The "Haves, Have Some, and Have Nots:" a Latent Profile Analysis of Capacity, Quality, and Implementation in Community-Based Afterschool Programs.

Implementation of evidence-based practices is a critical factor in whether afterschool programs are successful in having a positive impact upon risk reduction and positive youth development. However, important prevention research reveals that contextual and organizational factors can affect implementation (Bradshaw & Pas in School Psychology Review, 40, 530-548, 2011) (Flaspohler et al., in American Journal of Community Psychology, 50(3-4), 271-281, 2012) (Gottfredson et al., Prevention Science, 3, 43-56, 2002) (McIntosh et al., Journal of Positive Behavior Interventions, 18(4), 209-218, 2016) (Payne in Prevention Science, 10, 151-167, 2009). Using a latent profile approach (LPA), this paper examines multiple organizational and neighborhood contextual factors that might affect the degree to which afterschool programs effectively implement evidence-based practices in the context of a cluster-randomized trial of the Paxis Good Behavior Game (PaxGBG). The Interactive Systems Framework (ISF) explores dimensions of capacity that might matter for prevention efforts. As expected, we found that well-resourced and high-quality programs performed well in terms of implementation (the Haves) and, in neighborhood contexts rich in racial-ethnic diversity. Yet, we found that some programs with less physical and material capacity (the Have Nots), demonstrated greater program quality (i.e., supportive adult and peer relationships, engagement, a sense of belonging) and implementation, relative to programs with better capacity (e.g., space, material resources, staffing, and leadership, the Have Somes). While capacity matters, intentional prevention initiatives that seek to promote evidence-based practices are helpful to sites in supporting organizations that might otherwise fail to provide quality programming for youth. This paper addresses a conundrum in prevention science, namely, how to make programming accessible to those who need it with a focus on organizational processes, program quality, and implementation of evidence-based practices.

Estágio básico em contextos comunitários: momento práxico na formação em psicologia social comunitária / Basic Internship in community environments: real practice to building knowledge in social community psychology studies / Práctica básica en contextos comunitarios: oportunidad de ejercicio real en la formación de estudiantes en psicología social comunitaria

Este artigo tem como o objetivo central discorrer sobre o estágio básico de Psicologia em contextos comunitários, tendo o Centro de Referência Especializado de Assistência Social (Cras) como espaço e via de acesso às comunidades. As discussões e reflexões apresentadas foram desenvolvidas a partir da perspectiva da Psicologia Social Comunitária latino-americana. Trata-se de uma pesquisa documental, cujas informações obtidas advêm de 47 relatórios finais de estágios elaborados pelos estudantes estagiários de uma universidade federal que foram entregues aos professores supervisores no fim de cada semestre letivo. Os dados coletados, após sistematizados e submetidos à análise de conteúdo, geraram as seguintes categorias: dimensão educativo-pedagógica do estágio; práticas de intervenção realizadas durante o estágio; e tensão na relação teoria e prática. Observou-se que as práticas de estágio, embora coloquem os estagiários em situações concretas de intervenção, ainda não são suficientes para a formação em Psicologia Comunitária, apresentando-se como desafio a ser superado pelo curso de graduação.

This text intends to discuss the basic internship in psychology studies within community environments, taking Specialized Reference Center for Social Assistance (Cras) as the ideal space and the pathway to accessing communities. The discussions and considerations addressed here came from the perspective of Latin American Community Social Psychology. This is a documental research, whose information comes from the forty seven final reports of internships developed by student-trainees of a Federal University and delivered to supervisors at the end of each semester. After collecting and systematizing data, performing content analysis, there were two categories as the result: educational-pedagogical outreach of the internship; practices during the internship; and tension in the relationship theory and practice. Although the trainees´ practices revealed insert them in concrete situations of intervention, but this is not enough for training in Community Psychology. Therefore, this is a challenge the graduation courses are supposed to overcome.

El objetivo central de este articulo es discurrir sobre la práctica básica de estudiantes de psicología en contextos comunitarios, teniendo Centro de Referencia Especializado para Asistencia Social (Cras) como el espacio y vía de acceso a las comunidades. Las discusiones y reflexiones presentadas fueron desarrolladas por la perspectiva de la Psicología Social Comunitaria latinoamericana. Se trata de una investigación documental, cuyas informaciones obtenidas provienen del cuarenta y siete informes finales de prácticas elaborados por los estudiantes-pasantes de una Universidad Federal y entregados a los profesores supervisores al final de cada semestre lectivo. Los datos recolectados fueron sistematizados y sometidos al análisis de contenido, generando las siguientes categorías: dimensión educativa y pedagógica de la etapa; prácticas de intervención realizadas durante la etapa; y tensión en la relación teoría y práctica. Se observó que los participantes de la práctica obtuvieron situaciones concretas de intervención, pero eso todavía no es suficiente a la formación en Psicología Comunitaria, siendo, por lo tanto, un desafío a ser superado por los programas de graduación.

Specific deterrence, community context, and drunk driving: an event history analysis.

Previous studies about recidivism of offenders have focused primarily on the nature of the sanctions and factors specific to the individual offender. This study addressed both individual and community factors, using a cohort of felony-level, driving while intoxicated (DWI) probationers (N = 370) charged in Harris County, Texas. The study investigated specific deterrent effects of sanctions on success or failure of probationers while controlling for the community contexts to observe how informal social control processes contextualize individual-level predictors. Results of a series of event history analyses tracking probationers for a period of 8 years indicated that severity of punishment, swiftness of punishment, criminal history, and completion of DWI education programs significantly affected the probationer's survival time, whereas no significant influence of community contexts on survival time or success was observed. Reducing the felony charge to a misdemeanor, a shorter period of probation, and past criminal history, combined with an almost immediate guilty plea, were significantly associated with short-term failure on probation.