ABSTRACT
Structured out-of-school activities have been identified as safeguards against risk-taking behavior and negative peer influence related to substance use (Hawkins, Catalano, & Olsen, 1998; Perkins & Borden, in press; Schorr, 1988; Werner & Smith, 1992; Zill, Nord, & Loomis, 1995) and have been shown to contribute to improved occupational attainment; increased scholastic performance; enhanced educational aspirations and self-concept (Marsh, 1992; McLaughlin, 2000); decreased alcohol,
tobacco, and drug use (Quinn, 1999); reduced school dropout rates and absenteeism (Catalano, Bergund, Ryan, Lonczak, & Hawkins, 1999); lowered incidences of bullying, violence, and suicide risk (Greenberg, Domitrovich, & Bumbarger 1999); and better social skills and peer relations (Posner & Vandell, 1994).
