Poster #45 - Attitudes, intentions, and motivations of community afterschool care providers

• In Event: Poster Session 11

Abstract

Introduction
After-school programs (ASP) play a critical role in youth development, contributing to both academic improvement and social skills, for youth of various ages and social identity backgrounds (e.g., Durlak et al., 2010). Notably, outcomes vary based on quality in ASP content and routines (Gordon et al., 2016; Shernoff, 2010) and, especially, staff-youth relationships (Wade, 2015). Thus, there is growing attention to building a science of workforce preparation and support for ASP providers (Frazier et al. 2019). Aligned with the Theory of Planned Behavior, the current study examined ASP providers’ attitudes, intentions, and motivations to help inform the design and delivery of professional development.
Method
The present study extends an ongoing academic-community partnership to strengthen opportunities for healthy youth development in community park spaces through sports and recreation programming. Providers (N=109; 73% returning; 60% part-time) in a large, county-funded, urban park district providing ASPs for youth ages 6 to 14 attended a fall or spring professional development training. Training focused broadly on content related to customer service, social-emotional learning, behavior management, and afterschool programming. Before and after the training targeting social-emotional learning, providers responded to 9 multiple-choice questions related to attitudes about youth behavior (e.g., interpretations of disruptive or disengaged behaviors and negative mood), intent to use training content (including anticipated facilitators and barriers), and motivations for working with youth (i.e., “Please tell us more about why you took this job? And what you hope to offer the kids?”). Survey data were summarized with frequency counts. Open-ended responses were content analyzed by three independent coders to yield themes.
Results
In pre-training questions, approximately two-thirds of providers endorsed that children may need support when they appear withdrawn (61%), while fewer than half endorsed support for children when they act disruptively (41%). Most providers agreed that afterschool programs should teach life skills (91%) and that reflecting on a life skill can be impactful on children’s trajectories (84%). In post-training questions, most providers reported that they “absolutely” intended to use training content (90%), though half also reported that perceived need for additional practice may interfere with infusion (50%). Providers also identified lack of time (18%) and youth dissatisfaction (17%) as additional possible barriers. Thematic analyses of open-ended responses yielded three overarching themes (i.e., positive impact, personal investment, and career trajectory) related to providers’ motivations for working with youth in ASPs. Furthermore, 76% of providers specifically mentioned youth in their responses.
Discussion
First, results indicated providers’ positive attitudes toward youth behavior. Second, results indicated enthusiasm for infusing training content into routine activities and interactions with youth, while also highlighting the need for additional practice and trainings. Finally, thematic analyses reflected a highly motivated workforce that is sensitive to the needs of youth and inspired to promote positive impacts through their work. These findings add to a growing literature highlighting the strengths of the nation’s diverse ASP workforce and need and opportunities for workforce preparation and professional development.

Authors

• Mary Hagan, Florida International University
  Presenting Author

• Allison C Goodman

• Elena Schiavone

• Eric Hansen

• Stacy L Frazier