Peer2peer Support and Information Sharing Among After-School Staff: Promoting Emotional Well-Being via Effectiveness and Connectedness 

This study launches a program of research applying a social-ecological approach to understanding and promoting work-related well-being for after-school providers. We examine effectiveness supporting youth and connectedness with colleagues as predictors of work-related well-being among after-school providers in a collaborating multi-site middle-school age after­school program. Using a mixed method design, participating staff (n=34) completed a survey examining different aspects of effectiveness (i.e., comfort promoting youth social-emotional outcomes, closeness and conflict with youth), connectedness (i.e., social support and social capital measured via social networks), and work-related well-being (i.e., work engagement, burnout, and stress). A subset of staff (n=l 1) also completed a follow-up interview to gain a deeper understanding of each construct (i.e., effectiveness, connectedness, well-being).

Results highlighted mixed and nuanced associations between all three constructs. Effectiveness served as the most consistent predictor of work-related well-being, while also highlighting the emotional strain that can come with close relationships with youth. Connectedness presented as a stressor in its absence, but a buffer against stress in its presence. Effective communication, instrumental support, and bonding social capital were the most salient aspects of connectedness in predicting well-being and effectiveness supporting youth. Thus, the current study provides preliminary evidence for the potential of effectiveness and connectedness as pathways for promoting work-related well-being for after-school providers. 

Major Professor: Dr. Stacy L. Frazier