Participation of SED Children in Community-based Recreation Programs: Familial,
Social, and Behavioral Factors
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Noel Bost
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University of Chicago
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1401 E. Hyde Park Blvd. Apt. 601
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Chicago IL 60615
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773-947-8663
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Bostworks@cs.com
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Thomas Keller
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University of Chicago
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969 East 60th Street
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Chicago IL 60637
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(773)702-1131
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FAX: (773)702-0874
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tkeller@uchicago.edu
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Maureen Marcenko
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University of Washington
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4101 15th Ave. NE
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Seattle WA 98105
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mmarcenk@uchicago.edu
Purpose: Mental health practitioners emphasize community-based services
and activities for children with serious emotional disturbance. However,
research has not investigated influences on children’s involvement in structured,
community-based recreational activities. This study describes levels of
participation in such activities and examines familial, behavioral, and
social factors associated with participation.
Methods: The study is based on a random sample of children,
aged 9-11 years, receiving frequent services through an urban public mental
health system (N=123). Structured interviews with the children and
primary caregivers contained multiple standardized measures to assess child
behavior and mental health, family functioning, and social and demographic
dimensions. At a six month follow-up, caregivers indicated whether
the child had participated in a variety of structured recreational/educational
activities (e.g., scouting, camp, sports, YMCA/YWCA, church activities,
volunteer activities, etc.).
Results: Ninety-three percent of caregivers in the sample
indicated a desire for recreational and after-school programs for their
children. Regression analysis revealed that higher externalizing
scores on the Child Behavior Checklist were associated with lower levels
of participation in structured recreational activities. A positive
association was found between parent education level and involvement in
activities.
Implications for practice: Findings suggest a high level
of interest in community-based recreational opportunities for children
served in the public mental health system. The negative association
between participation and child externalizing problems could indicate beneficial
effects of these activities on child behavior. Alternatively, challenging
behaviors may be an obstacle to integration into mainstream enrichment
activities. Parent education is also associated with participation,
possibly due to the value placed on participation or issues of access and
advocacy. Strategies will be offered for integrating children with
serious emotional disturbance into mainstream recreational activities.