Community Youth & Family Programs

  • LEGACY Together Project (Leading, guiding a community of youth together) – this community-engaged project is a rigorous cluster randomized trial of evidence-based practices in afterschool to reduce problem behavior, substance use, and enhance positive youth development and racial-ethnic identity (E. Smith, funded by NIH/NIDA, William T. Grant Foundation, Wallace Foundation) 
  • Culturally-relevant youth and family programs – this project is a review of culturally relevant practices with African American and Latinx families  (Emilie Smith, Melissa Yzaguirre, Lekie Dwanyen, Deborah Johnson)
  • Circo, G., Krupa, J. M., McGarrell, E. F., & DeBiasi, A. (2020). Focused deterrence and program fidelity: Evaluating the impact of the Detroit Ceasefire. Justice Evaluation Journal, 4(1), 112-130. DOI: 10.1080/24751979.2020.1827938
  • Heath, R. & Park, K., Millwar. S. (Under Review). Opportunities for positive youth development: The organized activity participation and educational outcomes of adolescents in adoptive, foster, and kinship care.
  • Krupa, J. M., Boggess, L., Chamberlain, A., & Grubesic, T. (2019). Noxious housing: The influence of single room occupancy (SRO) facilities on neighborhood crime. Crime & Delinquency, 67(9), 1404-1428. DOI: 10.1177/0011128719875701
  • Lerner, R.M., Lerner, J. V., Murry, V. M., Smith, E. P., Bowers, E. P., Geldhof, G. J. Buckingham, M. H., (in press, January 2021).  Positive Youth Development in 2020: Theory, Research, Programs, and the Promotion of Social Justice.  Journal of Research on Adolescence.  DOI: 10.1111/jora.12609
  • Leman, P. J., Smith, E. P., Petersen, A. C. and SRCD Ethnic–Racial Issues and International Committees  (2017), Introduction to the Special Section of Child Development on Positive Youth Development in Diverse and Global Contexts. Child Development, 88: 1039–1044. doi:10.1111/cdev.12860
  • Smalls Glover, C., Smith, E., Yu, D., & Lewis, C. (2019). Families and community-based programs: Characteristics, engagement, and dissemination. In B. H. Fiese, M. Celano, K. Deater-Deckard, E. N. Jouriles, & M. A. Whisman (Eds.), APA handbooks in psychology® series. APA Handbook of Contemporary Family Psychology: Volume 2 - Applications and broad impact of family psychology (pp. 351-364). Washington, DC, US: American Psychological Association.
  • Smith, E. P., Mattar-Yunes, M.A., & Fradkin, C. (In Press, 2021).  From Prevention and Intervention Research to Promotion of Positive Youth Development: Implications for Global Research and Practice with Diverse Youth. To appear in R. Dimistrova and N. Wiium (Eds), Handbook of Positive Youth Development in a Global Context:  Bridging the Gaps between Research, Practice, and Policy. New York: Springer. 
  • Smith, E. P., Witherspoon, D. P., and Lei, P. (Accepted, May 2021).  The “Haves, Have Some, and Have Nots:” A Latent Profile Analysis of Capacity, Quality, and Implementation in Afterschool Programs. Prevention Science. 
  • Smith, E. P., Osgood, D. W., Oh, Y., and Caldwell, L., (2018).  Promoting Afterschool Quality and Positive Youth Development: Cluster Randomized Trial of the Pax Good Behavior Game.  Prevention Science,19 (2), pp 159–173, doi: 10.1007/s11121-017-0820-2
  • Smith, E. P. and Bradshaw, Catherine (2017).  Nurturing Environments in Afterschool Settings.  Clinical Child and Family Psychology, 20: 117-126. doi:10.1007/s10567-017-0239-0