principal quantum number n = 2. (C) 2005 Published by Elsevier B.V.