Publications

Papers – In Print and In Press

  • Smith, E. P., Osgood, D. W., Caldwell, L., Hynes, K., & Perkins, D. F. (2013). Measuring collective efficacy among children in community-based afterschool programs: Exploring pathways toward prevention and positive youth development. American Journal of Community Psychology, 1-14. doi: 10.1007/s10464-013-9574-6. Using HLM, youth collective efficacy, connectedness and willingness to intervene are found to be related to specific dimensions of youth emotional and behavioral adjustment.
  • Kuperminc, G. P., Smith, E. P., & Henrich, C. C. (2013). Introduction to the special issue on “Social and Motivational Processes in After-School Settings: Bridging Gaps Between Theory, Research, and Practice”. The Journal of Early Adolescence, 33(1), 5-16. doi: 10.1177/0272431612469055. This paper appears in a special issue that presents projects from various investigators that look at developmental approaches to engagement, connectedness, and adult support with a variety of randomized and ethnographic research designs.
  • Halgunseth, L., Carmack, C., Childs, S., Caldwell, L., Craig, A., & Smith, E. P. (2012). Using the interactive systems framework in understanding the relation between general program capacity and implementation in afterschool Settings. American Journal of Community Psychology, 50(3-4), 311-320. doi: 10.1007/s10464-012-9500-3. This paper explores general and communication capacity and their role in implementing Pax-GBG.
  • Flaspohler, P., Lesesne, C., Puddy, R., Smith, E., & Wandersman, A. (2012). Advances in bridging research and practice: Introduction to the second special issue on the interactive system framework for dissemination and implementation. American Journal of Community Psychology, 50(3-4), 271-281. doi: 10.1007/s10464-012-9545-3. An overview of strategies and approaches to bridge research and practices using the various systems including prevention synthesis and translation of effective approaches, prevention supports systems (coaching and technical assistance) and prevention delivery of innovative practices.
  • Hynes, K., Smith, E. P., & Perkins, D. F. (2009). Piloting a school-based intervention in after-school settings: A case study in science migration. Journal of Children’s Services, 4(3), 4-20.
  • Smith, E. P. (2007). The role of afterschool programs in promoting positive youth development. Journal of Adolescent Health, 41,219-220.

Papers - Under Review or Preparation

  • Oh, Yoonkyung; Smith, Emilie,P.; and Osgood, Wayne (under preparation) Measuring afterschool quality using a setting-level observational approach. Target Journal: Journal of Early Adolescence (Special Issue on Using Measurement to Understand and Impact Early Adolescents’ Experience in Schools).
    This paper provides information on the internal consistency, test-retest, construct and concurrent validity of 3 important measures of youth-serving settings and the prospects for using these measures to inform regular practice in afterschool
  • Smith, E. P. Rosen, H., Rosen, A., Hahn, T., Moulder, L., & Schraudner, J. (under review). Top-down, bottom-up, and around the jungle gym: A social processes and networks approach to building learning communities in afterschool. In B. Christens (Ed). Special Issue on Social Network Perspectives. American Journal of Community Psychology. This paper offers a description of the social processes by which rapport, trust and interpersonal processes are built among the research team, coaches, and afterschool staff for implementing empirically based strategies. It explores both challenges and effective approaches at building learning communities that encourages the use and sustainability of empirically-informed practices in afterschool.
  • Witherspoon, Dawn; Lindeke, Mary; Smith, Emilie Phillips; & Mason, Amber (under preparation). Racial attitudes in context: An examination of mediated effects of neighborhood factors on school-aged children’s adjustment. This paper explores the neighborhood context of youth development and the degree to which racial-ethnic attitudes (identity and perceived barriers) might mediate or moderate child behavioral outcomes.
  • Witherspoon, Dawn; Vandiver, Beverly; Lindeke, Mary; Bhargava, Saskhi; & Osgood, Wayne (under preparation). Ethnically diverse youth's neighborhood perceptions: Measurement invariance and validity. Using random subsamples of over 800 youth, various confirmatory factor models are examined for fit across race-ethnicity, grade and geographic locale to examine the assessment of neighborhood contexts.
  • Vandiver, B., Manjunath, S. & Smith, Emilie Phillips (under preparation). School Connectedness and academic self-efficacy. Among a sample of children participating in afterschool programs, this paper examines the degree to which children feel connected to educational settings and the degree to which a strong racial-ethnic identity might be play a role in children’s sense of perceived sense that they can achieve academically and occupationally.
  • Rollins, B., Ross, S. T., Francis, L., BeLue, R., Caldwell, L., and Smith, E. P. (under preparation). Afterschool programs as opportune settings for increasing children’s physical activity: An examination of contextual factors among afterschool programs in Pennsylvania. This paper explores organizational factors that may support or hinder children’s participation in physical activity (PA) and may inform the design of intervention programs targeting children’s PA.

Invited Addresses

Smith, E. (February 2013). Community Support for Youth and Families. Keynote address presented to the Triple P International Conference, Helping Families Change, Los Angeles, California.

Smith, E. (Presenter), Osgood, D. W., Oh, Y., Caldwell, L. (March 2013). Community-Based
Approaches to Prevention and Promotion with Youth. Keynote Address presented to the College of Education Research Symposium (Tom Farmer, Chair), Virginia Commonwealth University). Richmond, Virginia.

Smith, E. (March 2013). Prevention of Problem Behavior in Community-Based Afterschool Settings. Visiting Lecture presented at Grand Rounds, Yale University School of Medicine, Psychiatry Department, Division of Community Research/The Consultation Center, New Haven, CT.,

Smith, E. (Presenter, September 2012), Linda Caldwell, Wayne Osgood, Daniel Perkins, and Howard Rosen. LEGACY Together: Strengthening Afterschool Programs. Keynote panel with LEGACY participating afterschool directors, Lucy Zimmerman (Lancaster Recreation Commission), and Diane Hawkins (Extended School Care for Children). Pennsylvania State Afterschool Youth Development Network (PSAYDN), Philadelphia, Pennsylvania.

Conference Presentations

Advances in Bridging Research and Practice: Igniting the Interactive Systems Framework for
Dissemination and Implementation (Symposium, SCRA 2013 Biennial Conference, Catherine Ann Lesesne: Session Organizer; Emilie Smith: Chair; Howard Rosen: Discussant).

Smith, E.; Osgood, W.; Caldwell, L.; Oh, Y.; and Perkins, D. (May 2013) Using Empirically –Based Practices in
Afterschool Programs: Effects on Children’s Socio-emotional adjustment and Behavior. Presented in a panel, (Chair Catherine Bradshaw) at the Society for Prevention Research, Seattle, Washington.

Positive Youth Development Among Racial-Ethnic Minorities: Constructing a Healthy Sense of Self, Others, and
Community (Roundtable, SRCD 2013, Dawn Witherspoon: Moderator; Enrique Neblett, Niobe Way, Emilie Smith: Panelists; Discussant, Vivian Tseng).

Smith, E., & Childs, S. (June 2012). Building networks of researchers and practitioners to implement empirically-based practices in afterschool: the LEGACY Together Project. Presented at the IV International Conference of Community Psychology. Barcelona, Spain.

Witherspoon, Dawn; Lindeke, Lisa; and Smith, Emilie (forthccoming June 2012). Racial-ethnicidentityincontext:Anexaminationofneighborhoodfactorswithschool-agedchildren. Presented at the IV International Conference on Community Psychology, Barcelona, Spain.

Crump, Aria D.; Castro, Felipe G.; Ball, Alison; Brody, Gene; Smith, Emilie P.; Prado, Guillermo (May 2012). The
Art, Science, and Philosophy of Developing Culturally Adapted Programs for Substance Abuse and HIV Prevention. Roundtable/Scientific Forum presented at the 20th SPR Annual Meeting, Promoting Healthy Living through Prevention Science.

Smith, E. P., & Oh, Y. (December 2011). LEGACY Together: Strengthening afterschool programs. Presentation at the W. T. Grant Foundation 2011 Annual Meeting. Washington, D. C.

Halgunseth, L. C., & Childs, S. (November 2011). Evidence-based practices: The role of program capacity. Paper
presented at the 2011 Annual Conference of the National Association for the Education of Young Children. Orlando, FL.

Halgunseth, L. C. (May 2011). Achieving high fidelity: Implementing interventions in afterschool settings. Paper presented at the annual meeting of the Society for Prevention Research, Washington, D.C.

Halgunseth, L. C. (November 2010). Afterschool programs: Bridging research, practice and policy. Paper presented at the annual meeting of the National Association for the Education of Young Children, Anaheim, CA

Smith, E. P. (October 2010). LEGACY Together: Strengthening Afterschool programs. Presentation for the Penn State Prevention Research Center Fall 2010 Seminar.

Smith, E. P., Carmack, C., Hynes, K., Perkins, D. F., & Osgood, D. W. (October 2009). The role of community-
based afterschool programs in promoting collective efficacy and prevention of youth problem behaviour: Developmental models. (Le rôle des programmed’accompagnement périscolaires dans la prévention des problems comportementaux). Presented at the 7th European Conference of Community Psychology, Paris, France.

Smith, E., Carmack, C., Hynes, K., Perkins, D., & Osgood, D. W. (June 2009). The role of collective efficacy in
positive youth development: Results from a study of afterschool. In G. Kuperminc and E. P. Smith (Symposium Chairs), Social and Motivational Processes in Afterschool. Presented at the 12th Biennial Conference of the Society for Community Research and Action, cosponsored by Montclair University and Rutgers University.

Smith, E. P. (November 2008). Fostering children's collective efficacy in afterschool: Implications for positive youth development. Presented at Merrill-Palmer Institute, Detroit, MI.

Posters

Witherspoon, D. et al., (2013, August). Ethnically diverse youth's neighborhood perceptions: Measurement invariance and validity. Poster session to be presented at the annual convention of the American Psychological Association, Honolulu, HI.

Oh, Y., Smith, E.P. and Osgood, D.W. (2013, May). Afterschool program quality and children’s behavioral outcomes: Findings from the LEGACY Together Afterschool Research Project. Poster session presented at the annual meeting of the Society for Prevention Research, San Francisco, CA.

Manjunath, S., Vandiver, B. and Smith, E.P. (2013, May). Exploring the Relationship Between School Connectedness, Academic Self-Efficacy, Socio-Emotional Adjustment and Academic Achievement in a Sample of Urban Elementary Children. Poster session presented at the annual meeting of the Society for Prevention Research, San Francisco,CA.

Childs, S. S., Smith, E. P., Halgunseth, L. C., & Rosen, H. (2012, April). Supporting engagement and interventions in afterschool programs. Poster session presented at the EPISCenter, Prevention Research Center, Type II Poster Session at Penn State, University Park, PA

Blandino, A., Johnson, K., Rose, J., & Smith, E. (2012, April). Participation in afterschool and children's behavior and adjustment. Poster session presented at the EPISCenter, Prevention Research Center, Type II Poster Session at Penn State, University Park, PA.

Halgunseth, L. C., Smith, E. P., Childs, S., & Caldwell, L. L. (May 2011). Achieving high fidelity: Implementing interventions in afterschool. Poster presented at the 19th Annual Meeting of the Society for Prevention Research, Washington, D.C.

Rose, J., Schulte, J., Smith, E. P., & Osgood, D. W. (May 2011). Using technology in prevention science: A multi- method approach to measuring quality in afterschool programs. Poster presented at the 19th Annual Meeting of the Society for Prevention Research, Washington, D.C.

Childs, S., Smith, E. P., Halgunseth, L. C., & Rosen, H. S. (May 2011). Supporting engagement and interventions in afterschool programs. Poster presented at the 19th Annual Meeting of the Society for Prevention Research, Washington, D.C.

Blandino, A., Johnson, K., Rose, J., & Smith, E. P. (May 2011). Afterschool matters: Student characteristics and trends in afterschool participations. Poster presented at the Society for Prevention Research’s annual conference in Washington, D.C.

Schulte, J., Perkins, D. F., Rose, J., & Smith, E. P. (May 2011). Using multiple reports of child and staff interactions in after-school programs. Poster presented at the Society for Prevention Research’s annual conference in Washington, D.C.

Smith, E. P., Halgunseth, L. C., Childs, S., Caldwell, L. L., Carmack, C., Rosen H. S., & Rosen, A. (April 2011).
Capacity and innovation implementation in afterschool settings. Poster presented at the EPISCenter, Prevention Research Center, Type II Poster Session at Penn State, University Park, PA.

Johnson, K., Rose, J., Halgunseth, L. C., & Smith, E. P. (March 2011). The relation between school connectedness and problem behaviors among ethnic minority youth. Poster presented at the biennial meeting of the Society for Research on Child Development, Montreal, QC.

Halgunseth, L. C. (March 2011). The relation between racial identity and children’s conduct problems: Variations by race. Poster presented at the biennial meeting of the Society for Research on Child Development, Montreal, QC.

Rollins, B., Taverno, S., Francis, L., Caldwell, L. L., & Smith, E. P. (April 2010). Physical activity (PA) in afterschool programs serving low-income youth in Pennsylvania. Poster presented at 10th Anniversary Celebration of the Center for Family Research in Diverse Contexts, University Park, PA.

Dissertation and Master’s Theses on LEGACY Data

Ross, T. C. (under preparation). Exploring the relationship between ethnic-racial socialization and identity in relation to positive youth development indicators and collective efficacy among adolescents. (Dissertation)

Johnson, K. (Spring 2011). School connectedness, academic self-efficacy, and racial/ethnic identity in elementary school youth. (Dissertation)
Schulte, J. (Spring 2011). Accuracy of child and staff perceptions of interactions between staff and children in afterschool programs. (Master’s thesis)

Other

Indivero, V.M. (2013, February 25). Afterschool programs evaluated for community support, resources. Penn State Newswire. Retrieved February 26, 2013, from news.psu.edu/story/266026/2013/02/25/research/afterschool-programs-evaluated-community-support-resources. The Interactive Systems Framework is an approach for bridging research and practice. This press release describes various types of capacity, organizational (mission, leadership, professional development) and communication (linking to schools and teachers) plays an important role in effectively implementating empirically-based practices, such as the Good Behavior Game.

Hoyt, J., Leathers, M., Oh, Yoonkyung, and Smith, E. (2013). LEGACY Together: Strengthening Afterschool Programs 2011-2012 Site Report, Unpublished Report.

City of Atlanta Mayor’s Office/PBS – Media interview on the PAX-GBG/ LEGACY Together project
with Dr. Emilie Smith, Ms. Alison Rosen (HBH, trainer), Cornelia King, Coach and various participating children and staff (April 2012).

"After the Bell: Promoting Positive Development through Afterschool Programs." In The College of Health and
Human Development Newsletter: Advancing the Vision, (Spring 2008), pp. 9-10,
www.hhd.psu.edu/news/magazineDocs/HHDMagazine_Spring2008.pdf