A Meta-Analysis of After-School Programs That Seek to Promote Personal and Social Skills in Children and Adolescents

By J. Durlak, R. Weissberg, Molly Pachan. American Journal of Community Psychology, 2010

1,171 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/9834c78e80919b721b0dc36ed56d5ebf70a184a4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. J. Durlak
2. Mark T. Greenberg
3. R. Weissberg
4. P. Tolan
5. Katherine M. Ross
6. J. Rhodes
7. R. Larson
8. Martin Camiré

In Safety Research

1. Martin Camiré
2. J. Rhodes
3. D. Gould
4. D. DuBois
5. Scott Pierce
6. R. Larson
7. J. Durlak
8. Mark T. Greenberg

In Social Psychology

1. Martin Camiré
2. D. DuBois
3. D. Gould
4. J. Rhodes
5. R. Larson
6. Scott Pierce
7. P. D. Harms
8. J. Durlak

Citations in the corpus

• Defining and measuring youth digital citizenship (2016, background): “Respectful behavior, conflict resolution strategies, and tolerance of differences are taught in social–emotional learning (SEL) programs, which themselves evolved from youth character education programs (Durlak et al., 2010, 2011; Greenberg et al., 2003; Leming, 1997).”
• Social and Emotional Learning in Adolescence: Testing the CASEL Model in a Normative Sample (2018, background): “In a review of 48 afterschool programs that targeted personal and social skills, Durlak, Weissberg, and Pachan (2010) saw significant positive associations with feelings and attitudes (mean effect size ranging from d = .14 to d = .34), behavioral adjustment (mean effect size of d = .19), and school…”
• Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness. (2015, methodology): “In that review, programs that followed the same SAFE procedures were effective in multiple outcome areas, whereas those that failed to do so were not successful in any area (Durlak et al., 2010).”
• STEMulating Interest: A Meta-Analysis of the Effects of Out-of-School Time on Student STEM Interest (2016, background): “Despite substantial research to support race and gender as possible moderators of the effects of OST programs on STEM interest (Anderson & Kim, 2006; Carlone & Johnson, 2007; Durlak et al., 2010; Tan et al., 2013;; Young, Young, Hamilton, 2013).”
• The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions. (2011, methodology): “A meta-analysis of after-school programs that sought to develop personal and social skills found that program staff who followed these four recommended practices were more effective than those who did not follow these procedures (Durlak, Weissberg, & Pachan, 2010).”
• How Effective Are Mentoring Programs for Youth? A Systematic Assessment of the Evidence (2011, methodology): “Selected variables also were drawn from coding guides used in recent meta-analyses on youth mentoring or related topics (Durlak et al., 2010; Lipsey & Wilson, 1998; Tolan et al., 2008).”
• Positive Development in a Disorderly World (2011, positive): “In a meta-analysis, Durlak, Weissberg, and Pachan (2010) found that high-quality programs had effect sizes averaging .31 for socioemotional skills.”