Baltimore City Police Athletic League
Assessment Study
August 2004
Nital Subhas, MPH & Anita Chandra, MPH
CENTER FOR ADOLESCENT HEALTH
JOHNS HOPKINS BLOOMBERG SCHOOL OF PUBLIC HEALTH
Acknowledgments
Among the many people who helped produce this Assessment Study, we particularly want to thank
Cheryl Alexander and Christy Lynch for their leadership in this project and their comments on this report.
We also would like to recognize Chavonne Lenoir, Adaline Muyeed, and Michele Ybarra for their
invaluable roles on the project team and their contributions to this report.
In addition, we appreciate the hard work of Denise Casey and Gorette Amaral who transcribed the
interview tapes. We also thank all of our field interviewers for working diligently to administer the youth
questionnaires, and Peilin Sheng for her expertise in analyzing the youth questionnaire data. Thank you
to Nan Astone, Deborah Edelman, Freya Sonenstein , and Amita Vyas for their review of this report.
A special thanks to Vanessa Milio and Jim Stanley of PAL Inc., the Johns Hopkins Center for Adolescent
Health (CDC #U48CCU309674), and the Johns Hopkins Center for the Prevention of Youth Violence
(#CCR318627) whose financia l support made this study possible.
Finally, we express our gratitude to all of the PAL staff members for their participation in the Assessment
Study. We hope that the study findings will be useful in their work with young people.
The Center for Adolescent Health Promotion and Disease Prevention is sponsored by the
Prevention Research Centers program, National Center for Chronic Disease Prevention and Health
Promotion of the Centers for Disease Control and Prevention (CDC).
For more information about the PAL Assessment Study or to obtain a copy of this report,
please contact:
Johns Hopkins Center for Adolescent Health
Phone: (410) 614-3953
www.jhsph.edu/adolescenthealth
Table of Contents
Executive Summary
i-v
I. Introduction
a. The PAL Assessment Study
b. PAL Program
c. PAL Assessment Study Objectives
d. Outline of Report
1
1
1
2
3
II. Best Practices of Youth Development Programs
a. Community Ownership
b. Focus on Prevention
c. Developmental Appropriateness
d. Focus on Many Aspects of Youth Development
e. Involvement of Peer and Adult Mentors
4
4
4
4
4
5
III. Study Methodology
a. Overview
b. Program Description Phase
c. Youth Phase
6
6
7
9
IV. Youth and Their Relationship with PAL
a. Characteristics of PAL Youth
b. Youth Experience at PAL
c. PAL Relationship with Youth
d. PAL Impact on Youth Behavior
11
11
15
16
19
V. PAL Program Structure
a. Program Structure and Activities
b. Program Activity Characteristics
c. Youth Involvement in Activities
d. Age-Appropriateness of Activities
VI. PAL Center Staff
a. Staffing Configuration
b. Staff Roles and Responsibilities
c. Staff Job Expectation and Recruitment into PAL
d. Staff Turnover and Morale
e. Adequacy of Staffing
f. Training Needs
g. Other Needs
VII. PAL Center Environment
a. Adequacy of Space
b. Cleanliness and Safety
c. Adequacy of Materials and Furnishings
22
22
25
27
28
29
29
29
31
31
32
33
34
35
35
36
36
VIII. PAL Relationship with the Community
a. Family Relationships with PAL
b. Volunteer Involvement
c. Community Relationships with PAL
IX. Conclusion
a. Youth and Their Relationship with PAL
b. PAL Program Structure
c. PAL Center Staff
d. PAL Center Environment
e. PAL Relationship with the Community
38
38
40
40
43
43
44
44
45
45
Recommendations
46
References
48
Appendices
1
Outline of Study Framework
2
Observational Tools- Program Description Phase
3
Staff Interview Guides
4
Program Activity Questionnaires
5
Youth Questionnaire
6
PAL Center Activities- Data from Program Activity Questionnaires
7
PAL Center Activity Observation Data
Executive Summary
The Baltimore City Police Athletic League (PAL) has been in operation since 1995 and serves youth ages
7–17 in after-school and summer programs. The motto of PAL is “Giving kids in our toughest
neighborhoods a chance to succeed.” Currently, the nine police districts of Baltimore City house 18 PAL
Centers. PAL headquarters is located in the main Baltimore City Police Department building in
downtown Baltimore.
A cornerstone of PAL programs is the active participation of Baltimore City Police officers who serve as
role models, mentors, and caring adults for young people. With a combined focus on character
development, academic enrichment, arts and cultural activities, and athletics, Baltimore PAL is
distinct from many other youth programs. The Baltimore PAL Centers provide a unique setting to better
understand how law enforcement personnel can have an impact on youth by fostering academic
excellence, civic responsibility, creativity, self-regulation, and social values.
PAL Assessment Study
The purpose of the PAL Assessment Study is to examine the operations and characteristics of the PAL
program and its participants. The Assessment Study was conducted between the years 2002-2003. At
that time, PAL, Inc. directed most of the PAL activities and provided Program Coordinators to each
Center.
Study Objectives
The PAL Assessment Study addresses the following objectives:
1. To examine the common program characteristics and activities conducted at PAL Centers
2. To understand program staff and police officer characteristics, roles, and responsibilities
3. To describe the characteristics of PAL participants, including their perceptions of safety, health
risk behaviors, aggressive behaviors, and their attachment to the PAL program
4. To explore how communities, parents, and volunteers are involved with the PAL Centers
5. To assess the variability among PAL Centers in terms of program structure, staffing, and youth
involvement
Study Methodology
Baltimore City has nine police districts, each of which houses two PAL Centers, for a total of 18 Centers.
The PAL Assessment Study examined these Centers in two phases—the Program Description phase and
the Youth phase.
The Program Description phase included interviews with police officers and a program activity
questionna ire in 17 of the 18 PAL sites (one site chose not to participate). The purpose of this phase was
to provide descriptive information about programs from the point of view of the police officers and to
provide reports of the program activities. In addition, we chose a sub-sample of eight PAL sites for more
intensive assessment. This assessment included additional interviews with program staff (e.g., non-police
officer personnel) as well as naturalistic observations (observation of site facilities and program
activities).
i
The Program Description phase was followed by the Youth phase, which included nine PAL Centers,
one from each police district. This phase utilized a self-administered questionnaire to survey PAL youth
participants about their experiences with the PAL program.
Youth and Their Relationship with PAL
The PAL program serves young people (7 to 17 years old). The overwhelming majority of PAL
respondents are African American. Since the PAL Assessment Study was interested only in youth
between10 and17 years old, all of those who completed the questionnaire are in that age range. Twothirds of the youth who completed the questionnaire are between 10 and 13 years old. Nearly half of PAL
respondents live only with their mother.
Overall, youth who responded to the questionnaire are committed to the schools they attend and rarely
miss any school. Most of the youth report doing well academically. The respondents have high
educational aspirations and want to complete education beyond high school.
The youth who responded to the questionnaire report engaging in risky health behaviors, including
drinking alcohol and having sex. About one-quarter of all youth respondents report having drunk alcohol
one or more times in the past month. A greater percentage of older girls compared to older boys report
drinking alcohol (39.5% vs. 26.7% of youth 14-17 years old). In the younger group (10–13 years old), a
considerable percentage of younger boys (25.3%) and younger girls (13.3%) indicate drinking alcohol in
the past month. Overall, very few youth respondents (8%) report having smoked cigarettes in the last
month. Of those who do report smoking, 25% are older girls (14–17 years old).
In general, the youth report a positive experience at PAL. More than 80% of them report that other
children at PAL make them feel good about themselves. Most participants agree that they have a strong,
trusting relationship with PAL staff. More specifically, respondents believe that the PAL staff provide
encouragement, offer attention, and serve as a source of support in an emergency.
Though the PAL relationship with youth is positive, it is marked by many challenges. PAL staff struggles
with difficulties in maintaining good relationships with the young people. These issues include involving
children of all ages (particularly adolescents) in programming, attracting female participants, retaining
youth in the PAL program, managing behavioral issues, and confronting the often negative family and
community influences in the lives of their participants.
While PAL staff welcomes more opportunities for interaction between age groups, both the arrival
schedule (younger children come around 3pm, while older children come after 6pm) and difficulties in
attracting older youth present significant challenges. The PAL Centers struggle with finding creative
ways to maintain participation once youth move into middle and high school. Although elementary-age
girls are active participants at PAL Centers, recruiting and retaining older girls has proved difficult. Staff
notes that some teenage girls come into the Centers with the younger children but leave when the younger
kids go home.
Behavior management is a critical task in working with youth. Staff members note that several youth
have diagnosed behavioral issues. Some youth are seen as simply “having an attitude,” which interferes
with schoolwork and other activities.
PAL Program Structure
PAL sites offer a range of activities for the youth. Most Centers require that youth spend time doing
homework when they first arrive from school. After homework time, the majority of the Centers have
some form of open time in which games and free play are available. Intramural PAL sports are a
ii
predominant activity for many of the young people, particularly males. PAL Centers have a team for each
sport, with either a formal practice session or scheduled competitive game on most days. The typical PAL
activity schedule includes homework, open play, and sports; there also are opportunities for other on-site
and off-site activities. For instance, some sites provide instruction in cooking or sign language. Off-site
field trips, including outings to museums and community events, provide an opportunity for cultural
awareness exposure and attract many PAL partic ipants.
The percentage of youth enrolled in PAL who participate in each activity varies among Centers. Most
youth participate in open play recreation time, homework help, and organized sports. In general, the PAL
participants are actively engaged in the programs at the Centers, although age and gender seem to be
important factors in determining their choice of activities. In most Centers, a majority of the younger
youth is more likely to participate in homework time, while older youth tend to participate in sports or
open recreation time.
Site observations and staff interviews reveal that opportunities do exist for youth to be involved in
designing the programs. At one site, youth helped to organize a fashion show. At others, they planned
activities and special events for holiday celebrations. The youth questionnaires support observation
findings; many participants agree that they are involved in organizing activities all the time (41% of boys,
34% of girls). Fewer youth feel that they are involved in implementing activities all the time (20% of
boys, 18% of girls).
The sites vary on the age-appropriateness of the activities that they provide. In general, the Centers have
enough programs for younger youth, such as board games and art projects, but most sites lack a range of
activities that appeal to teenagers. While most of the older youth who attend the PAL program come for
sports or simply for a place to hang out after 5pm, they find limited opportunity to engage in other
activities.
PAL Staff
While PAL staff works as a team to meet the needs of youth participants, each staff member has a unique
set of responsibilities in their positions. At the time that this study was conducted, the normal staffing
configuration of a PAL Center included a Lead Offic er, Second Officer, Community Service Officer, and
Program Coordinator. Program Coordinators were supported by PAL, Inc. when they were in operation.
Though most sites listed this staffing pattern, some positions were open or not filled. Most of the Centers
included in this study were missing either a Program Coordinator or a Community Service Officer. Their
absence was particularly challenging at times when many youth needed help with homework, or when a
special event project required more guidance from staff.
Many of the reasons staff members choose to work in PAL stem from their love for working with youth
and their belief in using the program to prevent problems. In some cases, staff members’ expectations of
the job are accurate. Some staff members note, however, that their actual responsibilities are different
from what they had expected. For instance, many staff members did not anticipate facilities maintenance
as part of their work tasks.
Staff emphasizes the need for training in academic and behavior management skills. A primary concern is
the challenge of providing one-on-one assistance with homework, especially for the younger children.
Staff members feel very stressed and frustrated because they are committed to helping each child but
believe that quality suffers due to a challenging staff to youth ratio that often leaves them feeling
overextended. PAL staff also would like more information about how to work with adolescents and how
to meet their unique needs. PAL staff indicates that they would welcome help in recruiting parent
volunteers and engaging parents on a more consistent basis.
iii
PAL Center Environment
The PAL Centers vary somewhat in their indoor and outdoor spaces, cleanliness and safety of their
environments, and quality of their materials and furnishings.
The sites usually have one large room for both homework time and many of the open recreation
programs. Freestanding centers have less available space than those attached to a school or community
center. The programs that have limited room find creative, efficient ways to use whatever space is
available.
While most Centers are able to implement their programming in the indoor space that is open to them, the
sites vary in the sufficiency of their outdoor areas. Some Centers ha ve minimal room for outside
activities and benefit from going to other places for organized intramural sports. The sites that are
connected to schools or community agencies often have playground equipment and a basketball court for
the youth.
Staff also contends with deteriorating conditions at their facilities. Materials and furnishings are not
always in the best shape. Some sites have tables and chairs that are unwieldy, and many Centers have
recreational equipment that shows signs of long-term wear and tear.
PAL Relationship with the Community
Many of the neighborhoods surrounding the PAL Centers are resource-challenged. Interaction with the
police is sometimes a negative experience. The PAL program offers families and youth an opportunity to
interact with police officers in a non-confrontational, safe environment. Many PAL officers think that
parents have shifted their views of the police to a more positive perception because of the PAL program.
While staff members see a change in the attitudes of many parents toward PAL, tension does remain
between some parents and the PAL officers. PAL staff feels that some parents are unable to let go of
their long-standing negative feelings about police. This distrust affects the relationship between the PAL
officers and families, with parents reluctant to have children attend the program or uninterested in getting
involved in Center activities.
In addition to the issue of trust, PAL program staff confronts other difficulties in working with families
and communities. Even when parents have a positive view of PAL, parental engagement and their
consistent involvement are a problem.
Most officers think that the community is aware of PAL, although many feel that more needs to be done
to advertise their Centers. Staff members feel constrained by lack of time and financial resources to
spend time in the community. Involvement of community organizations is varied, with some PAL Centers
receiving strong community support and financial assistance via sponsors, while others have minimal or
no affiliation with community partners. Although the community may not have integral involvement in
everyday activities, PAL staff believes that community members appreciate the presence of the Center
and the officers. The community also shares resources with the PAL Centers, and most staff report good
rapport with community organizations.
Summary
The PAL Centers face many challenges in successfully running such a large and complex youth program.
These difficulties include limited resources and family involvement. In addition, the PAL Centers face
the obstacle of recruitment and continued engagement of older youth.
iv
Despite these challenges, the PAL program has numerous strengths. The overwhelming majority of staff
comes to PAL with a great compassion and commitment to helping youth. Findings from the youth
questionnaires as well as staff interviews highlight the positive impact of PAL on the lives of attendees,
particularly in the areas of academic skill development and behavior improvement.
The strengths and opportunities observed during this study of the PAL program clearly illustrate the
strong foundation underpinning the future of the program. While the challenges can be great, the benefits
to children, their families, and the community call for a continuous process of learning and improvement.
Recommendations
Several recommendations based on the PAL Assessment Study are offered for PAL program
improvement. They are divided into the five content areas that emerged from the study. Detailed
descriptions of each recommendation are provided in the Recommendations chapter of the report.
Youth and their relationship with PAL
Ø Deliver health programming to participants that are tailored by age and gender
Ø Offer more activities that will appeal to older girls
PAL Program Structure
Ø Prioritize youth involvement in implementing program activities
Ø Emphasize peer support in activities
PAL Staff
Ø Provide training for PAL staff on academic subjects
Ø Give training and support on teen recruitment and retention
Ø Employ a mental health or behavioral consultant to PAL staff
PAL Center Environment
Ø Ensure that materials and furnishings are of good quality, inviting, and safe for the youth
PAL Relationship with the Community
Ø Facilitate closer connections between PAL staff and classroom teachers
Ø Identify community development as a priority area in PAL
Ø Provide staff support in parent outreach
Ø Highlight academic tutoring and support as a priority in volunteer recruitment
v
I. Introduction
A. The PAL Assessment Study
The Baltimore City Police Athletic League (PAL) has been in operation since 1995 and serves young
people (7-17 years old) in after-school and summer programs. The motto of PAL is “Giving kids in our
toughest neighborhoods a chance to succeed.”
The purpose of the PAL Assessment Study is to examine the operations and characteristics of the PAL
program and its participants. The Assessment Study was conducted between the years 2002-2003. At
that time, PAL, Inc. directed most of the PAL activities and provided Program Coordinators to each
Center. The PAL Assessment Study originated in Fall 2001 when PAL Inc. (the nonprofit arm of the
organization) and the Johns Hopkins Center for Adolescent Health’s Community Advisory Board asked
the Center for Adolescent Health to assist PAL Inc. in an examination of the PAL program.
B. PAL Program
The cornerstone of PAL programs is the active participation of Baltimore City Police officers who serve
as role models, mentors, and caring adults for young people. At the time of the PAL Assessment Study
was conducted, a civilian and police staff configuration was in place. PAL, Inc. provided a Program
Coordinator to each Center. Each of the 18 PAL Centers had the following staff members:
Ø
Ø
Ø
Ø
Lead Police Officer (Lead PO)
Second Police Officer (Second PO)
Community service Officer (CSO)
Program Coordinator
With its combined focus on character development, academic enrichment, arts and cultural
activities, and athletics , Baltimore PAL is distinct from many other youth-serving programs. The
Baltimore PAL Centers provide a unique setting to better understand how law enforcement personnel can
have a positive impact on young people by fostering academic excellence, civic responsibility, creativity,
self-regulation, and social values.
Each PAL Center has its own distinctive characteristics, determined by its staff, youth, parents, and
community. The activities offered at each Center reflect the specific needs of the youth who attend, and,
when possible, are selected with feedback from parents or caregivers.
Currently, the nine police districts in Baltimore City house 18 PAL Centers (see Table 1). PAL
headquarters is located in the main Baltimore City Police Department building in downtown Baltimore.
1
Table 1: PAL Centers by police district
Police District
Northern
Northwest
Northeast
Central
Western
Eastern
Southwest
Southern
Southeast
PAL Centers
DeWees
Medfield
Towanda
Webster Kendrick
Goodnow
Montebello
Robert C. Marshall
Crispus Attucks
Central Rosemont
Lillian Jones
Bocek
Ft. Worthington
Hilton
Rosemont
Brooklyn O’Malley
Carroll Park
Solo Gibbs
O’Donnell Heights
In April 2003, PAL Inc. was dissolved and the Baltimore City Police Department assumed direct and sole
responsibility for operating the 18 PAL Centers, including administrative and programming duties. The
Center for Adolescent Health continued its relationship with Chief Edward Jackson and most recently
with Colonel Odis Sistrunk and Director Kristen Mahoney of the Baltimore City Police Department.
C. PAL Assessment Study Objectives
As described earlier, the goal of the PAL Assessment Study is to understand the operations and
characteristics of the PAL program and its participants.
The PAL Assessment Study addresses five objectives, which are based on previous evaluations of
successful youth development programs and researcher experience with the PAL program (see Table 2).
The data collection tools will be described in more detail in the Study Methodology section.
2
Table 2: Assessment study objectives
Study Objectives
1. To examine the common characteristics and activities conducted at PAL Centers’
2. To understand program staff and police officer characteristics, roles, and
responsibilitie s
3. To describe the characteristics of PAL participants, including their perceptions of
safety, health risk behaviors, aggressive behaviors, and their attachment to the PAL
program
4. To explore how communities, parents, and volunteers are involved with the PAL
Centers
5. To assess the variability among PAL Centers in terms of program structure, staffing,
and youth involvement
D. Outline of Report
The following sections in the PAL Assessment Study Report include a literature review of best practices
of youth development efforts and a detailed description of the methods used to gather information on the
study objectives. In addition, the report describes the study findings and offers recommendations for PAL
program improvement. Findings from five major content areas are discussed:
1.
2.
3.
4.
5.
Youth and Their Relationship with PAL
PAL Program Structure
PAL Center Staff
PAL Center Environment
PAL Relationship with the Community
3
II. Best Practices of Youth Development Programs
A critical review of the literature documenting the strengths of successful youth-serving programs helped
the researchers determine the objectives of the PAL Assessment Study, as well as the types of questions
that were included in each of the data collection tools (see Study Methodology). These qualities, which
will be described in the following sections, include community ownership, focus on prevention,
developmental appropriateness of programming, focus on many aspects of youth development, and the
involvement of peers, family, and other community members as mentors.
A. Community Ownership
Much of the research suggests that programs designed for youth should be community owned and
located(Sillman, 2000). The larger community in which the youth live should have a vested interest in
the activities and goals of youth programming. Community members should assume a certain level of
ownership for a program’s success and provide support at various levels. Youth development programs
are successful when there is collaboration among community-based organizations, faith-based
organizations, social services, juvenile justice, and law enforcement and education agencies (National
Governors Association, 2000). This integration of services further supports efforts to provide youth with
opportunities for healthy development (Center for the Advancement of Youth, Family, and Community
Services, 2001). Programs that are visible in the community and recognized by its members have the
added advantage of being able to establish long-standing relationships with other organizations and
develop a favorable reputation in the community at large.
B. Focus on Prevention
Successful programs in youth development are prevention orie nted rather than reactive (Sillman,
2000). Instead of focusing solely on changing deviant youth behavior, they attempt to build competence
and enhance a youth’s ability to avoid health-compromising activities. Effective programs focus on
positive growth and development rather than remediation. In other words, programs should capitalize on
the skills and capabilities that youth already possess and encourage young people to move beyond their
present competencies to tackle new responsibilities (National Governors Association, 2000). It is
critical to view youth as individuals of worth rather than as problems that need to be fixed.
Opportunities for community service or service learning activities further demonstrate that youth are
resources and have something to contribute (National Governors Association, 2000).
C. Developmental Appropriateness
Another key component of youth development programs is developmental appropriateness (Sillman,
2000). Program activities and staff expectations need to recognize the developmental capabilities of
youth and provide a delicate balance between meeting young people where they are and facilitating the
development of more advanced skills. Programs that offer a range of activities, including academic
enrichment, sports, and recreation, address the various needs of developing youth (Public Private
Ventures, 2002).
D. Focus on Many Aspects of Youth Development
Effective youth development programs incorporate broad approaches to helping youth rather than
focusing on a single problem (Center for the Advancement of Youth, Family, and Community Services,
2001). Research on successful youth development programs has supported approaches that address the
4
full range of youth needs. For example, these programs should integrate education, health, mental health,
and employment (National Governors Association, 2000).
E. Involvement of Peer and Adult Mentors
The literature also supports the inclusion of peer and/or adult mentors in youth development
programs (Sillman, 2000). The relationship between program youth and program staff is critically
important because it offers another opportunity for a positive relationship between adults and youth
(National Governors Association, 2000). Staff can serve as mentors to youth who may have limited
access to positive adult role models. Successful youth development programs also offer the opportunity
for youth to engage with their peers in constructive ways through group activities and team building
exercises.
In summary, best practices of successful youth development programs include:
•
•
•
•
•
•
•
Emphasize community ownership
Locate organization within community
Focus on prevention
Recognize youth as individuals of worth, not as problems
Ensure developmental appropriateness of programming
Highlight broad approach with focus on many aspects of youth development
Involve peers, family, other community members as mentors
5
III. Study Methodology
A. Overview
Baltimore City has nine police districts, each of which
houses two PAL Centers, for a total of 18 Centers.
The PAL Assessment Study examined these Centers in
two phases: the Program Description phase and the
Youth phase.
The Program Description phase included interviews
with police officers and a program activity
questionnaire in 17 of the 18 PAL sites (one site chose
not to participate). The purpose of this phase was to
provide descriptive information about programs from
the point of view of the police officers and to provide
reports of the activities. In addition, we chose a subsample of eight PAL sites for more intensive
assessment. This assessment included additional
interviews with program staff (e.g., non-police officer
personnel) as well as naturalistic observations
(observation of site facilities and program activities).
Figure 1: Study tools by site
Site
1
2
3
4
5
6
7
8
9
Youth Questionnaire
10
11
12
13
The Program Description phase was followed by the
Youth phase, which included nine PAL Centers, one
from each police district. This phase utilized a selfadministered questionnaire to survey PAL youth
participants about their experiences with the PAL
program (see Figure 1).
Police Interview,
Program Questionnaire, Full
Staff Interview, Youth
Questionnaire
14
Police Interview,
Program Questionnaire
15
16
17
18
In selecting the nine PAL Centers for the youth questionnaires, one Center from each district was chosen
to reflect diversity based on location, connectedness to schools (e.g., co-location), size of the PAL Center
(e.g., large), age (e.g., older youth), and gender diversity (e.g., male -to-female ratio).
Written informed consent was obtained from each participant and their primary caregiver, and procedures
for protecting participants were approved by the Johns Hopkins Bloomberg School of Public Health
Committee on Human Research. For participating in the Program Description phase, PAL Centers were
given either a $50 gift certificate or $50 worth of art supplies from Michael’s Arts and Crafts store. For
participating in the Youth phase, each PAL Center was given a $250 gift card to Staples office supply
store. Each youth participant was given a $10 movie coupon. Figure 2 describes the chronology of the
two phases of the study.
6
Figure 2: Timeline of project activities
Oct 02 Nov 02 Dec 02 Jan 03 Feb 03 Mar 03 Apr 03 May 03 June 03 July 03 Aug 03 Sept 03 Oct 03 Nov 03 Dec03
Program Description
Phase
Data Collection
Analysis & Report Writing
Data
Collection
Youth Phase
Analysis & Report Writing
The following sections outline each phase of the study. Table 3 below lists the tools used for both the
Program Description and Youth phases. These tools as well as analytic methods will be described in
further detail.
Table 3: Assessment tools by study phase
Police
Interview
Program
Description
Phase
Program
Description
Phase
(intensive
assessment)
Youth
Phase
Activity
Observation
Form
Observation
Open Notes
Rated
Study
Questions
Form
Full Staff
Interview
v
v
Program
Youth
Questionnaire Questionnaire
v
v
v
v
v
v
v
B. Program Description Phase
Research staff from the Johns Hopkins University Center for Adolescent Health Promotion and Disease
Prevention and Partners in Evaluation & Planning LLC participated in data collection. In total, 43 staff
interviews were conducted at the 17 Centers. Twenty-two staff interviews were conducted at the eight
Centers that received intensive assessment, and 21 officers participated in interviews at the other nine
Centers (see Appendix 3). The staff also administered the Program Activity Form and the Youth Activity
Form with the Lead Officers at each Center (see Appendix 4). The eight Centers that participated in
intensive assessment also received two site visits, each lasting two days.
7
To address the objectives of the PAL Assessment Study, several factors were examined during the
observations and interviews. In their study investigating over 25 after-school programs, Beckett, Hawken,
and Jacknowitz (2001) identified best practice concerns related to program structure and quality, staff
characteristics, and community contacts. This framework was used to develop the observation, interview,
and questionnaire tools included in the study.
1. Tools: Several tools were used to collect data during this phase of the study. Two tools were used at
the Centers that did not have intensive assessment, and six tools were used at the eight Centers that
received intensive assessment.
a. Observation Tools
Naturalistic observation was conducted at the eight Centers that received intensive assessment
(see Appendix 2). The following tools were used:
i.
Activity Observation Forms – a checklist of positive and negative observations made by
the researcher describing the activity structure; the interaction among youth, peers and
staff; and the environment. The Activity Observation Form, adapted from the Extended
Service Schools Activity Assessment Check Box Form developed by Public Private
Ventures, rates the observations of various program components, such as homework,
sports, recreation, and special events. At least three Activity Observation Forms were
completed for each Center during each two-day site visits.
ii. Observation Open Notes – an open note form completed by the researcher capturing
information on program quality and structure, as well as community contacts. The
Observation Open Notes also were completed for each of the two-day site visits. The two
sections of the form are program quality and structure and community contacts. The
program quality and structure section includes a variety of activities, staffing, quality of
staff-youth interactions, mixing of age groups, adequacy of space and materials, attention
to safety and health, and youth involvement. The community contacts section addresses
involvement of families, use of volunteers, and partnerships with community-based
organizations.
iii. Rated Study Questions Form – a scaled 15-question form completed by the researcher
that rates the Center in areas of program quality and structure. The Rated Study
Questions Form uses the Beckett (2001) framework and was completed initially by each
researcher during their two-day site visit. Subsequently, the researchers reviewed their
ratings together, determining a combined rating score for each item. This combined form
was used in the final analysis.
b. Staff Interview Protocols
Formal in-depth interviews were held with Center staff and volunteers. Those interviewed
included Program Coordinators, Lead Police Officers, Second Police Officers, Community
Service Officers, and volunteers. Five separate interview protocols were developed to collect data
from these different populations (see Appendix 3). Interview questions were drawn from the
Beckett (2001) framework and the PAL Assessment Study objectives.
8
c. Program Questionnaires
The Lead Officer at all 17 Centers in the study completed two questionnaires (see Appendix 4).
The Program Activity Form collected data on the types of activities offered, the percentage of
youth participation in those activities, and how often they are offered (Family League of
Baltimore City’s Youth Places After-School Strategy Evaluation). The Youth Activity Form
allowed the Lead Officer to rate the likelihood that youth are engaged in specific types of
activities, such as discussion of pregnancy prevention, drug and alcohol use prevention, and
conflict mediation skills.
2. Analysis: The following steps were utilized in analyzing the program description phase data.
•
The data from the Activity Observation Forms were entered into an SPSS (version 11.0) database
and analyzed for frequency of positive and negative observations within each activity area
(homework, recreation, sports, and special events)
•
The data from the Observation Open Notes were analyzed using content analysis to support the
findings of the Activity Observation Forms and the Rated Study Questions Form
•
The data from the Rated Study Questions Form were entered into an SPSS database and analyzed
for descriptive results
•
A majority of the staff interviews were tape recorded and transcribed, with a few being
handwritten for various reasons (including interviewee comfort level). The research team met on
several occasions to review audio transcripts and to develop coding procedures using Atlas.ti, a
software program for analyzing textual data. Content analysis was completed on the interview
data using Atlas.ti qualitative software
•
The data from both Program Questionnaires were entered into an SPSS database and analyzed
for descriptive results
C. Youth Phase
The research team administered a Youth Questionnaire (see Appendix 5) at nine PAL Centers (see Figure
1). Researchers distributed parent assent and youth consent forms at each of the nine participating sites to
youth (10-17 years old). Table 4 indicates the average enrollment and attendance for April and May 2003
at the nine participating sites. Since attendance was less than 50% on average at five of the nine Centers,
it was difficult to find youth to complete the surveys. Instructions were given to the participating youth to
review their consent form and have their parents review and sign the parent assent form. Researchers
made a follow-up visit to each site and administered the survey to any youth with a signed assent and
consent form. Before the questionnaire was distributed, the staff at the PAL Centers had received an
information sheet reviewing the purpose of the project and their involvement in it. The researchers’ goal
was to obtain 270 questionnaires; a total of 255 young people participated in the survey.
9
Table 4: Enrollment, attendance and percent of youth surveyed at PAL sites
PAL Site
Number
1
2
3
4
5
6
7
8
9
Average Enrollment *
(April & M ay 2003)
405
161
155
144
433
245
156
194
100
Average Attendance*
(April & May 2003)
95
108
125
96
72
58
52
83
77
% Attendance
- April & May
2003
23%
67%
81%
67%
17%
24%
34%
43%
77%
PAL
Surveys
(April thru
June 2003)
28
24
30
23
39
26
36
23
26
*Enrollment and Attendance data was not available for June 2003 at the time the report was prepared.
1. Tool: The following tool was used in the Youth phase.
a. Youth Questionnaire
The youth questionnaire gathers information about the sociodemographic characteristics, school
experience and educational aspirations, and health behaviors of the youth participants. In
addition, it provides a picture of the youth experience at PAL.
In order to take the questionnaire, the youth comple ted a primary screening form, which helped to
ensure that only eligible participants would be included in the study. The actual questionnaire
was formatted for use as a self-administered paper/pencil questionnaire with specific directions
and guidance. It was designed to take approximately 45 minutes to complete.
2. Analysis: The data from the youth questionnaires were entered into an SPSS database and analyzed for
descriptive results.
10
IV. Youth and Their Relationship with PAL
The characteristics of the youth who attend PAL Centers, such as their educational aspirations and health
behaviors, provide important information that will help the PAL program better meet the unique needs of
its participants. An examination of the youth experience at PAL is critical. These topics are further
explored in the next sections.
A. Characteristics of PAL Youth
1. Sociodemographic Characteristics: The PAL program serves youth (7-17 years old). Since the PAL
Assessment Study was interested only in youth (10-17 years old), all the respondents to the questionnaire
(see Study Methodology) are in that age range. Two-thirds (66.7%) of the youth who completed the
questionnaire are between 10 and 13 years old, and most of the youth are in grades four through eight.
The average age of respondents, both boys and girls, is 12.7 years. Graph 1 depicts the age and gender of
these participants.
Graph 1: Percent of PAL youth respondents by age and gender
60
Percent (%)
50
40
Boys
Girls
30
20
10
0
10
11
12
13
14
15
16
17
Total
Age
The overwhelming majority (91%) of the youth who completed the questionnaire are African American.
This percentage reflects the composition of PAL Centers and the neighborhoods of the PAL participants.
Approximately 66% of the participants receive a free lunch at school, and an additional 14% receive
lunch at a reduced price. These figures are similar to the percentage of free and reduced lunch recipients
in Baltimore City (77.1%). Free lunch is provided to individuals whose family income is at 130% of the
federal poverty level. Families whose income is between 130% and 185% are eligible to receive lunch at
a reduced price.
Nearly half (43%) of the respondents live only with their mother at home; approximately one-quarter
(27%) live with both parents. Youth also were asked about the level of their mother’s education (see
Graph 2). Approximately 40% of mothers have completed high school or a Graduate Equivalency
Diploma (GED), and over half of the mothers have completed at least some college.
11
This information reveals that the mothers of youth who attend PAL have slightly more formal education
than adults (25–64 years old) in Baltimore City. In 2000, 29.4% of adults (25–64 years old) had a high
school diploma or equivalent, and 45.1% of adults had completed at least some college.
Graph 2: Education of PAL youth respondents’ mothers
More than college
7%
Did not finish high school
6%
Finished college
29%
High school
32%
Some college
15%
Trade/vocational
2%
GED
9%
2. School Experience and Educational Aspirations: The participants indicate high attachment to
school. For example, most youth either strongly agree or agree with statements such as, “At school I try
as hard as I can to do my best work” (92.7%), or “I care about the school I go to” (65.8%). Youth also
note fairly good relationships with teachers. For example, most respondents either strongly agree or agree
with the statement, “There is a teacher that really cares about me” (83.8%).
Most of the youth respondents report earning mostly A (26%) or A and B grades (44%) in school.
Approximately half the youth who completed the questionnaire have never been suspended from school.
Nearly 74% of the youth have not missed one day of school in the past month.
Almost 47% of the youth indicate that they “would like to finish college,” and 15% “would like further
training after college.” In addition, 47% of the youth expect “to be able to accomplish finishing college.”
Overall, youth who attend PAL are committed to the schools they attend and rarely miss any school. The
respondents also have high educational aspirations and want to comple te education beyond high school.
3. Risky Health Behaviors: The youth who attend PAL do engage in risky health behaviors, including
drinking alcohol and having sex. The percentage of young participants (10–13 years old) who participate
in these activities is notable.
a. Alcohol
About one-quarter of youth respondents report having drunk alcohol one or more times in the past
month (see Graph 3). A greater percentage of older girls compared to older boys (14 to 17 years
old) report drinking alcohol (39.5% vs. 26.7%). A considerable percentage of younger boys
(25.3%) and younger girls (13.3%) also indicate drinking alcohol in the past month.
12
b. Smoking
Very few youth respondents (8%) report having smoked cigarettes in the last month. Of those
who do report smoking, 25% are older girls (14–17 years old). In this age group (14–17 years
old), a greater percentage of girls compared to boys report smoking in the past month (13.2% vs.
6.7%).
c. Sex
Approximately one-third (30%) of the youth respondents report having had sex in the past three
months. Of this number, a large percentage (45.9%) of older girls (14–17 years old) report recent
sexual activity. Comparing older to younger boys (10–13 years old) who attend PAL, a larger
percentage of older boys report having sex (61.7% vs. 28.4%).
4. Media use: Approximately one-third of the youth report watching more than four hours of television
daily. Robinson and colleagues noted extensive literature that identifies a link between exposure to media
violence and aggressive behavior in youth. Excessive television use is also highlighted as a risk factor for
sedentary lifestyles and a rise in youth obesity (Biddle et al., 2004; Giammettei et al., 2003).
Among PAL participants, 41.3% of older boys (14–17 years old) and 39.5% of older girls report watching
four or more hours of television every day. In comparison, 35.2% of younger boys (10–13 years old) and
24.7% of younger girls watch more than four hours of television on a daily basis.
Graph 3: Risky health behaviors of PAL youth respondents by age and
gender
70
Percent (%)
60
50
Boys 10-13
Girls 10-13
40
Boys 14-17
Girls 14-17
30
20
10
0
Alcohol in last mo.
Smoke in last mo.
Sex in last 3 mos.
5. Violence and aggressive behavior: As part of the PAL Assessment Study, youth were asked about
their involvement in violence perpetration and victimization. Since PAL Centers are situated in
neighborhoods in which the level of crime is significant, ensuring youth safety and deterring youth from
getting involved in violence is an important goal of the program.
Juvenile crime is a critical concern for the neighborhoods surrounding the PAL Centers that were
included in the study. In 2002 (the start of the PAL Assessment Study), a total of 1,354 juvenile (10–17
years old) arrests were made in the neighborhoods surrounding nine of the PAL Centers included in the
13
study 1 . This is an average of 151 juvenile arrests per site in one year. In total, approximately 118 juveniles
(10–17 years old) were arrested for violent crimes in 2002 in the same nine PAL Center neighborhoods,
for an average of 13 violent crimes per site. Violent offenses include murder, rape, aggravated assault,
and robbery.
In order to assess PAL participant involvement in violence, youth were asked about how often they had
acted aggressively toward others. More specifically, youth were questioned about how often they had
“banked” someone, hurt someone so that the person needed bandages, or used a weapon to get something.
The response options were on a four-point scale (1=never, 2=rarely, 3= sometimes, 4= always). Graph 4
shows the average frequency that youth were involved in this type of activity by age and gender. Overall,
PAL youth respondents report limited involvement in aggression toward others. Boys report more
frequent involvement in “banking” someone or using a weapon. Using violence against others is more
common among older youth (14–17 years old) compared with the younger PAL participants (10–13 years
old).
Graph 4: Participation in aggression towards others by age and gender
(1= never, 2= rarely, 3= sometimes, 4= always)
2
Average frequency
1.8
1.6
1.4
Boys 10-13
1.2
Girls 10-13
Boys 14-17
1
0.8
Girls 14-17
0.6
0.4
0.2
0
Banked someone last
year
Hurt someone so
needed bandages
Used a weapon to get
something
Participants also were asked how often they had been treated badly by someone at school and in their
neighborhood (on a 4-point scale with 1=never, 2= once, 3=a few times, 4=a lot). For example, youth
were questioned about whether they had been hit or called bad names by someone at school or in their
neighborhood. Graph 5 shows the average frequency on a four-point scale (1=never, 2=once, 3=a few
times, 4= a lot) for these questions. Overall, youth report being hit by someone at school more frequently
than being hit by someone in their neighborhood. Younger boys (10–13 years old) report being hit by
someone at school more frequently than respondents in the other groups. In addition, girls report being
called names or bad things at school and in their neighborhood more frequently than boys.
1
For the juvenile arrest analysis, one PAL Center was randomly selected from each of the nine police districts in
Baltimore City (see Table 1).
14
Graph 5: Victimization from violence and aggressive behavior by age
and gender
(1=never, 2=once, 3=a few times, 4= a lot)
Average frequency
2.5
2
Boys 10-13
Girls 10-13
1.5
Boys 14-17
1
Girls 14-17
0.5
0
Hit by someone Called names Hit by someone Called names
in neighborhood or bad things in
at school
or bad things at
neighborhood
school
B. Youth Experience at PAL
The youth attend their PAL Center frequently and report a positive experience there. Overall, youth
respondents indicate that they attend PAL on most school days. In fact, over half the youth attended PAL
19 or more days in the last month (out of a possible 20 days). In general, PAL Centers are within walking
distance of home for youth. Nearly 70% of respondents note that they have at least six friends who
participate in their PAL Center.
Youth also report a positive experience at PAL. More than 80% of the youth report that other children at
PAL make them “feel good about themselves.” Over three-quarters of the youth indicate that they have
made new friends at PAL. Over half the respondents note that PAL has made them want to attend school
more often and has improved their grades. Graph 6 illustrates the PAL experience by age and gender. In
general, there are no significant differences by age and gender for the selected questions. A larger
percentage of younger boys (77.9%) and girls ( 82.0%) (10–13 years old) than older boys (61.7%) and
girls (72.9%) (14–17 years old) report that PAL has helped them to improve their grades. This difference
may be due to the fact that younger children at PAL more frequently attend homework time. Interestingly,
a greater percentage of older girls (14–17 years old) than any other group report that PAL has made them
feel better about themselves.
15
Graph 6: Youth experience at PAL
(response of "always" or "sometimes" to each item)
100
90
80
Percent (%)
70
Boys 10-13
60
Girls 10-13
50
Boys 14-17
40
Girls 14-17
30
20
10
0
Made new friends at PAL
PAL helped me feel better
about myself
PAL helped me improve my
grades
Most youth also agree that they have a strong, trusting relationship with PAL staff. More specifically,
respondents believe that the PAL staff provide encouragement, offer attention, and serve as a source of
support in an emergency.
C. PAL Relationship with Youth
The staff interviews reveal that the PAL program has developed strong relationships with youth. Youth
are regarded as bringing many skills and talents to the Centers and are involved in organizing some
activities. PAL clearly has a positive impact on the academic skills and character development of the
youth. The program, however, faces many challenges in working with the young people who attend the
Centers. These issues are further examined in the next section.
1. Youth Diversity: A wide variety of youth attend the PAL Centers, contributing to the diversity of
talents and culture. Officers discuss the good qualities they see in the young people at their Centers.
Youth are described as bright, creative, active, and open-minded. Several staff members comment on the
talent they observe in youth and how the public might underestimate the abilities of the young people who
attend PAL Centers. Young people are viewed as a Center asset.
“We have kids down here that are
physically talented, sports wise…
we’ve had some kids down here
also talented in reference to arts
and crafts.”
Although most PAL Centers predominantly serve African
American youth, officers in Centers where some racial/ethnic
diversity exists regard it as a major strength. The age and
gender diversity of PAL participants are described in the
following sections.
a. Age
As described earlier, the majority of youth who attend the PAL program are between 10 and 13
years old. Most young children leave PAL by 6pm, while many older youth remain until 9pm.
16
Some Centers have specific rules that younger children must leave the center by 6pm in order for
older teens to use the space.
While the PAL staff welcomes more opportunities for interaction between age groups, both the
arrival schedules and the difficulties attracting older youth present significant challenges. The
PAL Centers struggle with finding creative ways to maintain participation once youth move into
middle and high school. One hope is that adolescents could gain
“Every now and
valuable mentoring skills by assisting younger children with their
then, and this year
homework and use of computers. Many teens, however, may not
it’s actually getting
want to participate in PAL during the
better, they do have
hours when younger children are
“They’ll [teens]
some things for the
present. Moreover, if greater age
pop up for the
teens but what we
diversity is achieved, officers note that cooking classes
do is we try to take
they would struggle with the challenge
but most of the
them to like Cactus
of how to offer developmentally
stuff they don’t
Willy’s or a
appropriate and attractive programs
usually want to
restaurant to teach
while monitoring the appropriateness
come around for.”
them how to go out.”
of the adolescents’ conversation in the
presence of younger children.
b. Gender
Although girls in elementary school are active participants at PAL Centers, recruiting and
retaining older girls has proved difficult. Staff notes that some teenage girls tend to come into the
Centers with the younger children but leave when the younger kids go home. Parents may prefer
not to have their daughters out after dark. Other adolescent girls come to the Centers only on
evenings when they know that boys will come to play basketball. Some parents reinforce these
attitudes by allowing them to come only when there is a basketball game. Other parents feel that
the girls could be doing something positive at home instead of going to the Center.
Many of the Centers discuss their efforts to initiate activities that would be of interest to girls,
particularly older girls. Suggestions range from dance and home economics classes (e.g.,
cooking, sewing) to arts and crafts classes.
Several officers explain the importance of having a female staff member who can lead more
female -oriented activities such as Girls Scouts, doing hair and nails, dance classes, sewing
classes, and cooking classes. Female staff also could initiate and mediate female -only discussion
groups and provide mentoring. In one Center, the female participants developed the idea of
having a girls-only club. The Program Coordinator, the Lead Police Officer, or the Community
Service Officer facilitates discussions with the girls around a variety of topics including ways that
the Center can be more “girl friendly.”
One male officer explains:
“To have a female around, whether it be a female Program Coordinator or a
female officer, it's very necessary in dealing with the kids because being a
grandfather and a father, and dealing with certain things with girls and
daughters, I do not wanna deal with those things. I do not wanna be the one to
explain certain things to girls of why certain things are happening. So I feel very
uncomfortable in doing that. Even though I raised daughters myself.”
17
Some of the officers mention that in comparison with younger girls, teenage girls are less open or
flexible with new activities. In addition, staff members note difficulties in maintaining healthy
boundaries in terms of what is considered to be acceptable social interaction between teenage
boys and teenage girls.
2. Youth Recruitment and Retention: Most youth live in the neighborhood where their PAL Center is
located, and other children introduce them to the center. Parents also play an important role in
recruitment. Some Centers distribute fliers and memos to parents to advertise the PAL program.
“But there's some kids that you notice
that they won't come in from high
school are the ones who really don't
care about their book report, they don't
care about their grades, they don't care
about whether you show up in school,
they don't care about their college
education. Those are the ones you
wish you can get a hold of, but you
can't hold…”
The major recruitment challenge concerns attracting
adolescents, particularly female teens. Many older youth
are not interested in participating in PAL when younger
children attend. In addition, some teens are not
comfortable with the police affiliation. While more
adolescent boys participate in the evenings at the sports
facilities, teen girls are less interested in the activities
available at PAL. Officers also say that the youth who
may be most in need (such as those most likely to drop
out of school) are not the ones who are attending the
Centers.
3. Youth Involvement in PAL Activities: By offering a variety of activities, educational opportunities,
and social interactions, PAL plays an important role in the life of the youth who attend its Centers.
Officers view PAL as clearly having a positive impact on
“They have been around other
youth.
cultures, so it’s kinda like when you
take them somewhere, it’s not like
For their part, the youth at PAL take the initiative and show
this big culture shock all the time….
interest in participating in PAL activities. As Graph 7
They can go somewhere else and
shows, 80% of males and females are involved in organizing
get along with everybody and not
PAL activities always or sometimes. In general, older girls
feel like they’re out of place all the
(86%) and younger boys (83%) indicate higher involvement
time.”
(always or sometimes) in organizing PAL activities
compared to younger girls (79%) and older boys (76%).
In addition, more than 50% of males and females are involved in directing PAL activities always or
sometimes. Younger girls (63%) and older boys (61%) indicate higher involvement in directing PAL
activities compared to older girls (46%) and younger boys (56%). This difference is statistically
significant by age for boys (p=.04) and girls (p=.01) (see Graph 7 below). Staff feels that having
participants lead various activities teaches responsibility to youth.
18
Graph 7: Youth report on involvement in organizing and directing PAL activities
60
50
40
Always
Sometimes
30
20
10
0
Rarely
Never
Boys
10-13
Boys
14-17
Girls
10-13
Girls
14-17
Youth involved in directing PAL
activities
Percent (%)
Percent (%)
Youth involved in organizing PAL
activities
50
40
Always
Sometimes
30
20
10
0
Rarely
Never
Boys
10-13
Boys
14-17
Girls
10-13
Girls
14-17
D. PAL Impact on Youth Behavior
The PAL program has a positive impact on youth. Staff members note that the program has influenced
behavior change in the areas of academic skills and character development. Though behavior
management remains an area of difficulty, the PAL program has improved the relationship that youth
have with staff, particularly police officers.
1. Academic Skills: Several staff members note that participants have improved academic skills. For
instance, many youth now focus more on schoolwork than they did when they started attending PAL.
“Definitely positive. I think just about every kid that I've known since I've been
here has grown in a positive way. Meaning like when it comes down to
education, it's like I mean because we routinely bring them in and start them with
their homework now they'll come in and they know automatically to start doing
their homework…. I mean whereas they would normally just go home and put
their books down and don't pick them up ‘til the next day it's like we're still
teaching them something.”
2. Character Development: Some officers feel that PAL Centers help with character development, as
evinced by a change in negative attitudes among youth. Individuals who attend PAL also begin to
assume more responsibility for their own
“Again, when they do go to college, you know,
actions. Some officers believe that PAL
they're semi-grown, they think…and just making
inspires youth to want to work at PAL after
good citizens, that's all it is, you're not trying to
high school or to be involved with other youth
make track star or the President of the United
programs. Officers take pride in the
States, you're just trying to make a decent
accomplishments of the PAL youth who
human being and that's it. And if you get a
attend college and come back to visit the
decent human being, then you got something.”
Centers. PAL staff believes that this behavior
serves as a role model for younger children.
19
3. Behavior Management: Behavior management is a critical task for PAL staff. Staff members note
that several youth have diagnosed behavioral issues such as
“We have a lot of kids
ADHD (Attention Deficit Hyperactivity Dis order). Some
sometimes they are on
youth are seen as simply “having an attitude,” which interferes
medication…sometimes a
with schoolwork and other activities. Other youth engage in
challenge is when a kid didn’t
aggressive behaviors that require staff intervention. Another
have their Ritalin.”
concern is the inappropriate use of negative language,
particularly vulgar and disrespectful terms.
Trust is a common theme in staff descriptions of behavior management issues. In order to manage the
behavioral issues, staff members often have to break through walls that youth impose to keep adults at
bay. Staff notes that because young people at PAL have “seen it all” on the street, they are wary of
police. In some communities and despite good relationships with PAL officers, youth do not feel
comfortable acknowledging their involvement in PAL.
Another challenge to behavior management is that the time spent at PAL is limited, and youth return to
different home environments when they leave the Center. For instance, if adolescents are allowed to talk
back at home, it is more difficult to discipline them at PAL. Staff confronts the challenges of trying to
instill alternative ways of handling arguments without resorting to fighting and violence.
Issues surrounding personal hygiene are challenging and potentially sensitive topics. Some young people
arrive at the Center dirty. Others have skin infections (e.g., ringworm and hair lice). The challenge is to
resolve these issues without placing the student in a humiliating position in front of his or her peers.
4. Relationship with PAL Staff: All the officers mention the importance of breaking down the barriers
between the youth and the staff. The officers take this task very seriously as they note that there already
is a negative perception regarding involvement with the police. Officers believe that they are able to reach
the youth and dispel misperceptions about police through communication and the development of longterm relationships.
“I've seen a lot of trust, being a police officer now for 20 plus years and working
different communities, I've seen where kids now instead of running away from me
as a police officer, they come to me and they confide in me and they trust me.
They look at me in a different role. Instead of a Gestapo role, they look at me as
being an officer, but an officer out here that's working with the kids. I've seen
improvement in the kids’ academics; their grades have gone up. In this
particular area…I've noticed a decrease in crime and just speaking with different
Commanders. And I've seen nothing but good out of this.”
The youth questionnaires also reveal that participants have a positive relationship with PAL staff. Nearly
80% of the youth agree that there is an adult at PAL with whom they can spend time and to whom they
can go for advice. Both younger girls (85%) and older gir ls (95%) report having an adult at PAL who
spends time with them. In comparison, a smaller percentage of boys (younger boys, 76% and older boys,
77%) report having an adult at PAL who spends time with them.
Both younger girls (75%) and older girls (97%) report having an adult at PAL to whom they can go for
advice. In comparison, a smaller group of boys (younger boys, 73% and older boys, 81%) report having
an adult at PAL to whom they can go for advice. This difference between younger and older girls is
statistically significant (p<.05) (see Graph 8).
20
Graph 8: Youth relationship with PAL staff
Adult at PAL is person for advice
Adult at PAL spends time with me
Strongly Disagree
50
40
30
20
10
0
Disagree
Agree
Strongly Agree
Not Sure
Boys Boys Girls Girls
10-13 14-17 10-13 14-17
Percent (%)
Percent (%)
60
80
70
60
50
40
30
20
10
0
Strongly Disagree
Disagree
Agree
Strongly Agree
Not Sure
Boys Boys Girls Girls
10-13 14-17 10-13 14-17
5. Family and Community Influences as a Barrier to Working with PAL Youth: PAL staff faces
numerous challenges in working with young people. Staff often views parents as a barrier to working
effectively with youth. Staff cites examples of parents
“They[youth] see domestics, they see
not picking up their child on time, not supervising or
shootings, they see stabbings, they
even signing completed homework, and generally
see robberies, they see fires, they
relinquishing their parental responsibilities.
see raids, they see certain things that
Another concern is the pervasive negative influence of
some people just completely numb
some communities on young people’s behavior. Officers
to… because of this it makes it hard
note that they work with the youth for only four to five
to work with them.”
hours per day, a time frame that puts limits on what they
can do to change a young person’s life.
“We’re in the middle of public
housing…within a block or two radius
you have mostly retired schoolteachers
that are in homes…the community has a
drug problem…basically teenage boys
not having enough to keep them
occupied.”
Staff also indicates that safety is a significant issue for
many of the PAL Centers, which are located in very
high crime areas. Almost every Center mentions the
likelihood of drugs and drug trafficking close by, with
others discussing even more serious issues like violent
crime. Center staff is sometimes involved in
confrontations with residents in the area who are
putting youth at risk. They work hard to keep the
perimeter of the Center safe for youth.
21
V. PAL Program Structure
The PAL Assessment Study examines several aspects of the PAL program structure and activities,
including the types and characteristics of activities, youth involvement in activities, and ageappropriateness of activities.
A. Program Structure and Activities
The Program Activity and Youth Activity questionnaires were completed by the PAL Lead Officers at all
17 sites. The forms asked about the types of activities offered, their frequency, the percentage of youth
who participate, and the level of youth involvement in PAL programs. This information, along with staff
interviews, site observations (conducted at eight of the 17 Centers), and a youth participant questionnaire,
provides a description of program structure, the types of PAL activities, program activity characteristics
(e.g., youth-staff interaction), the level of youth involvement in activities, and the age appropriateness of
activities.
1. Program Structure: PAL sites offer a range of activities for the youth. Most Centers require that
youth spend time doing homework when they first arrive from school. Approximately one or two hours
are offered at each site for homework completion, with times depending on when students generally
arrive. For example, some sites begin right at 3:15pm; others may not start until 4pm or 4:30pm. The
structure of homework time also varies among Centers. Most Centers have one room with long tables and
chairs at which students can complete their school assignments. Staff is available to answer questions or
help individual students when needed. Some Centers have separate rooms (or areas) in which youth at
different grade levels can work together in teams under the guidance of a Program Coordinator or other
staff member. After homework time, the majority of the Centers have some form of open time for games
and free play. Intramural PAL sports are a predominant activity for many of the youth, particularly males.
PAL Centers have a team for each sport, with either a formal practice session or competitive game
scheduled on most days. The typical PAL activity schedule includes homework, open play, and sports;
other on-site and off-site activities are also offered. For instance, some sites provide instruction in
cooking or sign language. Off-site field trips, including outings to museums and community events,
provide cultural enrichment and attract many PAL participants.
2. Types of Activities: As described earlier, a staff questionnaire was used to obtain more complete
information on the types of activ ities provided through the PAL program. Descriptions of these activities
were collected during staff interviews and naturalistic observations. These programs are highlighted in the
following sections. In addition, information for every type of activity is detailed in Appendix 6. Youth
participation in activities is depicted in Graph 9.
22
Graph 9: Number of centers reporting the % of enrolled youth who participate in activities
(reported by PAL staff)
14
# of centers
12
10
81-100%
8
51-80%
6
25-50%
less than 25%
4
2
sp
or
ts
ho
m
ew
ac
ad
or
k
em
ic
t
u
ac
t
o
hie
rin
g
ve
m
en
t
he colle
alt
ge
h&
p
we rep
co
ll-b
nf
ein
lic
g
tr
es
co
olu
m
m
un tion
ity
ca
ree serv
ice
re
xp
lor
ati
on
o
sp
pe
ec
np
ial
lay
ize
dc
lub
s
ar
ts
&
cr
aft
cr
s
ea
cu
tiv
ltu
ea
ra
la
rts
wa
re
ne
ss
0
a. Arts and Crafts/ Creative Arts
Arts and crafts activities, such as pottery and trips to Clayworks, are offered at all PAL sites. For
most Centers, this type of programming is available throughout the year. These activities do not,
however, draw all youth. Four sites note that 25–50% of their youth participate, and another six
sites indicate that between 51% and 80% of students join arts and crafts events. Most Centers
report that youth participate in arts and crafts on one or two days each week.
All sites offer some programming related to creative arts—music, dance, and drama—and most
youth are involved in these activities throughout the calendar year. At one site, participants are
involved only during the school year. Approximately half the sites report that youth join creative
arts instruction once or twice a week, while youth at the other Centers participate less frequently
over the course of a month. Less than half the youth participate regularly in creative arts
programming.
b. Cultural Awareness
Cultural awareness is part of each PAL Center’s program of activities. At approximately half the
Centers, more than half the youth participate in such activities, and most Centers offer these types
of opportunities throughout the school year and during the summer program. Most Centers state
that they have these types of opportunities one to three times per month; others report events are
offered less than once a month. On many occasions, field trips are used to take students to
museums, musical events, and other activities that build cultural knowledge. At other times, such
information is shared through special events and enrichment activities offered at the Centers.
23
c. Organized Sport and Fitness
Organized sports and fitness are offered at all PAL Centers. Intramural leagues for basketball,
football, and soccer are offered through PAL. Teams from each Center compete against each
other for a championship. Between 50% and 80% of the youth typically participate in these
activities. The youth who do choose to join organized athletics generally commit to the program
for the entire year. Sports programming involves youth every week, either in practice or games.
In some Centers, this activity occurs four or five times a week.
d. Homework, Tutoring, and Academic Enrichment
All youth who attend a PAL Center directly after school participate in homework time. Generally,
they bring homework assignments for the day and complete them, with students from the same
classes occasionally working together. The majority of participants seek some guidance or
checking from staff with regard to their homework. Homework time is a required activity, and it
is offered every day of the week throughout the school year.
The homework period is not the only source of academic activity in the PAL program. Tutoring
in reading and math is provided at most Centers. More than half the youth at these Centers
participate in tutoring at least once or twice a week. Approximately 40% of the youth at these
sites are involved in tutoring during the entire year, and 40% seek assistance only during the
school year. At two sites, students participate as interested or needed.
In addition to the homework help and tutoring, many sites offer academic enrichment time. This
may include special projects in subjects ranging from geography to spelling. Approximately 40%
of the youth participate in academic enrichment over the entire calendar year, and 50% of the
youth are involved in this programming only during the school year. Some Centers offer
academic enrichment time every day of the week, while the remaining sites provide these
programs only once or twice a week.
e. College Preparation and Career Exploration
While daily homework time is an integral part of PAL programming, activities that address
college and career planning are less frequent. Of the 17 sites, nine have college preparation
activities, which draw less than 50% of the youth. This low figure may be due to the limited teen
enrollment and attendance at the PAL Centers. The majority of youth involved in college
preparation activities participate one to three times a month.
Career exploration events are part of the programming at most Centers, but less than 50% of the
youth take part in them. Like the college preparation activities, programs related to postgraduation employment and career exploration are scheduled only one to three times a month.
f. Health and Well-being Skills
All Centers report that they offer opportunities to learn more about health issues. Most of the
sites report that at least 25% of their participants join the health-related activities. Centers report
that it is very likely that youth will be involved in activities that address pregnancy and pregnancy
prevention (five out of 17 sites), drug and alcohol use prevention (nine out of 17 sites), and
sexuality (six out of 17 sites). See Appendix 6 for full results. Nearly half the sites indicate that
programs targeting health skills take place one to three times a month. The remaining Centers
have health programming that occurs more frequently (one or two times a week).
24
g. Conflict Resolution
Every Center reports offering activities that focus on conflict resolution, such as teaching peer
mediation skills. In seven Centers, 81–100% of students participate in such activities. Twelve out
of 17 Centers say it is somewhat likely that they would offer such activities, and five out of 17 say
it is very likely. Most Centers offer these activities throughout the school year, and half make
them available one to three times a month.
h. Community Service
Community service activities are scheduled by six of the 17 sites. At most Centers, 50–80% of
PAL attendees are involved in these programs. Youth who choose to join community service
projects, such as community cleanup activities, typically participate over the course of the entire
year. Nearly half of these participants are active in community service projects each week.
i. Open Play/Recreation
All the Centers offer open play or recreation time, which is the most highly attended activity
offered in PAL. Approximately 81–100% of youth in at least 14 of the 17 Centers participate in
open play. It is offered year-round every day of the week, and can include anything from board
games and PlayStation to pickup basketball and pool.
j. Special Clubs
Special clubs include activities other than team sports, such as choir, band, or dance troupe. Other
interesting activities at particular sites include a chess club and a Harry Potter Reading Club. All
sites have groups to address the specialized interests of their participants. In the majority of the
Centers (93%), at least one-quarter of the youth are involved in special clubs. Half of these sites
conduct group activities over the entire year, with programs usually scheduled once or twice a
week.
B. Program Activity Characteristics
During the site visits made to the eight PAL Centers that received intensive assessment, researchers
observed several types of activities. A total of 48 activities were observed during the site visits, with a
majority of the activities including homework (35%), open play/recreation (31%), and sports (15%).
Activities related to college preparation/career exploration, community service, and health behaviors were
not observed. For the purposes of this analysis, the three most commonly observed activities are
discussed—homework, open play/recreation, and sports.
An Activity Observation Form was used to structure observations and document the presence or absence
of certain behaviors included as part of a checklist. Each behavior on the checklist is linked to a concept
that is critical to the quality of youth programming. The concept areas investigated are positive adultyouth relationships , peer support, activity structure and management, opportunities for decision
making and leade rship, and activity challenge.
Appendix 7 outlines those behaviors that are more often present and more often absent within each of the
concept areas for homework, open play/recreation, and sports activities. Negative behaviors on the
checklist are so rarely viewed that they are not included in the analysis at all. Table 5 presents the areas
that recorded the most positive behaviors observed for each concept area and provides examples for each
concept area on the checklist.
25
Table 5: Presence of positive behaviors in PAL activities
Present positive behaviors (X)= those with a higher count “yes” than “no” in observation; Absent positive
behaviors = those with a higher count “no” than “yes.”
Homework
Adult-youth relationship
Examples:
-Staff was supportive of youth who
needed extra help
-Staff actively listened to youth
Open
Play/Recreation
X
X
Peer support
Examples:
-Staff encouraged youth to cooperate
with each other
-Youth expressed positive feelings
toward each other
Activity structure & management
Examples:
-Staff was in control of the situation
-Staff did not expect too much or too
little order and control given the nature
of the activity
Decision making & leadership
Examples:
-Staff gave youth opportunities to
choose what activity or project to do
-Staff allowed youth to help with tasks
Activity challenge
Examples:
-Staff continuously moved to the next
step as soon as youth progressed
-Staff encouraged youth to push
beyond present level of competency
Sports
X
X
X
X
X
Overall, there are more positive behaviors observed regarding adult-youth relationships during sports
activities. Staff was observed supporting youth if they need extra help, checking on individual youth, and
making sure that youth meet with some success during these activities.
In the area of peer support, sports offer an opportunity to see more positive behaviors. This activity is
more likely to require teamwork among peers, and staff members are more likely to actively discourage
negative peer interactions.
During homework time, more positive behaviors with regard to activity structure and management are
observed, as staff members are more likely to use a firm yet warm management style during this activity.
26
In open play/recreation and sports, youth are observed as having more opportunity for decision making
and leadership. They can decide in what activity they want to participate, assume a meaningful role in
the activity, and lead the activity.
Finally, more positive behaviors linked with activity challenge are observed during sports. Youth
actively participate, appear to be having fun, and are less easily distracted than in other activities.
C. Youth Involvement in Activities
The percentage of youth enrolled in PAL who participate in each activity varies among Centers; however,
most youth participate in open play/recreation time, homework help, and organized sports. According to
PAL staff, other popular activities are tutoring, cultural awareness, and health and well-being (see Graph
9 and Appendix 6 for full results of questionnaire).
In general, the PAL participants are actively engaged in the programs offered at the Centers, although age
and gender seem to be important factors in the process. In most Centers, the younger children are more
likely to participate in homework time, while the older youth tend to participate in sports or open
recreation time. This age distinction varies according to the structure of the Center. Some sites offer
highly structured academic and enrichment activities for all age groups, while others serve primarily
younger children in the early afternoon and older youth toward evening.
There are varying opportunities for the mixing of age groups, and they generally seem to occur during
open play or sports. The split between participation of males and females in activities happens when
choices are offered, and it seems less important than age. For example, both boys and girls participate in
homework time and field trips. Males tend to gravitate toward sports and females toward arts and crafts or
creative arts. This is not always true, however; some females join organized sports and males enroll in the
Clay works art classes.
Youth are sometimes involved in designing the programs. At one site, for instance, they helped to
organize a fashion show. At other Centers, they are able to plan activities and special events for holiday
celebrations. Not all Centers, however, encourage youth involvement in planning and implementing
activities.
Site observations were conducted in the intensive assessment at eight PAL Centers. Researchers rated the
level of youth involvement in deciding activities and in implementing activities (very true to not true). At
most Centers youth are somewhat involved in deciding activities but less invested in implementing them.
Graph 10 depicts the rated youth involvement at the eight Centers.
27
# of centers
Graph 10: Rated youth involvement (rated by observers)
8
7
6
5
4
3
2
1
0
5
Deciding activities
3
Implementing activities
2
2
1
0
1
1
1
0
very true
fairly true
somewhat true
a little true
not true
For example, five Centers received a rating of somewhat true in response to the following statement:
“Youth were involved in deciding what activities occurred at the Center.”
Youth responses to the questionnaire complement observation findings; many participants agree that they
are involved in organizing activities all the time (41% of boys, 34% of girls). Fewer youth believe they
are involved in implementing activities all the time (20% of boys, 18% of girls). Approximately 40% of
the youth think that their ideas are listened to at PAL.
D. Age-Appropriateness of Activities
The sites vary on the age appropriateness of their activities. In general, the Centers have enough
programs for younger youth, such as board games and art projects. The majority of the youth (66.7%)
who attend the Centers are between the ages of 10 and 13. The remaining 33.3% of youth (14–17 years
old) attend the Centers after 6pm. Except in sports, the two groups have only limited interaction; even
here, the older and younger participants differ with regard to how the games are run.
Most sites lack a range of activities that appeal to teenagers. While most of the older youth who attend
the PAL programs come for sports or simply for a place to hang out after 5pm, they find limited
opportunity to engage in other activities. Some Centers are making attempts to offer programs that will
attract adolescents (e.g., teen “rap” sessions), and a few sites are now trying to include teens in the design
of these activities.
28
VI. PAL Center Staff
While PAL staff works as a team to meet the needs of youth participants, each staff member has a unique
set of responsibilities. Interviews with staff, as well as naturalistic observations, reveal some key findings
about the PAL staffing configuration, the roles and responsibilities of particular positions, and job
expectations. In addition, some of the challenges that staff faces, such as turnover, training needs, and
adolescent involvement, are reported.
A. Staffing Configuration
The normal staffing configuration of a PAL Center includes a Lead Officer, Second Officer, Community
Service Officer, and Program Coordinator. Most sites follow this staffing pattern, but the positions of
Community Service Officer and Program Coordinator are often open or not filled.
While the actual enrollment at each Center is generally between 100 and 250 youth, the average daily
attendance is far lower, varying between 50 and 80 youth. The majority of sites have a child-to-staff ratio
of 20–30 youth to one staff member. Staff members feel very stressed and frustrated because they are
committed to helping each child but believe that quality suffers due to this challenging staff to youth ratio
that often leaves them feeling overextended. For example, when a police officer or staff member takes a
group of youth to an off-site event, only one or two staff members are left at the Center to care for the
remaining young people. Most Centers included in this study are missing either a Program Coordinator
or a Community Service Officer. Their absence is particularly challenging at times when many youth
need help with homework, or a special event project requires more guidance from staff.
B. Staff Roles and Responsibilities
Interviews were conducted with staff from each PAL Center included in the study. As described earlier,
43 interviews were conducted with 16 Lead Officers, 13 Second Officers, nine Community Service
Officers, three Program Coordinators, and two AmeriCorps staff members. The interview includes
questions about their roles and responsibilities at PAL, length of time in PAL, job expectations, education
and work background, prior experience with young people, and training concerns.
1. Lead Officers: Almost all the Lead Officers report being involved in the PAL program for more than
four years. Many began as Second Officers and moved to Lead Officers at their current Center, while
others who had worked in Centers that closed were then relocated to their current post. Several Lead
Officers have previous experience working with youth, either through other job positions (special
education teacher, truancy officer) or volunteer work (sports/recreation league). A few Lead Officers
came to PAL directly from jobs as patrol officers or in the narcotics division.
“I believe I am somebody to blame if
something don’t go right.”
“Lead Officer is normally the one that
goes to the PAL meetings and brings
back the information.”
Lead Officers interact with youth, coach sports teams, and
participate in skills development activities. When
describing their roles, most Lead Officers also include
their leadership and administrative tasks. Lead Officers
report that they are responsible for the overall
management of the Center and any interactions with PAL
headquarters. If there is a crisis, they are the point person.
29
2. Second Officers: The title of Second Officer is sometimes unknown, even to those in that position. In
fact, one interviewee notes that Second Officer is more of a title than a role designation. The length of
time Second Officers have been in PAL ranges from one to seven years. Many of these officers have
previous experience with other youth development
activities, like those offered by the Baltimore City
“Probably a little bit of everything from,
you know, assisting with homework to
Department of Parks and Recreation. The role of
doing sports to mentoring.”
Second Officers varies from helping with homework
and coaching sports to planning special events and
“Well we switch roles here, so it’s like
completing some administrative tasks.
sometimes [name Lead Officer] does
Second Officers also were observed participating in
the attendance report and the next
almost all the activities involving the youth. When the
month I’ll do it.”
Lead Officer is absent, the Second Officer becomes the
primary decision-maker.
3. Community Service Officers: The Community Service Officer (CSO) has taken some polic e academy
courses but does not carry a weapon. The position is designed to support community patrolling and
services, without requiring individuals to become full-fledged
police officers. In PAL, a CSO has many of the responsibilities
“The CSO actually does
that the police offic ers have, such as helping students with
basically everything, you
homework, coaching sports, and transporting youth to off-site
know, the officers do.”
events and field trips. The CSO interviewees report serving in
PAL for four to five years. Some of these officers have
“I participate academically
attended college or completed colle ge degrees. The CSOs
with the kids, help tutor, set up
complete many of the same tasks as police officers but with
certain programs.”
somewhat less administrative responsibility.
4. Program Coordinators: At the time that the study was conducted, the PAL Centers were staffed with
Program Coordinators who reported to PAL Inc. With the dissolution of PAL Inc. (the nonprofit arm of
the program), the Program Coordinators now report to the police department. All Program Coordinators
were hired by the civilian arm of PAL and were supervised by
the PAL program director. The Coordinators who were
“I assist the officers in anything
interviewed report working in PAL between one and three years.
they need, make plans for the
Several Coordinators are currently college students; one studies
children, their activities, what
early childhood development, another is in the field of social
they should do.”
work. Program Coordinators create the activity calendar.
“Each program coordinator
has their own agenda, for
Program Coordinators generally have influence on the schedule
certain months we have to
of events and communicate with headquarters about certain
follow a stricter theme [of
themes that are being used throughout the PAL program. They
activities].”
also participate and interact with youth during activities.
30
5. AmeriCorps Staff: One PAL Center has a cadre of AmeriCorps staff assisting with youth programs.
These staff members receive stipends and credit toward a college education for working in the PAL
program. Generally, they are involved in PAL for a very short period of time and have a certain number
of hours to complete as part of the program. Their role includes providing support during homework,
enrichment activities, and sports. They are usually involved in supporting all the activities at the Center,
with a special focus on academic tutoring and support.
C. Staff Job Expectation and Recruitment into PAL
Reports from PAL staff vary with regard to whether their job meets their original expectations of the
position. In some cases, staff says that their expectations match the realities of the job. Others note,
however, that they have more responsibilities than they anticipated.
“In terms of the mentoring stuff, the safe haven stuff, and the educational
part…yeah I expected that…in terms of some of the maintenance and stuff like
that, no.”
“Well when I first came it was basically to help children…but when I got here it
was more than I thought because we are not just the role of police staff, but we
also sometimes fit the role of parents, doctors, and psychologists…it’s more on
the plate than I expected.”
Some police officers and CSOs were recruited into PAL after
working on patrols or in a community police center. Other
police officers and most Program Coordinators applied in
response to a job opening.
Many of the reasons staff members choose to work in PAL
stems from their love for working with youth and their belief
in using the program to prevent problems.
Although staff works in PAL for a variety of reasons, a
recurrent theme is the commitment to helping children.
“I grew up in a rec center and
that’s what kept me off the
street…I am just doing the same
thing somebody did for me.”
“When I was working patrol, I
used to see kids, try to talk with
kids, chasing kids…so that’s one
of the reasons why I really came
back up here to help out.”
D. Staff Turnover and Morale
“ I find that it kind of works better
when you keep the same people
at the same place, especially
when you’re working with the kids
because the kids they become
attached to you and get to know
you.”
Staff turnover is an important issue that affects how Centers
function and influences staff morale. PAL staff discusses not
understanding why they or other officers are transferred
between Centers. Some officers have been shifted two or
three times in five years; promotion is a cause in only a
minority of cases. While some staff members do not view
turnover as a major problem, most voice concern that turnover
disrupts bonds that youth have forged with officers, thereby
reinforcing feelings of mistrust and loss.
31
Some staff members note that staff transfers have an impact on families as well as the youth.
“The real strong base for PAL is community relations and stuff like that and
community getting along with the people that work here, and when you have that
and you have somebody that’s been here for so long and for them to just get
uprooted and move, you know, it took a toll on everybody…the kids, the parents,
us.”
As described earlier, the PAL Center configuration consists of a Lead Police Officer, Second Police
Officer, Community Service Officer (CSO), and Program Coordinator. Most often, staff members
describe an overlapping of roles between police officers, the CSO, and the Program Coordinator.
Teamwork is a major theme describing how officers work together in Centers. Workload is generally
allocated according to the number of staff and the interests and talents of individual officers. Officers who
enjoy sports tend to take charge of the athletic activities, while those who enjoy the arts lead arts and
crafts. Working conditions among the staff are generally reported as positive.
Despite the issue of turnover, staff members report having high morale, due in part to their confidence in
their skills, which allow them to be effective with children and youth. They express pride in their ability
to work with young people. PAL staff members report that they want to have an impact on the lives of
young urban children and youth.
PAL staff would like to serve as positive role models and make a difference. The experience of growing
up in poor city neighborhoods creates a natural bond between staff
“I grew up in a
and children. These staff members have firsthand experience in
neighborhood like this. I
the types of neighborhoods where PAL Center participants live.
know what it is like… I want
They express a desire to give back to the community.
to make a difference.”
Working with youth in PAL Centers is viewed as a preventive
intervention that will ultimately influence the adult criminal justice system. By engaging young people in
meaningful activities, including academics, police officers see themselves as potentially changing the life
trajectories of the children in their Centers.
E. Adequacy of Staffing
Despite a team approach to work, staff expresses feelings of being stretched thin due to limited help,
particularly at the larger PAL Centers.
“Sometimes I feel like we’re
short staffed…if there’s 50-60
[youth] in here, it’s almost
impossible to keep them
controlled and help check
homework all at the same
time.”
Some staff members mention that they work longer hours at the
Center during the week due to understaffing. Others note times
when they work on weekends. A primary concern voiced by all
staff is the challenge of providing one-on-one assistance with
homework, especially for the younger children. They report
staff-to-student ratios of 1:30 on a usual basis but up to 1:50 and
even 1:60 at the extreme. Often they feel stressed and frustrate d
because they are committed to helping each child but believe that
quality suffers due to shortage of staff.
Staff would like to offer activities that would attract girls (e.g., African dance) or older youth (e.g.,
computer technology, job training). The roadblock to creating extra programs like these is the lack of
32
adults to supervise the younger children. Volunteers are difficult to recruit, and only a few Centers
specifically discuss having adult volunteers to help with activities.
F. Training Needs
1. Academic Needs: Training in how to teach academic subjects is the topic most frequently mentioned.
Staff members express an interest in working closely with classroom teachers around homework and
special assignments. Since academic activities are a
“I look over their homework to make
priority in PAL Centers, staff wants to feel adequately
sure that it’s right but sometimes, I
prepared to help young people with their homework.
don’t know… I mean it’s a long time
since I was in middle school.”
The academic needs of youth in PAL are so high that
more help with tutoring and homework is essential. Staff
feels poorly equipped to explain material to children who are very far behind their grade level in reading
and math. Frustration and apathy in youth are sometimes a result of simply not being able to read and
being embarrassed to admit this inability to the staff. Staff recognizes that they must notice these cues to
assist the child.
2. Behavior Management/Mental Health Skills:
Specialized training in working with children with
Attention Deficit Hyperactivity Disorder (ADHD) is
recommended. Some staff members are ill-prepared
to deal with managing emotional outbursts and
distributing children’s medications. While staff does
want more information about these topics, they also
recognize that they need outside help.
“Some of the kids, and I’m seeing it
more and more, some of the kids that
we get have problems that are
beyond our scope. I’d like to see
some sort of relationship with social
worker or therapists.”
3. Working with Older Youth: PAL staff would like more information about how to work with
adolescents and how to meet their unique needs. Staff notes that help in designing programs that would
attract and retain older youth is welcome. Another issue for older children is that asking for help can be a
challenge, as they may be trying to maintain an impression of being “rough and tough” and yet may need
to admit that they are unable to use a computer, for example.
4. Recruiting Parent Volunteers: PAL staff indicates that they would like help in recruiting parent
volunteers and engaging parents on a more consistent basis. Some note that their efforts thus far have
failed, and they would like to learn creative strategies for parent outreach.
33
G. Other Needs
Other needs that are mentioned by some officers include assistance with grant writ ing and obtaining
information and training on the developmental needs of younger children.
1. Adolescent Involvement: The task of involving adolescents presents a unique challenge. Staff
members discuss the possibilities of involving youth, particularly in making decisions about
programming. They note that teen involvement in planning and organizing programs has led to increased
participation. These projects include dances, visits to other PAL Centers, job training, sports tournaments
off-season, and a girls club. The REAP (Reading, Education and Prevention Program) initiative is a good
opportunity for high school students to educate their peers about the negative effects of drug use.
Staff members realize that the youth coming to the Centers are tired after a full school day. Beyond the
responsibility of completing homework, they need time to relax. This issue is particularly pronounced for
the older children.
34
VII. The PAL Center Environment
The PAL Centers vary somewhat in the adequacy of their indoor and outdoor spaces, cleanliness and
safety of their environments, and adequacy of their materials and furnishings. These topics are explored
in the next sections.
A. Adequacy of Space
1. Indoor Space: A majority of the Centers have adequate space for conducting the various activities.
The sites usually have one large room for both homework time and many of the open recreation
programs. Some Centers use a traile r or several small classrooms for these activities. In addition, many
sites have a gym for indoor sports. Freestanding PAL Centers usually have less available space than
those attached to a school or community center. The programs that have limited room find creative,
efficient ways to use the available space. Staff mentions the disparity in space between Centers and the
lack of space that prevents separation of groups and preparation of meals.
“We don't have any storage space, we
don't have a kitchen to prepare some
meals or show some of the teens how to
prepare a meal, and it's beginning to
affect us in a sense that we feel that
someone should know what's going on
here. Maybe they [PAL] do and don't
care, maybe they don't know, but I feel
they should know because every week
they get a report to determine what we
need here.”
Other Centers view the lack of indoor facilities as a
deterrent for recruiting older youth. Often the only
basketball courts or playing fields are blocks away
from the PAL Centers in dangerous neighborhoods.
The distance prevents adolescents from playing
outdoor games like basketball and presents an
obstacle for attracting older boys.
Complaints also arise about insufficient numbers of
computers and the condition of the existing
equipment, which precludes their use by many kids
for activities beyond homework.
Staff comments on disparities in opportunities and resources between the neighborhoods where the youth
live and other, wealthier areas in Baltimore City. Seeing the disparities creates resentment and is a cause
of property destruction.
2. Outdoor Space: While most Centers are able to
implement their programming in the indoor space that
is open to them, the sites vary, depending on their
settings, in the sufficiency of their outdoor areas.
Some Centers have minimal room for outside
activities and benefit from going to other places for
organized intramural sports. The sites that are
connected to schools or community agencies often
have playground equipment and a basketball court for
the youth. The few sites that are situated in busy
commercial areas, rather than located near residential
areas, are less able to offer outdoor space for play.
“And it needs to be more activities and
more things for them out there so they
can have experiences like their other
peers do, and that's what makes some of
our kids jealous and mad because they
go to certain areas and they see kids got
wonderful basketball courts and
wonderful playgrounds and this, this and
this, and now they're angry, they throw
paint at it, or mark it up, because they
don't have it, and you just gotta
understand that's a kid's mentality.”
35
B. Cleanliness and Safety
With few exceptions, the Centers seem to provide a safe and sanitary environment for their participants.
Researchers rated the level of cleanliness and safety of the PAL Centers (very true to not true). Graph 11
depicts the level of Center cleanliness and safety as observed by researchers.
# of centers
Graph 11: Rated observations of cleanliness and safety (rated by observers)
8
7
6
5
4
3
2
1
0
5
2
1
0
very true
0
fairly true
somewhat true
a little true
not true
For example, two Centers received a rating of a little true in response to the following statement, “The
materials and furnishings were of good quality and inviting to youth.”
The inside of the Centers is fairly tidy, but the bathrooms often are observed as run down or dirty. Some
of the Centers are located in quieter school and residential areas and have a climate of greater safety. At
sites that are set near busy streets, the safety of the participants is a concern. Some sites have limited
external light, a situation that creates a potentially dangerous environment for youth as they leave the
Center at night. The staff is generally attentive to the safety and health needs of the youth. First- aid kits
are readily available in most of the sites.
C. Adequacy of Materials and Furnishings
1. Materials: Some sites do have new resources such as a television or computers that have been donated
by local foundations or other organizations. Across most sites, one deficiency is the lack of adequate
reading materials. The library or reading room areas often have a limited supply of novels and reference
materials for schoolwork. In addition, the books and magazines tend to be significantly outdated.
2. Furnishings: Some of the sites have tables and chairs that are unwieldy, and many Centers have
recreational equipment that has signs of long-term wear and tear. Most of the sites have vending
machines, which youth readily use, but the machines have very few food and beverage options that are
considered healthy. Frequently, youth do not have the money to buy snacks. Some sites do have a formal
snack time with food that is donated, but the quality of this snack is highly variable. For example, one site
did not have any juice for youth while another site had a limited supply of food. Staff notes that having
some type of food or snack available to all participants is essential, given the length of time that youth are
present in the after-school program.
3. Building Conditions: While space and the availability of materials are critical issues, staff also
contends with deteriorating conditions at their facilities. The buildings used by PAL are often quite old
and run-down. Since it is difficult to get assistance in a timely manner, staff members often have to make
repairs and do maintenance for their own Center. Lack of heat and air conditioning, a poor electrical
36
system, crowding, rodent control, and plumbing failures are among the structural problems that
compromise the quality of the Centers’ work.
4. Heating and Cooling Systems: PAL staff note that they have difficulty in winter months with
insufficient heat and in summer months with a lack of air conditioning, which makes indoor activities
unbearable.
“… maintenance, that's a challenge. Like last month we didn't have any heat. And just
trying to get into work and we bring all the kids and use the space heater. It gets cold.
During the summertime, the air goes out a lot. And a lot of times we're in here sweating.
It's a challenge.”
5. Electrical System: An inadequate electrical system affects the maintenance of appliances and limits
the ability of PAL staff to engage youth in many activities, such as computer or audiovisual work.
“I mean, coz the building is so old, when this building was built they weren't expecting
all this electronic equipment and stuff to be in here… like to have eight computers
running at the same time, a stereo system and three air conditioners and a stove and
freezer and a refrigerator.”
6. Crowding: For some Centers, limited space prevents enrollment because of overcrowding.
“More space…when we have students sign up, parents be lined up around the block and
we have to turn down some people, I think that’s unfortunate.”
7. Rodents: Most Centers have to deal with maintaining cleanliness and eliminating rodents. It is very
difficult to offer an inviting place for youth and families when this is a problem.
“Yes ma'am. Rodent problems, very much so was an issue, a heavy issue in the area. In
the back where we located very untidy and had trouble dealing with the battle of the state
and city because the school is state -run and we are a city facility.”
8. Plumbing: One of the roles that PAL staff does not anticipate prior to starting work in the PAL
program is that of serving as plumber. Many note that plumbing is a skill that they must learn because
maintaining bathrooms is a significant problem.
“And we actually had a huge flood here the first summer I was here coz the pipes in the
bathroom actually were rusted out and blew like one of the main water pipes, and just
flooded the whole Center out.”
37
VIII. PAL Relationship with the Community
The relationships that PAL Centers have with parents, volunteers, and other community members are
important. Issues such as family perceptions of the PAL staff, parent engagement, volunteer involvement,
and community influence are critical challenges to the PAL program. These topics will be described in
the following sections.
A. Family Relationships with PAL
1. Staff Comments on Family Perceptions of PAL: During interviews, PAL staff describes their views
on how families perceive the PAL program. A discussion of staff perspectives on family views of police
officers and the PAL Center environment is offered in the next sections.
a. Views on Police Officers
Many of the neighborhoods surrounding the PAL Centers are resource-challenged. Interaction
with the police is sometimes a negative experience. The PAL program offers families and youth
an opportunity to interact with police officers in a non-confrontational, safe environment. These
police officers are in the community all the time rather than arriving in the neighborhood only
when a crime is committed. Many PAL officers believe that parents view the police more
positively because of the PAL program. Police officers are seen as human beings instead of
unapproachable authority figures. They also are viewed as non-threatening people who can have a
positive influence in the lives of children.
While staff reports that some parents have more
“There are parents that I know
positive views of PAL, staff also notes that tension
that perceive us, through the
remains between some parents and the PAL officers.
experiences that they had with
Emotions are strong and community perceptions run
police and most likely if they
deep. Some parents are unable to let go of their
had any experience with police,
negative feelings toward the police based on their prior
it was bad….So they don't, you
experiences. Not surprisingly, this distrust affects the
know, they don't wanna hear
relationship between the PAL officers and families.
anything that we say to them
For example, parents may be less willing to participate
...they'll take offense.”
in Center activities, or even to allow their children to
participate in the program. It also affects
communication between the officers and parents. PAL Staff notes that some parents are less
willing to hear comments about their children because they simply do not trust police officers.
This challenge is one of many for the officers to embrace as they view the task of increasing
positive attitudes toward police as a job responsibility.
b. Views on PAL as a Safe Environment
PAL Centers offer a safe and free place for parents to send
their children after school. Many parents work and are
unable to provide supervision for their children. PAL is an
after-school program that is safe for youth, and parents feel
secure knowing that their children are protected from
harm. PAL Centers also are safe places where parents can
send their children to gain some time away from the
demands of childcare. Some youth come from
disadvantaged homes, where their parents are unable to
“You know, this is a place
where you can really see
police for who they are. Once
they do, they see us as
regular everyday people that
they can really have fun,
enjoy themselves with, which
a lot of times they don't see
police at.”
38
provide the emotional warmth and positive reinforcement the child needs for healthy
development. Given awareness of the multiple reasons why a youth may be participating in the
program, police officers view their role not only as supervisor and mentor but also as a nurturing
additional parent.
Other community members also appreciate the fact that PAL officers are directly involved in
neighborhood safety issues. Officers share stories about their interventions with drug dealers and
prostitutes working in the area. They discuss acting as a mediator between community members
and other police officers. Staff members note that for many community members, having a PAL
Center in the neighborhood means having police officers to respond to problems.
2. Parent Engagement: The PAL Centers are part of their respective neighborhoods, but in many cases,
they have limited connection with families and with the community. For example, families are not
particularly involved in Center activities. At some Centers, parents drop off and pick up the younger
youth, but at many other sites, no parents are observed at all. In a few Centers, parents volunteer to drive
youth to off-site activities. At a couple of sites, one or two parents conduct classes in exercise or dance.
Family involvement is cited as an area of particular concern by most PAL staff. PAL officers and other
staff comment that the many attempts to include families in Center activities have yielded little success.
Furthermore, most Centers are quite frustrated because they have not seen parents since the initial
enrollment of a child in the program.
“We like having the parents come
up every now and then. Like
Ms.(name of parent), she’ll pick
up her kid, she works, but she
don’t just pick her kids up and
leave, she’ll sit around she may
play a pool game or she may
help somebody.”
Some PAL Centers are more successful than others in their
efforts to get parents involved in the program. Even if parents
do not become volunteers, staff attempts to interact with them
on a regular basis when they drop off or pick up their children.
Some Centers have positive plans for parent outreach or even
parents who volunteer.
PAL officers understand that the lives of parents are busy.
Many parents work all day and sometimes all night. They
simply do not have time to give to the Center. Other parents
are struggling with substance use problems and may not exert the most positive influence on their
children. Some parents simply do not wish to be involved in the Center because they view the program as
an opportunity away from child-rearing duties.
A few Centers have been able to engage parents. Staff in
these Centers talk about adults who willingly participate in
the PAL activities and support the staff in their effort to
reach youth, but they are unclear about why it has not
worked better. PAL has tried many things to increase
parent involvement, ranging from pleas for more parent
volunteers to theme nights (e.g., Halloween party), Back to
School nights, spelling bees, talent shows, sports
instruction, and fairs (e.g., health fairs, job fairs). Some
parents are willing to help out for special events, but
engaging them in ongoing center activities is difficult. In
many cases, PAL Center staff never meets a child’s parent.
“I’d like to see more parents
involved…. I don’t even know the
parents of some of the children. Even
when we’ve made it mandatory, you
can’t come here unless your parent
brings the application back, so we
meet them for two minutes and then
we never see them again.”
39
B. Volunteer Involvement
Volunteer involvement is even more limited at the PAL Centers. A few sites have some volunteers, but
their time is not always consistent. For example, one Center in the study has volunteers from a local
university who offer tutoring assistance for the youth. Another site has volunteers from high school, who
work with the youth on homework and computer activities. The PAL staff note that more volunteers
would enhance their ability to serve more youth with a variety of programs and would offer more time to
help students individually with academic skills. Graph 12 depicts the family and volunteer involvement at
eight of the 17 PAL Centers as observed by the research team. Appendix 2 details the study questions
used by the observers.
# of centers
Graph 12: Family and volunteer involvement (rated by observers)
8
7
6
5
4
3
2
1
0
4
3
Volunteer
2
2
1
0
Family
2
1
1
0
very true
fairly true
somewhat true
a little true
not true
For example, two Centers received a rating of fairly true by observers in response to the following
statement: “Families were observed being involved with the Center.”
C. Community Relationships with PAL
The PAL Centers have varied associations with community organizations, including schools. Some sites
are physically linked with schools or community agencies. These Centers are able to gain access to the
resources (e.g., use of the gym) of these community sites. This relationship is not unidirectional. Some
PAL sites also are seen as a meeting place option for community groups when the program is not in
operation (e.g., after-hours and weekends). A few sites partner with community foundations, which then
donate space (e.g., trailer) and equipment (e.g., computers) for those Centers. Many sites, however, do
not have the benefit of this type of arrangement, and staff notes the lack of adequate facilities as an
important area of concern.
The community’s awareness of PAL, the PAL relationship with schools, and the PAL program’s impact
on the surrounding community are described below.
1. Community Awareness of PAL: Most officers think that the community is aware of PAL, although
many feel that more needs to be done to advertise their Centers. Outreach efforts have included fliers,
announcements at local church services, and word of mouth. Staff is constrained by lack of both time and
financial resources. They would like to do more, but they are unable to take the time to go door-to-door.
They also do not have the money to launch an advertising campaign. For example, a few staff members
suggest that a television commercial would be an effective way to heighten awareness of all PAL Centers.
40
Several Centers are not equipped to address all the community’s expectations. The time and energy
demands of running the PAL Center reduce the amount of time that officers can spend directly involved
in the community. These officers share their frustration about competing expectations. Their primary
responsibility is to serve the needs of the youth, but some adults want the officers to intervene in
community problems that may be multiple blocks away. Since they cannot be in two places at once, the
officers feel torn.
2. PAL Relationship with Schools: PAL staff members express their commitment to the academic
success of the children participating in the PAL program. School achievement is seen as a necessary step
to achieve life success. In order to support the
academic endeavors of PAL youth, many officers
“We [PAL staff] can go over there and see
talked about collaborating with the teachers and
the teachers directly and sit in their
principals at nearby schools. Some Centers hold
classroom and see exactly what the
regular conversations with school professionals
teacher's teaching them and if they're
about the children’s homework assignments and
picking up on it, are they sitting too far in
classroom behavior. The staff involvement with
the classroom, do they have a sight
the schools also sends youth the message that the
condition, do they have a learning
officers are interested not only in their
disability, are they on medication.”
participation at PAL but also in other aspects of
their lives.
3. PAL Impact on the Community: In addition to its impact on youth participants, the PAL program
influences the surrounding communities. The topics of community support and community service are
described below.
a. Community Support
Involvement of community organizations is varied, with some PAL Centers receiving strong
community support and financial assistance via sponsors, while others have minimal or no
affiliation with community partners. Sponsors often are wealthy individuals or companies
wishing to donate money to an organization that is involved in
“The community…they
positive youth development.
care about this area and
you know they help us,
PAL Centers have a positive impact on the community. In fact,
they got a grant for us to
some officers report massive community support when a few
take some trips, you know
Centers were threatened with closure. Though the community
take the kids on a couple
may not be integrally involved in everyday activities, they do
of trips and buses and
appreciate the presence of the Center and the officers. PAL
all.”
Centers are seen as playing a key role in keeping the
community safe by offering the youth an enticing alternative to simply “hanging out on the street
corner.” At PAL, youth are participants in positive activities rather than crime.
A majority of staff members believe that the community
views the PAL Center positively. In fact, they think that
the community would be angry if there were ever an effort
to close down the PAL program. They report mostly
positive comments from community members. It is rare
that staff mention difficulties with community residents or
organizations.
“They're [the youth] basically
here during the critical times
of the day as far as juvenile
victims or juvenile crime.”
41
The community also shares resources with the PAL Centers, and most staff members report good
rapport with community organizations. Two Centers are either connected or directly adjacent to a
public school, and they try to build positive relationships. Others are co-located with other
community programs or receive financial and in-kind donations.
“I think they embrace it because of the fact that … the kids have somewhere to go
other than just standing outside, standing on the corner, making all kinds of
noise all night.”
In most cases, PAL Centers are linked to their community via neighborhood associations or other
organizations. In addition, PAL staff report that the community views them positively as a
resource for their children.
“We try to partner with the schools, to let them know that we’re working with
them, the parents, to try to make the kids successful.”
b. Community Service
PAL Centers also are directly involved in efforts to keep the community clean. The officers and
the youth coordinate and/or participate in a community clean-up day. For example, one Center
has a “drop-off day,” where community members are
able to drop off large, oversized objects for disposal.
“We just don't wanna improve
Centers also may support or host a community event.
the kids themselves, we try to
One Center discusses offering a community vegetable
improve the community in
garden where members are encouraged to pick and
which they live. So, whatever it
take home all the vegetables. Some officers feel that
takes to do that, then that's
by enhancing the community environment, the lives
what we try to address and do.”
and opportunities of the youth will be improved.
Some Centers allow other community organizations to use their space. Church groups, local
political organizations, and other groups have been allowed to hold meetings at the Centers.
Youth groups are encouraged to come in and use the Center facilities. Some people offer
volunteer hours in exchange for permission to use the space.
“At least once a month…the community comes in or some of the local area
councilmen have meetings in here to discuss the area problems, concerns [and]
we have senior aerobics here with the community coming twice a week.”
42
IX. Conclusion
The Assessment Study reveals several areas of strength in the PAL program, that follow the features of
successful youth development initiatives (see Youth Programs section). By encouraging the youth to
organize activities, the program reaffirms that its participants are individuals of worth. Other aspects of
effective youth development programs, including community ownership and community involvement, do
raise many challenges for the PAL Center.
The following sections summarize the findings and the issues that emerged from the PAL Assessment
Study according to the five broad content areas:
•
•
•
•
•
Youth and Their Relationship with PAL
PAL Program Structure
PAL Staff
PAL Center Environment
PAL Relationship with the Community
The characteristics of PAL that address the best practices of an effective youth development program also
are highlighted.
A. Youth and Their Relationship with PAL
Most youth attend PAL every weekday. The majority of the youth that PAL Centers serve (66.7%) are in
elementary or middle school. The youth who participate in PAL are committed to the schools they attend
and rarely miss any school. The respondents also have high educational aspirations and want to complete
education beyond high school.
Youth who attend PAL do report engaging in risky health behaviors. For example, nearly 40% of older
girls (14–17 years old) reports drinking alcohol in the past month. In addition, over 30% of youth
respondents report having had sex in the past three months.
Overall, staff at the PAL Center has good relationships with the youth. Nearly 80% of the youth agree that
there is an adult at PAL with whom they can spend time and whom they can consult for advice. PAL also
has a positive impact on the academic skills and character development of the youth by providing time for
homework and various community service activities.
One major challenge in the PAL relationship with young people is how best to recruit and retain
adolescents. Developing and staffing programs that are attractive to older adolescents, particularly older
girls, pose particular concerns. Though most Centers, at the time of this study, had their full complement
of police staff, PAL officers are stretched in terms of having enough individuals to run programs that
meet a diversity of youth needs.
Staff is quick to recognize that PAL participants are individuals of worth. They point out the talents
of the young people as well as a motivation to involve youth in planning activities. Similarly, youth
participants also report organizing PAL activities. They indicate, however, less involvement in directing
PAL activities.
The energy, intellectual curiosity, and promise of these youth and children are major factors for job
satisfaction among PAL staff. Issues around behavior management, negative community influences (e.g.,
43
drugs and crime), and working with children and youth who have academic problems are viewed as
significant challenges.
B. PAL Program Structure
In general, PAL Centers do not differ much with regard to program structure, staffing, and level of youth
involvement. PAL employs a broad approach and focuses on many aspects of youth development. A
variety of program components are offered in all programs, with the three core elements being homework
help, open play/recreation, and organized sports. Other activities such as arts and crafts, conflict
resolution, cultural awareness, and health and well-being sessions are also available, with varying degrees
of frequency, at almost all Centers. Some of the Centers offer unique activities depending on the interests
of the youth and the talents of the staff. Such examples include DJ classes, dance classes, sign language
lessons, and a Harry Potter reading club.
The PAL participants are actively engaged in the various programs offered at the Centers, with age and
gender being key determinants of their choice of activities. In most Centers, a majority of those in the
younger group are more likely to participate in homework time, while older youth tend to choose sports or
open recreation time. Age distinctions vary according to the structure of the Center. Some sites offer
organized academic and enrichment activities for all age groups, while others serve primarily younger
children in the early afternoon and older youths toward evening.
Most sites struggle with the developmental appropriateness of activities, particularly for older youth.
The PAL program lacks a range of activities that appeal to teenagers. While most of the older youth who
attend the PAL program come for sports or simply for a place to hang out after 5pm, they find limited
opportunity to engage in other activities. Some Centers are making attempts to offer programs that will
attract adolescents (e.g., teen “rap” sessions), and a few sites are now trying to include teens in the design
of these activities.
C. PAL Center Staff
At the time of the study when PAL Inc. directed most of the PAL activities, the staffing configuration
throughout the PAL Center was, for the most part, consistent, with a Lead Officer, Second Officer,
Community Service Officer, and Program Coordinator employed at a majority of Centers. Several
Centers had either regular volunteers or AmeriCorps staff, but this additional staffing is the exception.
PAL staff members are highly committed individuals, who place foremost the well-being of the young
people they mentor. Staff also focuses on the need for prevention; they view their work with youths as
a critical crime prevention activity.
While the benefits of working with youth encourage PAL staff to remain in their positions, they are often
discouraged by long hours engaging in activities that may include the maintenance of buildings,
community outreach, and weekend events. Staff does not always understand the reasons for being
transferred between Centers. A variety of other challenges are reported by staff in terms of their ability to
operate the PAL program at an optimal level. Some staff members cite such issues as lack of resources
and limited space; others note the difficulty of running the program with only four staff members. In
many cases, staff was concerned about the high level of academic and behavioral needs of the children,
which present difficulties. While staff members affirm that their training opportunities are adequate, they
believe the program needs expert resources in child behavior and academics. Many say that they would
like to see a mental health consultant and more academic tutors available to the program. Some officers
reported that lack of resources and limited space impedes their ability to run effective youth-oriented
programs. In addition, PAL staff reports that the program would benefit from strategies for developing
close relationships with teachers in the schools attended by PAL Center participants. Others would like
44
in-service training in how to improve community involvement, such as how to engage families and
volunteers in the program.
D. PAL Center Environment
The PAL Center environments are fairly similar in that many of the sites have large open rooms for
homework and recreation, with an indoor gym area for sports. Some of the Centers have computer
rooms/libraries and arts and crafts rooms. Though a few of the smaller Centers are tight for both indoor
and outdoor space, almost all PAL Centers have adequate outdoor space for sports and recreation. The
lack of quality furniture and materials is an issue in most of the Centers, with much of the equipment
looking worn and in some cases unusable. With the resources they have, staff works hard to make the
Centers inviting to youth. In all cases, staff spends time working to ensure that the PAL environment is
safe and sanitary. Many of the buildings are, however, extremely old and run-down, with restroom areas
being the most difficult to keep clean. Staff works with what they have, but it is clear that there is a lack
of basic facilities. Difficulties with heat, air conditioning, and functioning plumbing take a toll on staff
morale and limit their ability to recruit and retain youth.
E. PAL Relationship with the Community
The level of community involvement ranges from Center to Center. In most cases, it is very difficult for
PAL staff to interact with parents on a regular basis. Sometimes staff never even meets a child’s parent. In
most cases, staff has limited interaction during drop-off and pick-up time. For the most part, staff reports
and researchers observe that there is little family involvement in the program.
PAL Centers seem to be somewhat more successful in their interactions with the community, including
other social, educational, and health programs. A majority of staff suggests that the communities are
supportive of PAL, stating that if the program were ever threatened with a shutdown, there would be a
community backlash. A few Centers put strong emphasis on community ownership via the development
of relationships with community action groups, sponsors, and other organizations. In most Centers,
however, this interaction is minimal. Some PAL officers report that their Centers are fortunate enough to
have organizational champions to help pay for needed equipment and materials and provide additional
support for activities (e.g., field trips). The Centers that do not have the benefit of these relationships
point out the inequities between Centers.
The lack of strong and consistent volunteers also is an issue across a majority of PAL Centers. Those with
most success in the area of volunteers are those that can offer financially supported (e.g., stipend)
positions like AmeriCorps. Some Centers have a cadre of volunteers who assist with offering programs
and/or providing necessary support during special events. The need for a team of volunteers who can be
relied on for assistance is a major issue for the Centers. Many staff members indicate that they are able to
enlist volunteers during special events, but few report ongoing involvement in regular activities. Almost
all staff members report a high need for volunteers, especially for academic tutoring and support.
*******
The strengths and opportunities reported and observed during this study of the PAL program clearly
illustrate its strong foundation in terms of both present accomplishments and clearly defined goals. While
the challenges can be great, the benefits to children, their families, and the community call for a
continuous process of learning and improvement.
45
Recommendations
Based on the PAL Assessment Study, the following recommendations are grouped into the five content
areas used in this work.
Youth and Their Relationship with PAL
Ø Deliver health programming that is tailored by age and gender. Data from the youth
questionnaires reveal that older girls (14–17 years old) report frequent sexual activity, while a
large percentage of younger boys (10–13 years old) report drinking alcohol and having sex. It is
important to develop programming that takes into account age and gender differences (e.g., Girl
Talk group for older girls to discuss sex) and that promotes healthy lifestyles by educating young
people about risky health behaviors. The PAL program offers an optimal environment for youth
to convene and discuss issues with adults whom they trust.
Ø Offer more activities that will appeal to older girls. Since PAL struggles with recruitment and
retention of older teens, particularly older girls, it is important to ensure that there are PAL
activities that will attract this group. Examples of activities that have been successful at some
Centers include dance classes and beauty workshops. It also is critical to have female staff
members to work with older girls.
PAL Program Structure
Ø Prioritize youth involve ment in implementing program activities. Youth involvement in PAL
program implementation is a concern for both teens and younger children served by PAL.
Although youth report some opportunities for deciding programs at the Center, they note that
their role in activity implementation is limited. Focus groups with teens and younger age
participants to determine what activities they would like to design and implement would yield
helpful information about program structure and increase a sense of youth ownership in the PAL
program. Youth involvement in local advisory boards and/or on the PAL board would allow for
leadership development.
Ø Emphasize peer support in activities. A strong peer support component and mixing of age
groups are important factors related to quality youth programming. Although the PAL program
attracts mostly elementary and middle school youth, opportunities do exist for using peer tutoring
(especially during homework) and mentoring between older and younger youth. This mentoring
was observed informally, with some of the youth helping each other during homework time. A
formal training for peer tutors would develop skills and increase ownership in PAL activities.
PAL Staff
Ø Provide training for PAL staff on academic subjects. The academic needs of youth in PAL
are significant, and more help with tutoring and homework is essential. Staff members feel poorly
equipped to explain material to children who are very far behind their grade level in reading and
math. Providing tutorials for staff on these academic subjects would prepare them for working
with youth during homework time.
Ø Give training and support on teen recruitment and retention. Almost all PAL Center staff
brings up this issue in discussions. While younger age participants (7–12 years old) attend the
46
program consistently, older teens attend more sporadically and usually participate only in open
recreation in the gym. Training for staff on appropriate developmental activities for teens, as well
as recruitment strategies, may be helpful in building this group’s level of participation in PAL. A
few Centers are able to attract teens through activities, such as marching band and special sports
programs. It would be beneficial for Centers to share their successful strategies with each other.
Ø Employ a mental health or behavioral consultant to PAL staff. A majority of staff mentions
concerns about having to deal with the behavioral problems of youth in the PAL program. Several
children have been diagnosed with attention deficit hyperactivity disorder or have other
behavioral issues. Staff does not feel qualified to deal with the high level of need in this area. A
consultant could provide direct service to these youths, or training and support for staff to identify
and deal more effectively with behavioral issues.
PAL Center Environment
Ø Ensure that materials and furnishings are of good quality and inviting to youth. Despite the
difficulties of operating a program with limited resources and a large number of youth, PAL
cannot neglect the structural needs of its Centers. Ensuring that computer equipment is
operational and available and that tables and chairs are appealing and safe make youth feel
welcome and deserving. Since staff members have trouble getting assistance sporadically for
building repairs, it is important to establish a schedule for routine maintenance of PAL facilities.
PAL Relationship with the Community
Ø Facilitate closer connections between PAL staff and classroom teachers. Staff members note
a concern about their ability to help young people with academic skills. Working more closely
with classroom teachers around homework and special assignments will enhance the ability of
PAL staff to mentor youth academically.
Ø Identify community development as a priority area in PAL. While most PAL Centers have
some relationship with the community and its social organizations, this area is not emphasized.
Staff is most concerned with being able to meet the needs of the youth on a daily basis and have
limited time and inclination to put a lot of energy into community relationship building. As the
literature suggests, however, the strongest youth development programs are owned by their
communities. This area might be supported with training on community organizing or by making
resources available to develop community linkages and fill structural needs. Staff also must be
given the charge and time to work on this aspect of the program.
Ø Provide staff support in parent outreach. Parent interaction and outreach are issues mentioned
by a majority of PAL Center staff. Some staff suggests that a recently hired parent involvement
specialist has provided some assistance. Other supportive strategies may be parenting classes or
forums, combined youth/parent events, and training for parents on a variety of youth development
issues.
Ø Highlight academic tutoring and support as a priority in volunteer recruitment. Though
committed volunteers are needed in many areas of the PAL program, staff particularly mentions
the critical need for support in the areas of homework and academics. Many of the youth have a
high level of academic need, which requires a significant amount of individual attention. In most
cases, this level of support is not possible with the current staffing configuration.
47
References
Association of Community Organizations for Reform Now. National Center for Schools and
Communities Public Schools Analysis Series. http://www.acorn.org/index.php?id=383 (accessed April
22, 2004).
Beckett, M., A. Hawken, and A. Jacknowitz. 2001. Accountability for After-school Care: Devising
Standards and Measuring Adherence to Them. Rand. www.rand.org/publications (accessed July 15,
2002).
Biddle, S.J., T. Gorley, et al. 2004. Physical activity and sedentary behaviors in youth: Issues and
controversies. J R Soc Health 124:29–33.
Giammattei, J., G. Blix, et al. 2003. Television watching and soft drink consumption: Associations with
obesity in 11- to 13-year-old schoolchildren. Arch Pediatr Adolesc Med. 157(9):882–6.
Lynch, C. 2001. Baltimore City Police Athletic League Case Study Report. Sykesville: MD.
Lynch, C. and A. Chandra. 2003. Baltimore City Police Athletic League: Qualitative Case Study Report.
Johns Hopkins Center for Adolescent Health and Partners in Evaluation & Planning LLC. Baltimore,
MD.
National Governors Association Center for Best Practices Issue Brief. July 2000.
State Youth Development Strategies to Improve Outcomes for At-Risk Youth: Washington, DC.
National School Lunch Program. 2004. Free and Reduced Price.
http://www.fns.usda.gov/cnd/Lunch/default.htm (accessed April 22,2004).
Promising and Effective Practices Network. 2002. Index to Effective Practices: Youth Development:
Washington, DC. www.nyec.org/pepnet/youthdev.htm (accessed June 24, 2002).
Public/Private Ventures. 2002. Multiple Choices After-School: Findings From the Extended Service
Schools (ESS) Initiative: Philadelphia, PA.
Robinson, T.N., M.L. Wilde, et al. 2001. Effects of reducing children’s television and video game use on
aggressive behavior. Arch Pediatr Adolesc Med. 155:17–23.
Sillman, B. 2000. Best Practices in Youth Programs. University of Wyoming Cooperative Extension
Service: WY www.uwyo.edu/ces/FAMILY/Dream/ChildYouthDev/BPfacts.htm (accessed July 7, 2002).
The Center for the Advancement of Youth, Family, and Community Services. 2001. Developing
Competent Youth: Glastonbury, CT. www.rope.org/youth (accessed June 24, 2002).
48
Outline of Study Framework
Program Structure/Quality
Variety of Activities
Are a variety of activities available at any given time that provides the
opportunity for youth to choose based on their interests?
Flexibility of Programming
Are programs offered at varying times so that youth can choose to participate
in more than one activity?
Child to staff ratios
Are staff to youth ratios appropriate in terms of manageability and attention? Is
there ever an opportunity for youth to get individualized attention?
Quality of staff-youth interactions [emotional climate]
Is the overall climate of relationship between staff and youth positive?
Total enrollment
What is the total enrollment of the Center? Is it adequate to staff and space?
Mixing of age groups
Is there an opportunity for a mixing of age groups for activities? If so, are
these interactions primarily positive?
Age appropriate activities
Are activities age appropriate and offered in separate groups by age as
necessary?
Adequacy of space and materials
Is the indoor and outdoor space sufficient for activities and t he number of
youth enrolled? Are materials and furnishings of good quality and inviting to
youth?
Attention to safety and health
Is the environment sanitary and safe? Are the nutritional needs of youth met?
Are staff trained on first aid and is first aid equipment available?
Youth Involvement*
Are youth involved in identifying and implementing activities within the
program?
Staff Characteristics
Training of staff
Are staff exposed to extended training in topics related to youth development?
Education
What is the education level of staff?
Compensation
Are staff compensated appropriately from their perspective? Does
compensation impact negatively or positively on morale?
Turnover rate
How long do staff stay in positions? Has there been a high rate of turnover?
Experience
Are staff experienced in youth development (time in PAL or other program)?
Community Contacts
Involvement of families
Are families generally involved in the Center (i.e.: come to events, provide
input on activities)? Are some of the volunteers parents?
Use of volunteers
Is there a strong group of volunteers in the Center? Do they help to reduce
youth to staff ratios?
Partnerships with community-based organizations
Does the Center work with any community based organizations to provide
activities, etc? Are any resources shared among the organizations?
Note: * not included in Becket, et al (2001) – added by JHU
Methods for Data Collection
Observation/Staff
Interviews/Program Surveys
Observation/Staff Interviews
Observation
Observation
Observation/Staff Interviews
Observation
Observation
Observation
Observation/Staff Interviews
Observations/
Staff Interviews
Methods for Data Collection
Staff Interviews
Staff Interviews
Staff Interviews
Staff Interviews
Staff Interviews
Observation/ Staff Interviews
Observation/ Staff Interviews
Observation/ Staff Interviews
Activity Observation
Name of Activity _________________________________________________
Name of Site_______________________________________
Name of Activity Coordinator____________________________________
Circle One:
Lead PO
Second PO
Staff
CSO
Volunteer
Program Coordinator
Other________________
Is this a regularly scheduled activity?
Yes
What type of activity is this?
Structured class
Drop-in activity
Ongoing activity
What time is activity scheduled to take place?
No
Start time: ______________
End time: ______________
Number of youth can accommodate: _________
Average # of youth per session:___________
When is this activity scheduled to take place? (circle all that apply)
MON
SPRING
TUES
SUMMER
WED
FALL
THU
WINTER
FRI
SAT
Throughout school year
SUN
Description of Activity (e.g. dance group, after-school tutoring)
Goals of Activity—Activity focuses on skill development in the following areas:
(check all that apply)
Social skills (e.g. team bonding)
Physical skills (e.g. athletics, dance)
Academic skills (e.g. study skills, math)
Performing arts (e.g. dance group, drama)
Visual arts (e.g. crafts, painting)
Problem solving skills
Technical skills (e.g. computer activity)
Leadership skills
Knowledge of physical or mental health (e.g. self-awareness, self-esteem workshop)
Who is the target population? (specify gender, age range, need)
How were youth recruited to activity? (e.g. word of mouth, flyers)
Positive Adult-Youth Relationships
Q1: Instrumental Support (++)
Q1: Instrumental Support (--)
Staff:
Staff:
Tried to ensure that each youth met with some
degree of success or accomplishment
Were supportive of youth who needed extra help
Were accessible to youth
Were interactive with youth
Checked on individual students
Encouraged youth to ask questions
Used repetition to help youth understand key
concepts
Divided activity into manageable “chunks” of
instruction
Recognized when youth were losing focus or
becoming confused and reinforced steps
Gave direction to youth and helped them
progress
Did not notice or was unresponsive when youth
were frustrated or in need of extra help
Was unable to adequately explain key concepts
to youth in a way they could understand
Didn’t seem attuned to youth’s individual skill
levels
Discouraged youth from asking questions by, for
example, positioning him/herself in the room in a
way that discouraged youth from approaching with
questions
If N/A, please explain:
If N/A, please explain:
Q2: Adult Responsiveness (++)
Staff:
Q2: Adult Responsiveness (-)
Staff:
Expressed respect toward and support of youth’s
opinions
Verbally recognized youth’s efforts and
accomplishments
Actively listened to youth
Communicated high expectations
Addressed youth by name
Failed to recognize youth’s efforts and
accomplishments
Offered discouraging or insensitive responses to
youth’s needs, questions, concerns, or requests for
help
Insulted or belittled youth’s efforts
If N/A, please explain:
If N/A, please explain:
Q3: Youth Responsiveness(++)
Q3: Youth Responsiveness (-)
Youth:
Youth:
Greeted and/or addressed staff by name
Listened to staff
Acted respectfully toward staff
Seemed to be eager to please staff
Appeared to be comfortable with staff
Asked for help when it was needed
If N/A, please explain:
Did not listen to staff
Seemed disinterested in staff
Rebuffed staff’s efforts to talk to youth
Seemed tense or uncomfortable around staff
Did not ask staff for help, even when it was
clearly needed
If N/A, please explain:
Q4,5: Emotional Quality of
Relationships (++)
Staff and Youth:
Q4, 5: Emotional Quality of
Relationships (-)
Staff and Youth:
Exchanged positive affect (smiling, gentle
teasing, laughing)
Displayed warmth toward each other
Interacted in a friendly way
Appeared to enjoy each other’s company
Exchanged negative affect (loud voices,
sarcasm, anger)
Interacted in an unfriendly way
Did not share a lot of eye contact
Did not share smooth flowing, relaxed
conversations
Staff:
Asked about or noted things about individual
youth (child’s new clothes)
Seemed to know and understand individual
youth. If staff did not know youth, efforts were
made to get to know them (e.g. asked youth about
school, likes and dislikes)
If N/A, please explain:
Q6, 7: Staff behavior and activity
structure (++)
Staff:
If N/A, please explain:
Peer Support
Q6, 7: Staff behavior and activity
structure (++)
Staff:
Encouraged youth to cooperate with each other
Encouraged youth to help or teach each other
Encouraged youth to share ideas
Actively discouraged negative peer interactions
(e.g. teasing, criticizing, bullying)
Also note whether:
Youth worked (or played) in pairs or small groups
on group projects or activities
The activi ty required teamwork, collaboration, or
group problem-solving
If N/A, please explain:
Did not allow youth to work with each other
during the activity
Discouraged youth from helping or teaching
each other
Ignored negative peer interactions (e.g. teasing,
ostracizing, bullying)
If N/A, please explain:
Q8,9,10 Emotional quality of peer
interactions (++)
Youth:
Q8,9,10 Emotional quality of peer
interactions (-)
Youth:
Expressed positive feelings toward each other
(e.g. smiling, laughing, good-natured teasing)
Knew other youth by name
Shared generally friendly interactions with each
other
Seemed to enjoy each other’s company
Appeared comfortable with each other
Expressed negative feelings toward each other
Were unfriendly toward each other (in tone of
words)
Were teased, picked on, or bullied by other youth
in the activity
Excluded some youth from interaction
If N/A, please explain:
If N/A, please explain:
Structure/Management
Q11: Appropriateness of behavioral
Q11: Appropriateness of behavioral
demands (++)
demands (-)
Staff:
Staff:
Did not expect too much or too little order and
control given the youth’s age
Did not expect too much or too little order and
control given the nature of the activity
Had expectations for order and control that were
not appropriate for youth of this age
Had expectations for order that appeared to
inhibit youth’s expressiveness and creativity
Youth:
Youth:
Seemed to feel comfortable with the rules and
structure of the activity
Expressed dissatisfaction with the rules and
structure of the activity
If N/A, please explain:
If N/A, please explain:
Q12: Adult’s management style (++)
Staff:
Q12: Adult’s management style (-)
Staff:
Was in control of the situation
Was able to calmly handle challenges during the
course of activity (e.g. youth became too loud,
youth destroys property, youth are in conflict)
Managed the activity well enough that youth
could benefit from the activity (e.g. was the noise
level so loud that you could not hear instructions?)
Had a firm yet warm management style
Used humor to gently let youth know when they
broke a rule
Lost control of the activity at least once
Lost her/his cool or became noticeably angry
Was unable to handle challenges during the
course of the activity e.g. youth became too loud,
youth destroys property, youth are in conflict)
Fell into power struggles with at least one youth
appeared to be uncomfortable with the group
If N/A, please explain:
If N/A, please explain:
Q13: Staff’s inclusiveness of youth (++)
Staff facilitates the inclusion (e.g. by
directing speech, making eye contact):
Both male and female
Youth who appear isolated
Youth of different ethnicities
Staff encourages participation of all youth
Staff does not “play favorites”
If N/A, please explain:
If N/A, please explain:
Opportunities for Decision-Making and Leadership
Q14, 15 Decision Making Opportunities Q14, 15 Decision Making Opportunities
(++)
(-)
Staff:
Staff:
Gave youth opportunities to choose what activity
or project they would do
Gave youth freedom to interpret how to
approach the activity
Gave youth opportunities to solve problems
creatively
Gave youth input into planning how the activity
was carried out
Asked for youth’s ideas and suggestions in
designing the activity
Implemented youth’s ideas or suggestions
Did not respond to youth’s requests for the
activity or project they would do
Discouraged youth from coming up with creative
ways to approach problems
Did not allow, or discouraged, youth to contribute
decisions about how the activity was to be
approached or carried out
Opportunities for decision-making were age
appropriate
If N/A, please explain:
If N/A, please explain:
Q16, 17 Formal Leadership
Opportunities (++)
Staff:
Q16, 17 Formal Leadership
Opportunities (-)
Staff:
Allowed youth to help with tasks
Gave youth opportunities to be group leaders or
team captains
Asked youth to tutor other youth
Encouraged youth to help organize/ run the
activity
Gave youth meaningful roles and responsibilities
Did not respond to youth’s requests to help with
tasks
Did not respond to youth’s request to help
organize and run the activity
Discouraged youth from tutoring or training other
youth
If N/A, please explain:
If N/A, please explain:
Challenge
Q18, 19 Presentation
Did staff clearly explain the activity’s goals?
Yes/ No
Was the activity well organized? Yes/ No
Were staff’s instructions:
Clear: Yes/ No
Accurate: Yes/No
If N/A, please explain:
If N/A, please explain:
Q20 Staff Challenge (++)
Q20 Staff Challenge (-)
Staff:
Displayed enthusiasm about activity
Communicated the value and importance of the
activity
Encouraged youth to push beyond their present
level of competency
Tried to sustain the motivation of youth who were
discouraged or reluctant to try
Helped youth to gauge their progress
Continuously moved to the next step as soon as
youth progressed
Staff:
Displayed a lack of enthusiasm about the activity
Downplayed the activity’s value
Discouraged youth who tried to push beyond
their present level of competency
Missed opportunities to sustain the motivation of
youth who were discouraged or reluctant to try
Missed opportunities to move to the next step as
soon as youth progress (e.g. pace was too slow)
If N/A, please explain:
If N/A, please explain:
Q21, Q22 Youth Engagement (++)
Youth:
Q21, Q22 Youth Engagement (-)
Youth:
Seemed interested in completing the project or
activity period
Actively participated in the activity (e.g. asked
questions)
Appeared to be having fun
Were focused, attentive and were not easily
distracted
Expressed frustration about how to proceed
Seemed to be “going through the motions” but
not really enjoying the activity
Expressed boredom with the activity
Were easily distracted
If N/A, please explain:
If N/A, please explain:
Q23, 24, 25 Appropriateness of
Services (++)
Space was appropriate for:
Lighting
Noise level
Size of room
Temperature
Equipment
Room features
Was the ration of staff to youth appropriate? Y / N
Was there enough time to complete the activity?
Y/ N
If N/A, please explain:
Q23, 24, 25 Appropriateness of
Services (-)
Space was inappropriate for:
Lighting
Noise level
Size of room
Temperature
Equipment
Room features
If N/A, please explain:
Rated Study Questions
Site Name: _____________________
PALS Team Staff Member: _____________________
At the conclusion of each two-day observation, the researcher should rate the following questions:
1.
A variety of activities were available at any given time that provided the opportunity for youth to choose
to participate based on their interests.
1
not true
2
3
somewhat true
4
5
very true
please explain:
2.
Activities were offered at varying times so that youth could choose to participate in more than one
activity.
1
not true
2
3
somewhat true
4
5
very true
please explain:
3.
Youth were involved in deciding on what activities occurred at the Center.
1
not true
4.
3
somewhat true
4
5
very true
Youth were involved in implementing the activities that occurred at the Center.
1
not true
5.
2
2
3
somewhat true
4
5
very true
The space was adequate for the size of the population being served.
1
not true
2
3
somewhat true
4
5
very true
please explain:
6.
The number of staff and volunteers was adequate for the population being served.
1
not true
please explain:
2
3
somewhat true
4
5
very true
7.
There was opportunity for the mixing of age groups for activities in a positive way.
1
not true
2
3
somewhat true
4
5
very true
please explain:
8.
Activities were age appropriate and offered in separate groups by age as necessary.
1
not true
2
3
somewhat true
4
5
very true
please explain:
9.
The indoor and outdoor space was sufficient for activities and the number of youth enrolled.
1
2
3
4
5
not true
somewhat true
very true
please explain:
10. The materials and furnishings were of good quality and inviting to youth.
1
not true
2
3
somewhat true
4
5
very true
4
5
very true
4
5
very true
please explain:
11. The environment was sanitary and safe.
1
not true
2
3
somewhat true
please explain:
12. First aid equipment was readily available.
1
not true
please explain:
2
3
somewhat true
13. Families were observed being involved with the Center (as volunteers, in interactions with staff, etc).
1
not true
2
3
somewhat true
4
5
very true
please explain:
14. Volunteers were observed being involved with the Center.
1
not true
2
3
somewhat true
4
5
very true
please explain:
15. Community collaboration/linkage was observed via donated resources, volunteers, or shared activities.
1
not true
please explain:
2
3
somewhat true
4
5
very true
Site Observation Open Notes
Site Name : _____________________
PALS Team Staff Member: _____________________
Program Structure/Quality
Variety of Activities
Flexibility of Programming
Child to staff ratios
Quality of staff-youth
interactions [emotional
climate]
Total enrollment
Mixing of age groups
Age appropriate activities
Program Structure/Quality
Adequacy of space and
materials
Attention to safety and health
Youth Involvement
Community Contacts
Involvement of families
Use of volunteers
Partnerships with
community-based
organizations
Other Notes
LEAD POLICE OFFICER
Interview
Prior to the interview, please provide the following information (in your own words)
“The purpose of this study is to describe the essential characteristics of the PAL program,
including the relationships between staff and youth; the flow and components of program
activities; and the community perceptions of these programs. The results of this study will
help guide and augment the quantitative evaluation to be conducted by the Center for
Adolescent Health beginning in November 2002. All of the information you provide is
confidential and any reports or documents associated with the study will not identify you
individually. Your participation will in no way affect your employment here and if there is a
question you do not want to answer, you may say so at any time. The interview will be tape
recorded, but no identifying information will be used. After the tapes are transcribed they
will be destroyed.”
Go over Consent Form and have interviewee sign. Give interviewee one copy.
“The interview will take approximately 1 -2 hours…does that fit with your schedule now? Do
you have any questions before we get started?”
Proceed to Next Page
⇒
Please note: While the interview questions are numbered, the structure and order of the
interview may vary.
1. What is the mission/goal of this PAL Center?
2. What is your role at the Center? Does this fit with your original expectations of the job?
3. What are the daily activities/schedule of this PAL Center? How are youth involved in planning
activities?
4. ** Which of the following types of activities are available to participants and how
intensively do youth participate? [from attached grid-YouthPlace Site Leader survey]
5. ** How likely is it that most children/youth participate regularly in each of the following
activities? [from attached grid-YouthPlace Site Leader survey]
6. What is the total enrollment of the Center? What are the demographic characteristics of the
youth at the Center? How does this impact on service delivery?
7. What are the major challenges in working with youth from this Center? What are some of the
strengths of the youth?
8. How long have you been with PAL and this PAL Center? Why did you choose to be the lead
officer here? What other youth development experience do you have, if any?
9. How were you and the other staff at this PAL Center recruited? What is your educational
background?
10. Are staff exposed to extended learning opportunities relevant to youth development, and or
health and safety (first aid, CPR)? What further training would be helpful to you in your
position?
11. How does the salary/compensation level of staff in PAL impact on morale? Do you have issues
with high staff turnover?
12. What activities are required from you to manage the PAL Center? How are roles and tasks
divided among staff? How much of your time is involved in management activities?
13. What are the characteristics of the community and how does it impact on the operation of this
PAL Center? What level of interaction do you have with the community in general?
14. Does the Center have a relationship with various community partners? What resources are
brought in from the community, if any (ie: volunteers, finances, etc)?
15. How do you feel the community views the PAL Center?
16. How does the program involve families? What help are they in providing volunteer hours?
17. Overall, what are some of the strengths/challenges of this PAL Center? (probe for
role/structural issues)
18. What impacts have you seen on the children that attend the PAL program?
SECOND OFFICER
Interview
Prior to the interview, please provide the following information (in your own words)
“The purpose of this study is to describe the essential characteristics of the PAL program,
including the relationships between staff and youth; the flow and components of program
activities; and the community perceptions of these programs. The results of this study will
help guide and augment the quantitative evaluation to be conducted by the Center for
Adolescent Health beginning in November 2002. All of the information you provide is
confidential and any reports or documents associated with the study will not identify you
individually. Your participation will in no way affect your employment here and if there is a
question you do not want to answer, you may say so at any time. The interview will be tape
recorded, but no identifying information will be used. After the tapes are transcribed they
will be destroyed.”
Go over Consent Form and have interviewee sign. Give interviewee one copy.
“The interview will take approximately 1 hour…does that fit with your schedule now? Do
you have any questions before we get started?”
Proceed to Next Page
⇒
Please note: While the interview questions are numbered, the structure and order of the
interview may vary.
1. What is the mission/goal of this PAL Center?
2. What is your role at the Center? Does this fit with your original expectations of the job?
3. How long have you been with PAL and this PAL Center? Why did you choose to be the lead
officer here? What other youth development experience do you have, if any?
4. How were you and the other staff at this PAL Center recruited? What is your educational
background?
5. Are staff exposed to extended learning opportunities relevant to youth development, and or
health and safety (first aid, CPR)? What further training would be helpful to you in your
position?
6. What activities are required from you to manage the PAL Center? How are roles and tasks
divided among staff? How much of your time is involved in management activities?
7. How does the program involve families? What help are they in providing volunteer hours?
8. Overall, what are some of the strengths/challenges of this PAL Center? (probe for
role/structural issues)
9. What impacts have you seen on the children that attend the PAL program?
COMMUNITY SERVICE OFFICER
Interview
Prior to the interview, please provide the following information (in your own words)
“The purpose of this study is to describe the essential characteristics of the PAL program,
including the relationships between staff and youth; the flow and components of program
activities; and the community perceptions of these programs. The results of this study will
help guide and augment the quantitative evaluation to be conducted by the Center for
Adolescent Health beginning in November 2002. All of the information you provide is
confidential and any reports or documents associated with the study will not identify you
individually. Your participation will in no way affect your employment here and if there is a
question you do not want to answer, you may say so at any time. The interview will be tape
recorded, but no identifying information will be used. After the tapes are transcribed they
will be destroyed.”
Go over Consent Form and have interviewee sign. Give interviewee one copy.
“The interview will take approximately 1 hour…does that fit with your schedule now? Do
you have any questions before we get started?”
Proceed to Next Page
⇒
Please note: While the interview questions are numbered, the structure and order of the
interview may vary.
1. What is the mission/goal of this PAL Center?
2. What is your role at the Center? Does this fit with your original expectations of the job?
3. How long have you been with PAL and this PAL Center? Why did you choose to be the lead
officer here?
4. How were you and the other staff at this PAL Center recruited? What is your educational
background?
5. Are staff exposed to extended learning opportunities relevant to youth development, and or
health and safety (first aid, CPR)? What further training would be helpful to you in your
position?
6. What activities are required from you to manage the PAL Center? How are roles and tasks
divided among staff? How much of your time is involved in management activities?
7. How does the program involve families? What help are they in providing volunteer hours?
8. Overall, what are some of the strengths/challenges of this PAL Center? (probe for
role/structural issues)
9. What impacts have you seen on the children that attend the PAL program?
PROGRAM COORDINATOR
Interview
Prior to the interview, please provide the following information (in your own words)
“The purpose of this study is to describe the essential characteristics of the PAL program,
including the relationships between staff and youth; the flow and components of program
activities; and the community perceptions of these programs. The results of this study will
help guide and augment the quantitative evaluation to be conducted by the Center for
Adolescent Health beginning in November 2002. All of the information you provide is
confidential and any reports or documents associated with the study will not identify you
individually. Your participation will in no way affect your employment here and if there is a
question you do not want to answer, you may say so at any time. The interview will be tape
recorded, but no identifying information will be used. After the tapes are transcribed they
will be destroyed.”
Go over Consent Form and have interviewee sign. Give interviewee one copy.
“The interview will take approximately 1 -2 hours…does that fit with your schedule now? Do
you have any questions before we get started?”
Proceed to Next Page
⇒
Please note: While the interview questions are numbered, the structure and order of the
interview may vary.
1. What is the mission/goal of this PAL Center?
2. What is your role at the Center? Does this fit with your original expectations of the job?
3. What are the daily activities/schedule of this PAL Center? How are youth involved in planning
activities?
4. What are the demographic characteristics of the youth at the Center? How does this impact on
service delivery?
5. What are the major challenges in working with youth from this Center? What are some of the
strengths of the youth?
6. How long have you been with PAL and this PAL Center? Why did you choose to be the
program coordinator? What other youth development experience do you have, if any?
7. How were you recruited for your job? What type of work were you doing before PAL? What is
your educational background?
8. How are responsibilities divided among staff at the Center?
9. Are staff exposed to extended learning opportunities relevant to youth development, and or
health and safety (first aid, CPR)? What further training would be helpful to you in your
position?
10. What are the characteristics of the community and how does it impact on the operation of this
PAL Center?
11. Does the Center have a relationship with various community partners? What resources are
brought in from the community, if any?
12. How do you feel the community views the PAL Center?
13. How does the program involve families? What help are they in providing volunteer hours?
14. Overall, what are some of the strengths/challenges of this PAL Center?
15. What impacts have you seen on the children that attend the PAL program?
STAFF/COMMUNITY VOLUNTEER
Interview
Prior to the interview, please provide the following information (in your own words)
“The purpose of this study is to describe the essential characteristics of the PAL program,
including the relationships between staff and youth; the flow and components of program
activities; and the community perceptions of these programs. The results of this study will
help guide and augment the quantitative evaluation to be conducted by the Center for
Adolescent Health beginning in November 2002. All of the information you provide is
confidential and any reports or documents associated with the study will not identify you
individually. Your participation will in no way affect your employment here and if there is a
question you do not want to answer, you may say so at any time. The interview will be tape
recorded, but no identifying information will be used. After the tapes are transcribed they
will be destroyed.”
Go over Consent Form and have interviewee sign. Give interviewee one copy.
“The interview will take approximately ½ hour – 1 hour…does that fit with your schedule
now? Do you have any questions before we get started?”
Proceed to Next Page
⇒
Please note: While the interview questions are numbered, the structure and order of the
interview may vary.
1. What is the mission/goal of this PAL Center?
2. What is your role at the Center?
3. How long have you been with this PAL Center? Why did you choose to be a volunteer?
What other youth development experience do you have, if a ny?
4. What are the characteristics of the community and how does it impact on the operation
of this PAL Center?
5. Overall, what are some of the strengths/challenges of this PAL Center?
6. What impacts have you seen on the children that attend the PAL program?
Program Activities, Curriculum, and Participant Support
Which of the following types of activities are available to participants at your PALS Center, and how intensely do you participate?
Note: This question is divided into four columns labeled 1, 2, 3, and 4. If your Center does not offer this activity, please circle the
number “0” under column 1. If the activity is offered, indicate the number of participants (column 2), length of participation (column 3)
and frequency of participation (column 4) by circling one number under each column.
Type of Activity
(1)
Activity
not
offered
(2)
Overall, HOW MANY
children/youth typically
participate?
(3)
Typically, HOW LONG do these
children, youth participate?
(4)
Typically, HOW OFTEN do these
children/youth participate?
Less
than
25%
2550%
5180%
81100%
Entire
year
(school
year and
summer)
Scho
ol
year
only
Summer
only
As
interested
and
needed
4-5
days/week
1-2
days/week
1-3
times/month
Less than once
a month
a. Arts and Crafts
0
1
2
3
4
1
2
3
4
1
2
3
4
b. Creative arts
instruction/ projects
(music, dance, drawing)
0
1
2
3
4
1
2
3
4
1
2
3
4
c. Cultural awareness
activities
0
1
2
3
4
1
2
3
4
1
2
3
4
d. Organized
sports/fitness
0
1
2
3
4
1
2
3
4
1
2
3
4
e. Homework help
0
1
2
3
4
1
2
3
4
1
2
3
4
f. Tutoring in
reading/math
0
1
2
3
4
1
2
3
4
1
2
3
4
0
1
2
3
4
1
2
3
4
1
2
3
4
0
1
2
3
4
1
2
3
4
1
2
3
4
g. Academic
enrichment/projects in
specific subjects
h. College preparation/
exploration
Type of Activity
(1)
Activity
not
offered
(2)
Overall, HOW MANY
children/youth typically
participate?
(3)
Typically, HOW LONG do these
children, youth participate?
(4)
Typically, HOW OFTEN do these
children/youth participate?
Less
than
25%
2550%
5180%
81100%
Entire
year
(school
year and
summer)
Scho
ol
year
only
Summer
only
As
interested
and
needed
4-5
days/week
1-2
days/week
1-3
times/month
Less than once
a month
i. Health and wellbeing/ life skills
0
1
2
3
4
1
2
3
4
1
2
3
4
j. Conflict resolution/
peer mediation
0
1
2
3
4
1
2
3
4
1
2
3
4
k. Community Service
0
1
2
3
4
1
2
3
4
1
2
3
4
l. Career exploration/
work force development
0
1
2
3
4
1
2
3
4
1
2
3
4
0
1
2
3
4
1
2
3
4
1
2
3
4
0
1
2
3
4
1
2
3
4
1
2
3
4
m. Open/ unstructured
time for socializing, free
play, games etc.
n. Specialized interest
clubs, other than team
sports (eg. Choir,
scouting, photography,
computers, etc.
At your PALS site, how likely is it that MOST children/youth participate REGULARLY in each
of the following activities? Please circle one number in each row.
Youth Activities:
Very
Likely
Somewhat
Likely
Unlikely
Never
Not
applicable
a. Extended projects that result in individual
presentations or displays
1
2
3
4
0
b. Extended projects that result in group
presentations or displays
1
2
3
4
0
1
2
3
4
0
d. Artistic, theatrical, or musical
performances or presentations
1
2
3
4
0
e. Role plays (e.g. simulation games, mock
governments, group problem solving, etc.)
1
2
3
4
0
1
2
3
4
0
g. Discussions about interpersonal problems
or family problems
1
2
3
4
0
h. Discussions or skill building about
pregnancy or pregnancy prevention
1
2
3
4
0
i. Discussions about using drugs and/or
alcohol
1
2
3
4
0
1
2
3
4
0
k. Skill building designed to help youth
master a particular sport or martial art
1
2
3
4
0
l. Activities designed to develop conflict
resolution/ negotiating skills
1
2
3
4
0
m. Discussions about sexuality
1
2
3
4
0
n. Activities designed to educate
children/youth about physical health
1
2
3
4
0
c. Writing projects or activities, such as
newspaper articles, original stories or
poems, essays, reports or letters (NOT
including homework)
f. Activities that develop practical, everyday
problem-solving skills (grocery shopping,
taking care of siblings, handling
emergencies, etc.)
j. Skill building designed to help
children/youth master a particular visual or
performing art (dance, musical instrument,
drawing)
STUDY ID#____________
BALTIMORE PAL DEMONSTRATION EVALUATION
Youth Survey
Directions
We want to learn more about you and what you think about this PAL center, so we are
giving you this survey to fill out. We hope you will fill it out because your answers could
help this after-school program. THIS SURVEY IS VOLUNTARY. You only have to
fill it out if you want to.
PLEASE DO NOT WRITE YOUR NAME ON THE SURVEY. No one, except you,
will know your answers. Please answer all of the questions as honestly as you can. You
may leave any questions blank if you don’t know the answer or if you don’t feel right
about answering the question.
Remember--this is NOT a test. There are no right or wrong answers . Thank you for
your help!
SAMPLE QUESTIONS
The following are sample questions to show how you should answer the questions in this
survey. Please mark one circle for each question like this: X.
1. What is your favorite color?
? Red
? Blue
? Green
? Yellow
? Other
Always
Sometimes
Rarely
Never
?
?
?
?
b. Read a book?
?
?
?
?
c. Take a nap?
?
?
?
?
2. How often do you do the following?
a. Play sports?
NOW YOU’RE READY TO ANSWER THE SURVEY QUESTIONS ON THE
NEXT PAGES. THANK YOU!
Page 1 of 13
STUDY ID#____________
The following questions are about YOU AND YOUR SCHOOL. Please mark one
circle for each of the following questions.
1. In this past school year, how would you describe your grades in school?
? Mostly As
? About half As and half Bs
? Mostly Bs
? About half Bs and half Cs
?
?
?
?
Mostly Cs
Mostly Ds
About half Cs and half Ds
Mostly below Ds
2. What grade are you in right now?
? 3rd
? 4th
? 5th
?
8th
?
9th
?
10th
?
?
6th
?
?
11th
7th
12th
3. Have you ever been…
a. suspended from school?
b. expelled from school?
No
Yes,
once
Yes,
two
times
Yes,
three
times
?
?
?
?
?
?
?
?
Yes, more
than three
times
?
?
4. On an average school day, about how much time do you spend doing homework
outside of school?
? None of the time
? Half an hour or less
?
?
Between half an hour and an hour
2 hours
?
?
1 hour
3 hours or more
5. During the last four weeks, how many days of school have you missed because you
skipped or ‘ditched’ school?
? None
? 1 day
? 2 days
? 3 days
?
4-5 days
?
6-10 days
?
11 or more days
6. Looking ahead, what would you like to do about school? Will you:
? Quit school as soon as possible
? Finish high school
?
Go to vocational, trade, or
?
business school after high school?
Finish college
?
?
Get some college
Take further training after college
Page 2 of 13
7.
?
?
?
Looking ahead, what do you think you will be able to accomplish? Will you:
Quit school as soon as possible
? Finish high school
?
?
Go to vocational, trade, or
business school after high school?
Get some college
Take further training after college
Finish college
8. How much do you agree with the following:
Strongly
Agree
Agree
Disagree
Strongly
Disagree
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
Strongly
Disagree
Not
Sure
a. at school I try as hard as I can to do
my best work.
b. I do not care how I do in school.
c. I care about the school I go to.
Not
Sure
9. At my school, there is a teacher or some other adult…
Strongly
Agree
?
who tells me when I do a good job. ?
who notices when I am not there.
?
who always wants me to do my best. ?
a. who really cares about me.
b.
c.
d.
e. who listens to me when I have
something to say.
f. who believes I will be a success.
g. who expects me to follow the rules.
?
?
?
Page 3 of 13
Agree
Disagree
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
10. At school, how often do you do the following:
Always
Sometimes
a. feel bored at school?
?
?
?
?
b. come to classes without bringing paper or
something to write on?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
h. do things that help other people?
?
?
?
?
?
?
?
?
?
?
?
?
i. participate in sports, clubs, or other
extra-curricular activities (such as band,
cheerleading, student council, sports)?
?
?
?
?
c. come to classes without finishing your
homework?
d. come to classes without your books?
e. do interesting activities?
f. help decide things like classroom
activities or rules?
g. do things that make a difference?
Rarely
Never
Please mark one circle for each of the following questions. Remember, no one here
at PAL or your family will see your answers except you. This is a confidential
survey. Please answer all of the questions as honestly as you can. You may leave
any questions blank if you don’t know the answer or if you don’t feel right about
answering the question.
11. At school, how often have you BEEN (someone did this to you):
Once
A Few
Times
A lot
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
Never
a. hit by someone?
b. kicked or pushed?
c. threatened with a weapon?
d. hurt with a weapon?
e. called names or bad things that made you feel
afraid or angry?
f. robbed (had something stolen from you)?
Page 4 of 13
12. In your neighborhood, how often have you BEEN (someone did this to you):
Never
a. hit by someone?
b. kicked or pushed?
c. threatened with a weapon?
d. hurt with a weapon?
e. called names or bad things that made you feel
afraid or angry?
f. robbed (had something stolen from you)?
Once
A Few
Times
A lot
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
The following questions are about YOU AND YOUR PAL CENTER. Remember,
no one here at PAL or your family will see your answers except you.
13. How do you usually get to PAL?
? Take a bus
? Walk
?
Ride a bike
?
Get a ride
14. About how long does it take you to get to PAL from your home/school?
? Less than five minutes
? 5-10 minutes
? 11-20 minutes
? more than 20 minutes
15. How many of your friends attend a PAL Center?
? None
? 1-2 friends
? 3-5 friends
? 6 or more friends
16. Over the last four weeks, when you were here at PAL, how many hours did you
usually stay?
? Less than 1 hour
? 1 to just under 2 hours
? 2-4 hours
? More than 4 hours
Page 5 of 13
17. How often does the following happen:
Always
Sometimes
Rarely
Never
?
?
?
?
?
?
?
?
d. My ideas are listened to in the PAL group.
?
?
?
?
?
?
?
?
e. I feel good about going to
PAL meetings and other events.
?
?
?
?
g. I feel lonely when I am at PAL.
?
?
?
?
?
?
?
?
h. I trust other PAL members to look out
for me.
?
?
?
?
i. Other PAL members like
to have me around them.
?
?
?
?
j. I have made new friends
from going to PAL
?
?
?
?
k. PAL has made me want to be a
part of school activities.
?
?
?
?
l. PAL has made me want
to go to school more often.
?
?
?
?
?
?
?
?
?
?
a. I am involved in organizing PAL activities.
b. I am involved in directing PAL activities.
c. I am involved in carrying out PAL
activities.
f. I feel that most of the kids in
PAL are glad that I am a member.
m. PAL helped me feel better about myself.
n. PAL helped me improve my grades.
18. How often do the staff at PAL…
Always
Sometimes
Rarely
?
?
Never
a. let me decide what activities I’m going to
do here.
?
?
?
?
b. give me a lot of choices about how I do
things here.
?
?
?
?
c. let me decide how to spend my free
time here.
?
?
?
?
Page 6 of 13
19. At PAL there is an adult who…
Strongly
Agree
Agree
Disagree
Strongly
Disagree
Not
Sure
a. gives me a lot of encouragement
whenever they see me.
?
?
?
?
?
b. pays attention to what’s going on
in my life.
?
?
?
?
?
c. says something nice to me when I do
something good.
?
?
?
?
?
d. spends time with me or talks to me
about PAL or PAL activities.
?
?
?
?
?
e. I could go to if I need advice about
personal problems.
?
?
?
?
?
f. I could go to if I am really mad or
upset about something.
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
g. I could go to for help in an
emergency.
h. knows how I am doing at school.
20. Are there any youth at PAL you could talk to if you are really upset or mad about
something?
? Yes
? No
21. Are there any youth at PAL who make you feel good about yourself?
? Yes
? No
Please mark one circle for each of the following questions. Remember, no one here
at PAL or your family will see your answers except you. This is a confidential
survey. Please answer all of the questions as honestly as you can.
22. Please answer the following question…
?
?
a. How many times, if any, have you had alcohol (such as beer, wine, or hard
liquor) to drink during the last 30 days?
0 times
? 1 time
? 2 times
? 3-5 times
6-9 times
? 10-19 times
? 20-39 times
? 40 or more times
Page 7 of 13
?
?
?
?
?
b. How old were you when you first started drinking alcohol (such as beer, wine,
or hard liquor)?
I have never had alcohol
under 6 years old
? 7 years old
? 8 years old
?
?
?
9 years old
12 years old
15 years old
?
?
?
10 years old
13 years old
16 years old
11 years old
14 years old
17 years old
23. Please answer the following questions…
?
?
a. How many times, if any, have you smoked cigarettes during the last 30 days?
None
? 1 time
? 2 times
? 3-5 times
6-9 times
?
?
10-19 times
20-39 times
b. How old were you when you smoked your first cigarette?
?
?
?
?
?
I have never smoked a cigarette
?
?
?
?
6 years old
9 years old
12 years old
15 years old
?
?
?
?
7 years old
10 years old
13 years old
16 years old
8 years old
11 years old
14 years old
17 years old
24. How many times, if any, have you sniffed glue, breathed in the contents of aerosol
spray cans or inhaled other fumes in order to get high?
? None
? 1 times
? 2 times
? 3-5 times
?
6-9 times
?
?
10-19 times
?
20-39 times
40 or more
25. Please answer the following questions…
?
?
?
?
?
?
a. Have you ever had sexual intercourse (“gone all the way”, “made love”)?
None
? 1 time
? 2 times
? 3 times
? 4 or more times
b. How old were you the first time you had sexual intercourse (“gone all the way”,
“made love”)?
I have never had sexual intercourse
6 years old
? 7 years old
? 8 years old
9 years old
12 years old
15 years old
?
?
?
10 years old
13 years old
16 years old
Page 8 of 13
?
?
?
11 years old
14 years old
17 years old
?
?
c. In the past three months, about how many times have you had sexual
intercourse (“gone all the way”, “made love”)?
I have never had sexual intercourse
None
? 1 time
? 2 times
? 3 times
? 4 or more times
?
d. Did you use protection the last time you had sexual intercourse?
I have never had sexual intercourse
?
Yes
?
?
?
?
No
e. What kind of protection did you use?
I used birth control pills
? I used a condom/rubber
I used a Norplant implant
Other. What?______________________
?
I am on Depo-Provera
26. During the past year, how many hours a day during the school week (MondayFriday) do you USUALLY…
0
hours
Less
than 1
hour a
day
1-2
hours
2-3
hours
3-4
hours
4-5
hours
Over 5
hours a
day
a. watch TV or videotapes
on weekdays?
?
?
?
?
?
?
?
b. play video or computer
games?
?
?
?
?
?
?
?
c. use the internet?
?
?
?
?
?
?
?
27. During the past year, how many days per week on average did you exercise or
participate in physical activity for at least 20 minutes that made you sweat and
breathe hard, such as weight lifting, basketball, soccer, running, swimming laps,
fast bicycling, fast dancing, or other similar activities?
? 0 Days
? 1 Day
? 2 Days
? 3 Days
? 4 Days
? 5 Days
? 6 Days
? 7 Days
28. How do you describe your weight?
? Very underweight
? Slightly underweight
? Slightly overweight
? Very overweight
Page 9 of 13
? About the right weight
29. During the last 12 months, how many times have you…
Always
Sometimes
Rarely
Never
a. hit or beat up someone?
?
?
?
?
b. banked someone?
?
?
?
?
c. hurt someone badly enough for
them to need bandages or a doctor?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
d. used a knife, gun, or other weapon
to get something from a person?
e. carried a knife, or gun to protect yourself?
f. threatened to physically hurt someone?
30. How often did you feel sad or depressed during the last month?
? all the time
? most of the time ? some of the time
?
once in a while
?
not at all
31. Do you have a job RIGHT NOW where you work at least once a week? Think
about jobs like babysitting, working in a store or restaurant, or yard work. It could
also be jobs for other families or in businesses and other organizations.
? Yes
? No
32. Do you get paid for this job?
? Yes
? No
33. How many hours do you usually work each week at your current job?
? less than 5 hours
? 5-10 hours
? 11-15 hours
? 16-20 hours
? more than 20 hours
Page 10 of 13
34. Who is currently living with you in your house? (mark all those living in your
house now)
? Mother (real)
? Father (real)
? Stepmother
? Stepfather
? Mother’s Boyfriend
? Father’s Girlfriend
?
?
?
?
?
?
?
?
?
?
Foster Mother
Your Boyfriend
Grandfather
Aunt
Niece/Nephew
?
?
?
?
Foster Father
Your Baby
Brother
Uncle
Your Girlfriend
Grandmother
Sister
Cousin
Other. Who?___________________
35. Who are the MAIN ADULTS in your home that are most responsible for you?
(mark all those living in your house now)
? I live by myself ? Mother, Real
? Father, Real
? Stepmother
? Stepfather
? Mother’s Boyfriend ? Father’s Girlfriend ? Foster Mother
?
?
?
Foster Father
Brother
?
?
?
?
?
Grandmother
Sister
Your Boyfriend/Girlfriend
?
?
Grandfather
Aunt
Stepmother
Uncle
Other, Who?__________________
Please mark one circle for each of the following questions. Remember, no one here
at PAL or your family will see your answers except you. This is a confidential
survey. Please answer all of the questions as honestly as you can.
36. In my home, there is a parent or some other adult…
Always
Sometimes
Rarely
Never
e. who always wants me to do my best.
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
f. who listens to me when
I have something to say.
?
?
?
?
a. who expects me to follow the rules.
b.who is interested in my school work.
c. who believes I will be a success.
d.who talks with me about my problems.
Page 11 of 13
37. At home…
Sometimes
Always
a. I do fun things or go to fun places
with my parents or other adults.
?
?
?
b.I do things that make a difference.
c. I help make decisions with my family.
?
?
?
Rarely
?
?
?
38. How do you describe your race or ethnicity?
? African American
? White
? Hispanic/Puerto Rico
? Asian/Pacific Islander
?
?
American Indian/Native American
Other
39. In your home (where you currently live now), how many people live there,
including you?
_______people
40. Do you live with both of your parents?
? Yes
? No
41. Which of these did your mother finish?
? Did not finish high school
? High School
?
?
Trade/Vocational School
More than College
?
Some College
?
?
GED
Finished College
42. Does your family get food stamps?
? Yes
? No
43. When you get lunch at school, do you:
? Get it for free
? Pay for some of it
Page 12 of 13
? Pay for all of it
Never
?
?
?
44. Are there any things on this survey that you would like to talk to a PAL staff
member about?
? Yes
? No
45. Who at PAL would you like to talk to?
_______________________________
46. Do we have your permission to tell the person mentioned above that you would like
to talk to them about things in the survey?
? Yes
? No
Remember to get your movie coupon!!
THANK YOU FOR HELPING US OUT WITH THIS SURVEY!
Page 13 of 13
Table 1: Activities offered at PAL Centers (N=17)
Activity
Arts and Crafts*
Creative arts*
Cultural
awareness*
Organized
sports/fitness*
Homework help*
Tutoring in
reading/math*
Academic
enrichment*
College
preparation*
Health and wellbeing skills
Conflict resolution
Community
service
Career exploration
Open time for
play/socializing
Specialized
interest clubs (e.g.
choir)
Yes,
activity
is
offered
n (%)
Percentage of youth participants
n (%)
Length of youth participation
n( %)
Frequency of youth
participation
n( %)
Less
than
25%
25-50%
51-80%
81-100%
Entire
year
School
year
Summer
Only
As
interest/
needed
4-5
days/
wk
1-2 days
/wk
1-3
times/
mo
16 (100)
15 (93.8)
14 (87.5)
3 (18.8)
5 (33.3)
2 (15.4)
5 (31.3)
5 (33.3)
3 (23.1)
6 (37.5)
4 (26.7)
5 (38.5)
2 (12.5)
1 (6.7)
3 (23.1)
13 (81.3)
12 (80.0)
10 (76.9)
0 (0)
1 (6.7)
0 (0)
0 (0)
0 (0)
0 (0)
2 (12.5)
2 (13.3)
3 (23.1)
1 (6.3)
1 (6.7)
1 (7.7)
10 (62.5)
9 (60.0)
1 (7.7)
4 (25.0)
5 (33.3)
7 (53.8)
Less
than
once a
month
0 (0)
0 (0)
4 (30.8)
16 (100)
0 (0)
3 (18.8)
9 (56.3)
4 (25.0)
14 (93.3)
0 (0)
0 (0)
1 (6.7)
7 (53.8)
6 (46.2)
0 (0)
0 (0)
16 (100)
13 (81.3)
0 (0)
1 (7.7)
3 (18.8)
4 (30.8)
5 (31.3)
7 (53.8)
8 (50.0)
1 (7.7)
3 (18.8)
6 (46.2)
13 (81.3)
5 (38.5)
0 (0)
0(0)
0 (0)
2 (15.4)
14 (93.3)
7 (53.8)
1 (6.7)
6 (46.2)
0 (0)
0 (0)
0 (0)
0 (0)
14 (87.5)
1 (8.3)
6 (50.0)
4 (33.3)
1 (8.3)
5 (35.7)
8 (57.1)
0 (0)
1 (7.1)
6 (42.9)
6 (42.9)
1 (7.1)
1 (7.1)
9 (56.3)
4 (57.1)
2 (28.6)
1 (14.3)
0 (0)
3 (33.3)
3 (33.3)
0 (0)
3 (33.3)
1 (11.1)
2 (22.2)
3 (33.3)
3 (33.3)
15 (93.8)
2 (13.3)
4 (26.7)
6 (40.0)
3 (20.0)
10 (66.7)
0 (0)
0 (0)
5 (33.3)
2 (14.3)
4 (28.6)
7 (50.0)
1 (7.1)
16 (94.1)
16 (94.1)
3 (18.8)
6 (37.5)
5 (31.3)
5 (31.3)
1 (6.3)
5 (31.3)
7 (43.8)
0 (0)
11 (68.8)
13 (81.3)
1 (6.3)
0 (0)
0 (0)
0 (0)
4 (25.0)
3 (18.8)
6 (37.5)
7 (46.7)
3 (18.8)
0 (0)
5 (31.3)
4 (26.7)
2 (12.5)
4 (26.7)
11 (64.7)
6 (60.0)
3 (30.0)
1 (10.0)
0 (0)
6 (60.0)
2 (20.0)
0 (0)
2 (20.0)
1 (12.5)
0 (0)
5 (62.5)
2 (25.0)
17 (100)
0 (0)
2 (11.8)
1 (5.9)
14 (82.4)
14 (100)
0 (0)
0 (0)
0 (0)
11 (78.6)
3 (21.4)
0 (0)
0 (0)
14 (82.4)
1 (7.1)
7 (50.0)
3 (21.4)
3 (21.4)
10 (76.9)
1 (7.7)
0 (0)
2 (15.4)
6 (46.2)
5 (38.5)
2 (15.4)
0 (0)
* Missing data from site (s)
Table 2: Youth involvement in skill-building activities (N=17)
Youth Activities
Very likely
n(%)
Extended projects that result in
individual presentations or displays
3 (17.6)
Somewhat
likely
n(%)
12 (70.6)
Unlikely
n(%)
Never
n(%)
2 (11.8)
0 (0)
Extended projects that result in group
presentations or displays
7 (41.2)
8 (47.1)
2 (11.8)
0 (0)
Writing projects or activities, such as
newspaper articles, original stories or
poems, essays, reports or letters
5 (29.4)
5 (29.4)
7 (41.2)
0 (0)
Artistic, theatrical, or musical
performances or presentations
6 (35.3)
9 (52.9)
2 (11.8)
0 (0)
Role plays (e.g. simulation games,
mock governments, group problem
solving, etc.)
3 (17.6)
6 (35.3)
8 (47.1)
0 (0)
Activities that develop practical,
everyday problem-solving skills
(grocery shopping, taking care of
siblings, handling emergencies, etc.)
4 (23.5)
9 (52.9)
4 (23.5)
0 (0)
Discussions about interpersonal
problems or family problems
9 (52.9)
7 (41.2)
1 (5.9)
0 (0)
Discussions or skill building about
pregnancy or pregnancy prevention
5 (29.4)
8 (47.1)
4 (23.5)
0 (0)
Discussions about using drugs and/or
alcohol
9 (52.9)
8 (47.1)
0 (0)
0 (0)
Skill building designed to help
children/youth master a particular
visual or performing art (dance,
musical instrument, drawing)
7 (41.2)
8 (47.1)
2 (11.8)
0 (0)
Skill building for sports/martial arts
13 (76.5)
4 (23.5)
0 (0)
0 (0)
Activities designed to develop conflict
resolution/ negotiating skills
6 (35.3)
11 (64.7)
0 (0)
0 (0)
Discussions about sexuality
6 (35.3)
8 (47.1)
2 (11.8)
1 (5.9)
Activities designed to educate
children/youth about physical health
9 (52.9)
8 (47.1)
0 (0)
0 (0)
Activity
Adult youth
relationship
Homework
Peer support
Behaviors Present During Observation
ü Tried to ensure each youth met with success
ü Supportive of youth in need of extra help
ü Accessible to youth
ü Interactive with youth
ü Checked in individuals
ü Actively listened to youth
ü Communicated high expectations
ü Staff addressed youth by name
ü Youth greeted or addressed staff by name
ü Youth listened to staff
ü Youth acted respectfully to staff
ü Youth appeared comfortable with staff
ü Youth asked for help
ü There was exchange of positive affect
ü Displayed warmth toward each other
ü Interacted in a friendly way
ü Appeared to enjoy each other’s company
ü Staff knew and understood individual youth
ü Encouraged youth to cooperate
ü Youth worked in pairs or small groups
ü Peers expressed positive feelings
ü Peers knew each other by name
ü Peers shared friendly interactions
ü Peers enjoyed each other’s company
ü Peers appeared comfortable with each other
Behaviors Absent During Observation
ü Encouraged youth to ask questions
ü Used repetition to help youth understand concepts
ü Divided activity into manageable chunks
ü Recognized when youth were losing focus
ü Gave direction to youth and helped them progress
ü Expressed respect toward youth’s opinions
ü Verbally recognized youth’s efforts
ü Youth seemed eager to please staff
ü Staff asked about or noted things about the
individual child
ü
ü
ü
ü
Encouraged youth to help or teach each other
Encouraged youth to share ideas
Actively discouraged negative peer interactions
The activity required teamwork
Activity
Activity
structure &
management
Decision
making &
leadership
Challenge
Behaviors Present During Observation
ü Staff did not give too much or too little order given
youth’s age
ü Youth seemed comfortable with the rules and structure
ü Staff was in control of the situation
ü Staff was able to calmly handle challenges
ü Staff managed the activity so youth could benefit
ü Staff had a firm yet warm management style
ü Staff included both males and females in activity
ü Staff encouraged participation of all youth
ü Staff did not play favorites
ü Asked youth to tutor other youth
ü Communicated the value and importance of the activity
ü Youth actively participated
Behaviors Absent During Observation
ü Staff did not expect too much or to little order
given the nature of the activity
ü Staff used humor to gently let youth know when
they broke a rule
ü Gave youth the opportunity to choose what
activity they would do
ü Gave youth freedom to interpret approach to
activity
ü Gave youth opportunities to solve problems
creatively
ü Gave youth input into planning the activity
ü Asked youth for ideas
ü Implemented youth’s ideas
ü Decision-making was age appropriate
ü Allowed youth to help with tasks
ü Gave youth opportunities to be group leaders
ü Encouraged youth to help run activity
ü Gave youth meaningful roles and responsibilities
ü Staff displayed enthusiasm about activity
ü Staff encouraged youth to push beyond their
present level
ü Staff tried to sustain motivation of youth who
were discouraged
ü Staff helped youth gauge progress
ü Staff moved to the next step as soon as youth
progressed
ü Youth seemed interested in completing the
activity
ü Youth appeared to be having fun
ü Youth were focused, attentive and not easily
distracted
Activity
Adult youth
relationship
Open
Play/Recreation
Peer support
Behaviors Present During Observation
ü Accessible to youth
ü Interactive with youth
ü Actively listened to youth
ü Staff addressed youth by name
ü Youth greeted or addressed staff by name
ü Youth listened to staff
ü Youth acted respectfully to staff
ü Youth appeared comfortable with staff
ü There was exchange of positive affect
ü Displayed warmth toward each other
ü Interacted in a friendly way
ü Appeared to enjoy each other’s company
ü Staff knew and understood individual youth
ü
ü
ü
ü
ü
ü
ü
Encouraged youth to cooperate
Peers expressed positive feelings
Peers knew each other by name
Peers shared friendly interactions
Actively discouraged negative peer interactions
Peers enjoyed each other’s company
Peers appeared comfortable with each other
Behaviors Absent During Observation
ü Tried to ensure each youth met with success
ü Supportive of youth in need of extra help
ü Encouraged youth to ask questions
ü Checked in individuals
ü Used repetition to help youth understand
concepts
ü Divided activity into manageable chunks
ü Communicated high expectations
ü Recognized when youth were losing focus
ü Youth asked for help
ü Gave direction to youth and helped them
progress
ü Expressed respect toward youth’s opinions
ü Verbally recognized youth’s efforts
ü Youth seemed eager to please staff
ü Staff asked about or noted things about the
individual child
ü Encouraged youth to help or teach each other
ü Encouraged youth to share ideas
ü Youth worked in pairs or small groups
ü The activity required teamwork
Activity
Activity
structure &
management
Decision
making &
leadership
Challenge
Behaviors Present During Observation
ü Staff did not give too much or too little order given
youth’s age
ü Staff did not expect too much or to little order given the
nature of the activity
ü Youth seemed comfortable with the rules and structure
ü Staff was in control of the situation
ü Staff was able to calmly handle challenges
ü Staff included both males and females in activity
ü Staff encouraged participation of all youth
ü Staff did not play favorites
ü Asked youth to tutor other youth
ü Gave youth the opportunity to choose what activity they
would do
ü Gave youth freedom to interpret approach to activity
ü Gave youth meaningful roles and responsibilities
ü Youth actively participated
ü Staff displayed enthusiasm about activity
ü Youth appeared to be having fun
Behaviors Absent During Observation
ü Staff used humor to gently let youth know when
they broke a rule
ü Staff managed the activity so youth could benefit
ü Staff had a firm yet warm management style
ü
ü Gave youth opportunities to solve problems
creatively
ü Gave youth input into planning the activity
ü Asked youth for ideas
ü Implemented youth’s ideas
ü Decision-making was age appropriate
ü Allowed youth to help with tasks
ü Gave youth opportunities to be group leaders
ü Encouraged youth to help run activity
ü Communicated the value and importance of the
activity
ü Staff encouraged youth to push beyond their
present level
ü Staff tried to sustain motivation of youth who
were discouraged
ü Staff helped youth gauge progress
ü Staff moved to the next step as soon as youth
progressed
ü Youth seemed interested in completing the
activity
ü Youth were focused, attentive and not easily
distracted
Activity
Adult youth
relationship
Sports
Peer support
Behaviors Present During Observation
ü Tried to ensure each youth met with success
ü Accessible to youth
ü Interactive with youth
ü Actively listened to youth
ü Communicated high expectations
ü Staff addressed youth by name
ü Youth greeted or addressed staff by name
ü Youth listened to staff
ü Youth acted respectfully to staff
ü Youth appeared comfortable with staff
ü Youth asked for help
ü There was exchange of positive affect
ü Displayed warmth toward each other
ü Interacted in a friendly way
ü Appeared to enjoy each other’s company
ü Staff knew and understood individual youth
ü Gave direction to youth and helped them progress
ü Verbally recognized youth’s efforts
ü Encouraged youth to cooperate
ü Actively discouraged negative peer interactions
ü Youth worked in pairs or small groups
ü Peers expressed positive feelings
ü Peers knew each other by name
ü Peers shared friendly interactions
ü Peers enjoyed each other’s company
ü Peers appeared comfortable with each other
ü The activity required teamwork
Behaviors Absent During Observation
ü Encouraged youth to ask questions
ü Supportive of youth in need of extra help
ü Checked in individuals
ü Used repetition to help youth understand concepts
ü Divided activity into manageable chunks
ü Recognized when youth were losing focus
ü Expressed respect toward youth’s opinions
ü Youth seemed eager to please staff
ü Staff asked about or noted things about the
individual child
ü Encouraged youth to help or teach each other
ü Encouraged youth to share ideas
Activity
Activity
structure &
management
Decision
making &
leadership
Challenge
Behaviors Present During Observation
ü Staff did not give too much or too little order given
youth’s age
ü Staff did not expect too much or to little order given the
nature of the activity
ü Youth seemed comfortable with the rules and structure
ü Staff was in control of the situation
ü Staff managed the activity so youth could benefit
ü Staff included both males and females in activity
ü Staff encouraged participation of all youth
ü
ü Asked youth to tutor other youth
ü Gave youth the opportunity to choose what activity they
would do
ü Gave youth opportunities to be group leaders
ü Encouraged youth to help run activity
ü
ü
ü
ü
ü
Communicated the value and importance of the activity
Youth actively participated
Staff displayed enthusiasm about activity
Youth appeared to be having fun
Youth were focused, attentive and not easily distracted
Behaviors Absent During Observation
ü Staff used humor to gently let youth know when
they broke a rule
ü Staff was able to calmly handle challenges
ü Staff had a firm yet warm management style
ü Staff did not play favorites
ü Gave youth freedom to interpret approach to
activity
ü Gave youth opportunities to solve problems
creatively
ü Gave youth input into planning the activity
ü Asked youth for ideas
ü Implemented youth’s ideas
ü Decision-making was age appropriate
ü Allowed youth to help with tasks
ü Gave youth meaningful role s and responsibilities
ü Staff encouraged youth to push beyond their
present level
ü Staff tried to sustain motivation of youth who
were discouraged
ü Staff helped youth gauge progress
ü Staff moved to the next step as soon as youth
progressed
ü Youth seemed interested in completing the
activity