Evaluating Youth Drop-In Programs: The Utility of Process Evaluation Methods

Abstract

In North America, neighbourhood youth centres typically off er essential community-based programs to disadvantaged and marginalized populations. In addition to providing pro-social and supportive environments, they provide a host of educational and skill-development opportunities and interventions that build self-esteem, increase positive life relationships and experiences, and address social determinants of health. However, evaluators of such centres often have to work with moving changes in temporal components (i.e., service users, services, programs, and outcomes) that are unique and idiosyncratic to the mandate of the centre. Although there is an abundance of research on youth programs in general, there is a void in the literature on drop-in programs specifically, which this study aims to address. Th e lack of empirical research in this area inhibits knowledge about the processes of these centres. For this reason, the article concludes that process evaluation methods may be effectively used to substantiate the practice skills, knowledge, and managerial competencies of those responsible for program implementation.

The effects of setting and music on the intention to participate in out-of-school music classes: An experimental video vignette study

“…Furthermore, with adolescents being predominantly peer oriented, they should be more attracted to a youth cultural setting (Kröner & Dickhäuser, 2009). This could be particularly true for young people with a low SES, as these in particular perceive youth centers as a retreat and safe space (Chechak, Dunlop, & Holosko, 2019). Furthermore, the interconnection of setting and music works both ways: While preferences in the setting might be related to the underlying motives for engaging in music (Chamorro-Premuzic & Furnham, 2007) or differences in the emotional associations of musical activities (Boal-Palheiros & Hargreaves, 2001), preferences in music also strongly depend on the setting (North & Hargreaves, 1996, 2000).…”

“…Thus, it comes with little surprise that most studies on this issue are merely correlational (Austin, 1990; Elpus & Abril, 2011; Sichivitsa, 2004). In addition, field experiments with voluntary participants suffer from a substantial drawback due to a selection bias: There are large proportions of adolescents that would never consider registering (Chechak et al, 2019). Thus, especially when aiming to assess intentions, vignette studies might provide a good workaround (Rettinger, Jordan, & Peschiera, 2004; Reuveni & Werner, 2015).…”