The Effects Of Mentoring And After School Programs For At Risk Youth

704 Words3 Pages
This research paper will concentrate on the effect of mentoring and after school programs for at-risk youth in reducing and preventing delinquency. In order to explore the possible influence of mentoring programs this research paper will analyze Keating, Tomishima, Foster, and Alessandri’s 2002 quasi-experimental study on “an existing intensive mentoring program … located in the western United States” (pp. 721, 723). Also, this study will present Coller and Kuo’s evaluation on the “Youth Empowerment Program (YEP),”a school-based mentoring program “focused on low-income at-risk Latino children” who dwell in Los Angeles, California (p. 317). In reference to the effect of after school programs on at-risk youth, this research paper will explore Stinson’s 2009 review on various cultural art programs for at-risk youth, which were carried out in different areas, including: the western United States, Washing State, Boston, and Canada. Additionally, this research paper will analyze Gottefredson, Gerstenblith, Soule, Womer, and Lu’s evaluation on the “effects of participation in” after school programs in Maryland. The different outcomes of mentoring and after school programs in preventing and decreasing delinquency will be explored with the aim to determine if there is a significant difference when these mentoring and after school programs are implemented in areas with a great number of at-risk youth. Hypothesis: If mentorship and after school programs help build at-risk youth’s self-worth and help improve social skills, school attendance, and behavior then these programs would significantly cut any delinquent acts. At-risk youth who participate in mentoring and after school programs benefit from the support network that these p... ... middle of paper ... ...nnaire is used to obtain information on family structure, parents’ educational level, etc. Piers-Harris Children’s Self-Concept Scale collects information on how children and juveniles “feel about themselves” (Keating et al., 2002, p. 725). The Hopelessness Scale for Children is designed to assess children’s degree of hopelessness, because the greater the sense of hopelessness the higher the probability for youth to suffer from depression, have a low self-esteem, and engage in negative social behavior. The Social Support Questionnaire –Self-Report “assesses the number of people an individual believes can be counted on in various situations and the level of satisfaction with that support” (Keating et al, 2002, p. 726). The mean and standard deviations scores of these various measurements for the preintervention and postintervention groups are shown in Table 1.

More about The Effects Of Mentoring And After School Programs For At Risk Youth

Open Document