Introduction

The pressing need for after-school programs for children in the inner city has been well described in other chapters of this volume (see Chapters 1, 2, and 6). To help prevent violence, children and youth need safe places to go and positive activities to do.

Schools are places where effective programs can help stem the harm of youth violence. But children and teens are in school for a relatively limited amount of time. Children age nine to 14 typically spend about 60% of the time they are awake outside the school setting (Timmer, Eccles, & O'Brian, 1985). And violent crimes by juveniles are typically committed during after-school hours - between 2:30 in the afternoon and 8:30 at night (Snyder & Sickmund, 1995).

Around the nation, currently there are more than 500 organizations receiving federal funds to prevent youth problems and about the same number of privately funded organizations providing activities during nonschool hours (Pittman & Wright, 1991). Many of these organizations focus on a single problem, such as drug use, or developing a single proficiency, such as an athletic skill; but research has shown such approaches are not likely to prevent violence or delinquency (Lipsey, 1992; Tolan & Guerra, 1994). While others stress comprehensive approaches that in theory should work, most of these short-term programs will at best have only short-term effects. And, as many researchers (see, e.g., Sherman et al, 1997) have found, many organizations lack the stability and experience needed to implement well-designed approaches to preventing youth violence.

This chapter describes new urban initiatives by national organizations with proven ability to work with children and teens: Boys and Girls Clubs of America, Boy Scouts of America, Girls Incorporated, Girl Scouts of the U.S.A., National Association of Police Athletic Leagues (PAL), National 4-H Council (sponsored by the U.S. Department of Agriculture 4-H and Youth Development Service), and the YMCA of the U.S.A. Many of these organizations offer a variety of age-graded programs based on an understanding of the developmental skills that all children need to master. All are highly regarded throughout the United States for their success in helping children to develop into “complete” young adults (Larson & Kleiber, 1993).