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While research on program effectiveness offers ample evidence that afterschool programs can benefit young people in a variety of ways, this same body of research demonstrates that not all programs are equally effective (Granger, 2008). Some programs show positive results in many or all major outcome categories. Other programs are associated with positive results for some but not all outcomes; still others show no positive outcomes at all. This variability in effectiveness highlights the need for a better understanding of "how" successful afterschool programs actually work, while keeping in mind the ever-present question of how to define success. This review article examines formulations of afterschool program quality emerging from outcome research, expert and professional consensus, and "process" research on how successful afterschool programs operate. After briefly summarizing current literature on the effectiveness of afterschool programs, the authors review empirical evidence regarding the characteristics of effective programs, that is, what effective afterschool programs do to produce positive outcomes. Next, they provide an overview of how program quality has been conceptualized by afterschool researchers. We conclude by discussing the field's emerging consensus regarding quality afterschool programming, highlighting key considerations as the afterschool field undertakes efforts to achieve both program quality and positive outcomes for youth.

This article details the development of the Youth Development Assessment Device (YDAD), an instrument designed to measure a youth's experiences within youth development programs. A total of 1,074 adolescents, between 12 and 18 years of age, participated in the study. Exploratory factor analysis yielded three factors: Supportive Environment, Emotional Safety and Wellbeing, and Involvement and Challenge. Moderately high Cronbach's alphas indicated that scores from the YDAD subscales were internally consistent. Confirmatory factor analysis was used to examine the fit of the model and to test convergent and discriminant validity of YDAD scores. The use of the instrument in process evaluations is described. Implications for future research are discussed.

Reports on the conceptual development and empirical use of the Family Intrusiveness Scale (FIS), an instrument designed to reflect levels of intrusiveness in the family system. Development of the instrument is explained, its use and evidence of its reliability are explored, and its practicality and effectiveness are considered. (MKA)

The relationship between emotional reactivity toward parents and interpersonal competence was studied with samples of 338 and 163 college students. Multivariate analysis of variance indicated that emotional reactivity toward parents was related to interpersonal competence in same-sex friend and dating partner relationships regardless of gender. (SLD)

Examined differentiation patterns within marital, parental, and parent/child relationships and support level experienced within peer relationships as predictors of anxiety and depression in college students (n=60). Peer support and system of dynamics significantly covaried with reported levels of depression. Only differentiation level found within the parental subsystem and mother/child reciprocal relationship emerged as significant predictors. (ABL)

To purchase or authenticate to the full-text of this article, please visit this link: http://dx.doi.org/10.1111/j.1744-6155.2008.00139.x Byline: Angela A. Crowley (1), Ronald M. Sabatelli (2) Keywords: Child care; collaboration; conceptual model; health consultation Abstract: PURPOSE. This study explored the nature of consultation between childcare providers and nurse childcare health consultants and identified factors that promote a collaborative relationship. DESIGN AND METHODS. A qualitative study using semistructured, individual interviews of five collaborative and five conflicted pairs of nurse childcare health consultants and childcare center directors. Data were analyzed following principles of grounded theory and applying the constant comparative method of analysis. RESULTS. Establishing a collaborative relationship was influenced by previous experiences and four themes in the relationship: open and active communication, commitment, respect, and congruent philosophies. PRACTICE IMPLICATIONS. Preparation in developing collaborative relationships should be incorporated into the education of nurse consultants and childcare directors and providers. Author Affiliation: (1)Yale University School of Nursing, New Haven, CT (2)Department of Human Development and Family Studies, University of Connecticut, Storrs, CT Article History: First received January 21, 2007; Revision received May 25, 2007; Accepted for publication August 24, 2007. Article note: Author contact: angela.crowley@yale.edu, with a copy to the Editor: roxie.foster@uchsc.edu

This report outlines efforts to develop a self-report measure that assesses family differentiation, Differentiation is conceptualized as a family-level variable involving interactions that enable individuals to maintain both a sense of ongoing emotional connectedness (support, involvement, personal relationship) and a sense of separateness (autonomy, uniqueness, freedom of personal expression) within the context of their family-of-origin. The scale consists of 11 items and employs a circular questioning' format to assess an individual's perception of how the various members of the family interact with one another. Scale uses and information on the scale's reliability and validity are presented.

The present study examines the underlying factor structure of a widely used family assessment tool, the Family Environment Scale. In a factor analysis of data from college students and employees of a New England university (n = 828), the presence of 10 unique clusters representing the 10 subscales of the FES was not confirmed. This is the second factor analysis that failed to support empirically the existence of the 10 subscales. Concerns regarding the continued use of the FES to tap independent dimensions of the family environment by family researchers and clinicians are discussed.

A conceptual framework is presented for disentangling the concepts of individuation and differentiation by defining the former as an individual developmental process and the later as a family level variable dealing with patterns of distance regulation. The framework is then used as a basis of identifying critical measurement issues. Finally, selected measures of individuation and differentiation are reviewed in order to illustrate the strengths and limitations of measurement efforts to date.

Examines the constructs of individuation, differentiation, and identity formation from the individual development and family system theory perspectives. States that individuation and identity formation process encompass both the individual's efforts toward separation from family of origin and impact of these efforts on identity formation and the family system as the social framework within which the individuation occurs. (Author/NRB)

The article discusses issues related to the cultural robustness and invariance of measures designed to assess family constructs. Topics include assessment of emotional connectedness and separateness of family-of-origin experiences termed as Differentiation in the Family System Scale (DIFS); and using factor analysis it was found that a modified nine-items of the DIFS indicated a weak invariance and in subsequent analysis, there are differences in some of the items function across groups.