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1.
Abstract

The US Forest Service has a long history of youth conservation education. We investigated U.S. Forest Service citizen science programs that involve secondary school students in field collection of monitoring data to understand (1) how the programs integrated science and environmental education and (2) whether these programs advance ecological literacy and environmental stewardship. We conducted semi-structured interviews with the program leads, teachers, and students. Program leads and students said programs produced reliable data and met monitoring and other U.S. Forest Service stewardship objectives. Although these programs varied in design and objectives, our findings suggest these programs were incorporating both science and environmental education, and there is some indication they are creating ecological literacy among participants. Students exhibited environmental stewardship to some degree as a result of all programs, but the extent of this is tied to programs’ objectives and design.  相似文献   

2.
Programs in which youth work collectively on an environmental stewardship project may provide social learning opportunities that support social-ecological system resilience and the development of social ties. However, few empirical investigations document the social learning processes that actually occur in these programs. This paper presents a multi-case study ethnography of six summer youth civic ecology education programs. Methods included participant observation, interviews, and group mind-mapping. The results suggest that programs offered moderate social learning contexts, with participants having little say over the direction and design of the program’s environmental stewardship goals. Nevertheless, participants worked together and collaborated on projects led by program leaders, with whom they developed strong ties. In programs focused on a single issue in one place, participants shifted their conceptual frames to include locally relevant concepts. While participants did not form strong ties with other program participants or with individuals from outside programs, they valued experiences where they led volunteers or were observed by others doing stewardship work. These results suggest that environmental stewardship programs can be designed to enhance social learning opportunities, which could incorporate strategies to increase youth developing ties with each other and with outside organizations.  相似文献   

3.
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4.
Parents of children with significant externalizing and internalizing behavioral problems habitually report greater parenting stress compared to parents of children without these challenges. One avenue to alleviate parenting stress and ameliorate youth outcomes is youth mentoring, which includes a supportive adult paired with a child with the objective of engendering positive outcomes. The researcher sought to (a) evaluate the effectiveness of mentoring programs for children with significant externalizing and internalizing behavioral problems on parenting stress and youth outcomes and (b) explore moderator variables that may influence program effectiveness. Five studies were included in the current meta-analysis. Results revealed a small effect of these specialized mentoring programs on youth outcomes and parenting stress. Moderator analyses revealed program characteristics that enhance effectiveness. Mentoring programs that target children with significant behavioral and emotional problems may function as an additional service to improve youth outcomes and family functioning.  相似文献   

5.
Abstract

Studies of individual environmental education (EE) field trip programs have found that pre-visit preparation and post-visit follow-up activities can enhance desired student outcomes. We examined these relationships across a broad sample of single-day EE field trip programs for adolescent youth (grades 5-8) across the United States. We measured student outcomes, reflecting environmental literacy, 21st century skills, positive youth development, and student learning, through end-of-visit retrospective student surveys and follow-up surveys with visiting teachers two weeks after the field trip. Pre-visit logistical preparation as well as both pre-visit preparation and post-visit follow-up related to the subject matter were each associated with more positive student outcomes. The study provides further evidence across a large sample of programs that pre-visit preparation and post-visit follow-up can have meaningful impacts on student outcomes for EE field trips. We discuss the implications of the findings and provide examples and guidance for future programming efforts.  相似文献   

6.
ABSTRACT

This article contributes to the literature by proposing a methodological approach that scholars in all research fields can use to develop high-quality explanatory typologies. We argue that every typology should be constructed using a systematic, transparent process and must have a strong theoretical foundation to validate its explanatory value. Drawing on Max Weber’s typology theory, we apply our approach to construct three ideal types of vocational education and training (VET) programs. By bypassing heterogeneous context conditions, our typological approach enables us to compare VET programs based on the criteria that are relevant to an explanation of youth labor market outcomes. We build on Niklas Luhmann’s theory of social systems, which helps elucidate the significance of the linkage between actors from the education and employment systems in VET. The first ideal type, with maximal linkage, entails equal power-sharing between both kinds of actors. We expect such a VET program to have the most favorable outcome. The other two ideal types, in which one system has all the power, result in either undesirable youth labor market outcomes, such as unemployment or skills mismatch, or lack of access to further education.  相似文献   

7.
ABSTRACT

With more students pursuing university, it becomes essential for high schools to provide training that maximizes their graduates’ success. There is debate over whether an extra year of high school better prepares students for university. The authors used a nationally representative survey to contrast academic and employment outcomes between high school graduates of Grade 12 and Grade 13. Results suggest that Grade 13 graduates obtain higher grades in high school, are more likely to pursue university, and are less likely to be employed full time compared with Grade 12 graduates. Among students enrolled in university, Grade 13 graduates report higher grades in university and satisfaction with their program and do not transfer out of their programs compared to Grade 12 graduates. These findings highlight the importance of an additional year of high school to produce better prepared and more satisfied graduates.  相似文献   

8.
Abstract

While multiple valid measures exist for assessing outcomes of environmental education (EE) programs, the field lacks a comprehensive and logistically feasible common instrument that can apply across diverse programs. We describe a participatory effort for identifying and developing crosscutting outcomes for Environmental Education in the twenty-first Century (EE21). Following extensive input and debate from a wide range of EE providers and researchers, we developed, tested and statistically validated crosscutting scales for measuring consensus-based outcomes for individual participants in youth EE programs using confirmatory factor analysis across six unique sites, including two single-day field trip locations, four multiday residential programs and one science museum in the United States. The results suggest that the scales are valid and reliable for measuring outcomes that many EE programs in the United States can aspire to influence in adolescent participants, ages 10–14.  相似文献   

9.
ObjectiveTo report findings from a study of anonymous disclosures of abuse experiences among a national sample of youth in Canada who participated in violence prevention programming.MethodsA qualitative analysis was done of a purposeful sample of 1,099 evaluation forms completed following Red Cross RespectED violence prevention programming delivered between 2000 and 2003. Forms were selected based on program facilitators identifying voluntary, anonymous disclosures by youth participants of neglect and emotional, physical, and sexual abuse. Additional data for this analysis includes 27 interviews and focus groups that were used to understand the context of these disclosures and to engage the help of youth and program facilitators in the interpretation of findings.ResultsWhile this study is exploratory and non-representative in its design, findings suggest high rates of hidden abuse, with less than a quarter of youth with abuse experiences reporting a disclosure. Disclosure patterns vary with boys, youth aged 14–15, victims of physical abuse, and those abused by a family member being most likely to disclose to professionals or the police. Interviews help to explain the large number of youth who express reticence to disclose to professionals. Specifically, the data show a perception among youth of negative consequences following disclosure.ConclusionsThis data raises questions regarding why youth are reluctant to report abuse to professionals, preferring to cope independently or by confiding in peers. Youth in this study report feeling anxious about disclosing to authorities, fearful of the potential loss of control over decisions which affect them.Practice implicationsFindings suggest that professionals who provide support to young people's own networks of family and friends may help to facilitate youths’ disclosures of abuse. Furthermore, prevention programming that promotes a positive attitude towards disclosure of abuse experiences and provides an anonymous forum (such as an evaluation form) in which to do so is likely to encourage more young people to disclose.  相似文献   

10.
Abstract

Make a Difference (MAD) is a sustainability leadership program for high school students in Auckland, New Zealand. It offers a residential camp and follow-up activities. This article documents a participatory, utilization-focused evaluation of MAD, based on a Theory of Change approach. We ran workshops with MAD coordinators and students and conducted a survey with previous participants. This identified the core developmental and action outcomes of MAD, and the role of transformation and action competence in inspiring change. We discuss the benefits and limitations of both MAD and our evaluation approach and offer recommendations for others working on youth sustainability programs.  相似文献   

11.
ABSTRACT

Mentoring relationship quality has frequently been associated with improved effectiveness of mentoring interventions for youth. As youth mentoring research has largely been undertaken in community-based, one-to-one mentoring programs in the United States, there have been recent calls to investigate mentoring relationships in specific contexts. Accordingly, this research examines relationship quality within nine mentor-mentee dyads involved in a New Zealand school-based mentoring program that combines one-to-one and group mentoring. This research identifies key features of and perceived influences on mentoring relationship quality using qualitative interviews with program staff and mentor portfolios. The results indicate that high quality relationships were formed during the program, and were primarily facilitated by mentors who demonstrated attunement, critical self-reflection, self-efficacy, and a holistic view of their mentee. Implications for practice and future research are discussed.  相似文献   

12.
BackgroundJuvenile justice-involved youth have high rates of trauma exposure, physical and sexual abuse and PTSD. Several factors have been found to be related to PTSD symptoms in youth including number and chronicity of traumatic events.ObjectiveTo simultaneously examine the relationships between allostatic load (defined here as number of traumatic experiences), poly-victimization (exposure to two or more forms of victimization based on 5 of the 6 categories in Ford et al.’s 2010 study), physical/sexual abuse and PTSD in justice-involved youth.Participants and SettingThe sample consisted of 1984 youth in juvenile detention in a Northeastern city. The sample was 73.4% male and the majority of youth were either African American or Hispanic.MethodsClinicians collected demographic and psychosocial information, and measured symptoms of PTSD, depression, and problematic substance use.ResultsResults showed that youth with more traumas, those who experienced poly-victimization and those who experienced physical/sexual assault/abuse were not only more likely to have PTSD, but also more likely to have depression, thoughts of suicide/self-harm, and problematic substance use (as indicated by the presence of 2 or more of 6 possible indicators). Poly-victimization was a stronger correlate of PTSD than number of traumas or physical/sexual assault/abuse. However, among youth with PTSD, number of traumas was associated with co-occurring problems while poly-victimization and physical/sexual assault/abuse were not.ConclusionsFindings can be used to help direct resources to juvenile justice-involved youth who are most in need of treatment.  相似文献   

13.
Evidence has accumulated that confirms the success of a positive youth development (PYD) approach. Importantly, a positive development approach is just that—an approach. It is not a particular program or curriculum but a set of practices designed to achieve one or more positive outcomes. As such, PYD practices can be added onto other programs to make positive outcomes more likely. For example, a tutoring program can work hard to hire and train staff to work with students in a trusting, respectful relationship. Camp counselors can be encouraged to build rapport and positive bonds among the campers.  相似文献   

14.

During Fall 1999, the Law and Justice Studies Department at Rowan University, in collaboration with New Jersey's Juvenile Justice Commission, brought together 12 students and 12 incarcerated youth for a semester long course on Restorative Justice. This paper presents the planning, implementation and outcomes assessment of the course. While service learning programs within criminal justice departments are fairly widespread, this collaborative effort is unique in that the youth attend the course on campus and are treated, for all intents and purposes, as college students. The course was developed primarily as a way for the youth to experience college. It was intended to demonstrate to the youth that college is something that is within their grasp and that they could fit in with college students. We also hoped the course would benefit the college students' critical thinking skills, tolerance levels and overall educational experience. The outcomes assessment shows that the course was successful in achieving the goals set forth for the students and the youth. The process analysis demonstrates the many successes and difficulties that arose during the planning and implementation of the course.  相似文献   

15.
Abstract

The National Institute for Environmental Health Sciences has called for targeted efforts to engage underserved youth in environmental education programs that support environmental literacy and contribute to the development of a diverse workforce pipeline for environmental science-related occupations. Evidence suggests that career knowledge among low income and minority youth is more likely to be incompatible with post-secondary educational opportunities than other racial and ethnic groups. One approach to attenuating discordant college and career expectations among underserved youth is building networks for information sharing between secondary and post-secondary students. The purpose of this commentary is to describe the development and implementation of a high school curriculum on environmental science and environmental justice by Texas A&M University in collaboration with community engagement partners, students, and teachers at Furr High School, an innovative XQ Super School in Houston, Texas.  相似文献   

16.
ABSTRACT

Using data from 2002 to 2013 collections of the National Survey of Family Growth, we explored how exposure and timing of sex education were associated with sexual health outcomes of 5,141 women between the ages of 15 and 20 years. Consistent with previous literature, sexual minority (e.g., lesbian and bisexual) women reported engaging in sexual intercourse with a male partner earlier than their heterosexual peers. Sexual minority women were also more likely to receive sex education after already engaging in sexual intercourse. Exposure to sex education was associated with poorer outcomes—such as an increased number of male sexual partners and higher reports of pregnancy—for sexual minority women but not for their heterosexual peers. Receiving sex education before engaging in intercourse was associated with an increase in birth control use among bisexual participants. Therefore, school psychologists and counselors should promote inclusive sex education programs that fully address the needs of sexual minority youth.  相似文献   

17.
《The Educational forum》2012,76(1):80-93
ABSTRACT

The college readiness of high school graduates has become a core objective of the education policy of the United States. Early college readiness programs now exist in 38 states, and early college transition curricula have been developed in 29 states. This article evaluates the oldest of these programs, the Early Assessment Program (EAP), operated through the California State University (CSU) system. The authors argue that the EAP, grounded in enhanced information and choice – tenets of rational choice theory – is inadequate to meet the goals of the university. Remediation challenges at the CSU have remained substantial. An early college readiness program that also incorporates the theory of cultural integrity will have a more substantive impact on college readiness, particularly for marginalized youth.  相似文献   

18.
Abstract

Nature continually impresses humans in its role as an omnipresent, if not ultimate, source of power. One hallmark of outdoor and adventure education (OAE) has been its presumption that humans' interaction with aspects of Nature's “power” promotes the antecedents of leadership: measurable, persistent psychological effects and behavioral modifications including self-awareness, self-reliance, and stewardship. Recently, an unresolved discourse has arisen involving the guiding philosophies and actual outcomes derived from programs assembled under various combinations of the terms outdoor, adventure, environment, recreation, and education. Unifying these five terms is leadership potential mediated through Nature's metaphorical majesty and demonstrable power. However, Nature can be an ally, a medium, or an enemy, and outcomes resulting from OAE programs should be congruent with a consciously examined, coherent philosophy. A theoretical model depicts combinations of society, civilization, and culture placed along a continuum ranging from predation to partnership to demonstrate that the type of leadership emanating from any two or more perspectives may be very different. Nature is a complex system that is both predatory and partnering, and leadership in OAE must purposefully select and design programs that embrace the appropriate philosophy of Nature.  相似文献   

19.
ObjectiveStudies have consistently demonstrated a lack of agreement between youth and parent reports regarding youth-witnessed violence. However, little is known about whether disagreement is associated with poorer outcomes and less utilization of mental health services. The purpose of the current study was to examine disagreement among youth and parents about youth witnessed violence, and determine whether concordance predicted trauma symptoms and recognition of need and receipt of counseling services.MethodsConcordance about youth-witnessed violence was examined in 766 dyads from the Longitudinal Studies of Child Abuse and Neglect (LONGSCAN). Youth participants self-reported trauma symptoms, caregivers indicated youth need for and receipt of services. Both youth and parents provided information about youth-witnessed violence exposure in the last year.ResultsResults showed youth and caregivers differed significantly about youth-witnessed violence. Specifically, 42% of youth reported youth-witnessed violence, compared to only 15% of parents. For those parents who reported youth-witnessed violence, only 29% reported an identified need for services and only 17% reported the youth had received any mental health services. Concordance between parent–youth dyads was associated with greater identified need for services but was not associated with the use of counseling services or trauma symptoms.ConclusionsYouth who reported witnessing violence reported more frequent trauma symptoms regardless of concordance. Parents from dyads in which both informants reported youth-witnessed violence were more likely to endorse need for, but not receipt of counseling services. Given this association between youth-witnessed violence and mental health problems, more work is needed to identify barriers to concordance as well as service utilization.  相似文献   

20.
BackgroundSubstance abuse has been prevalent among caregivers involved in child welfare and is a major barrier to their achieving favorable outcomes. Family Treatment Drug Courts (FTDCs) have been viewed as one of the most promising interventions but research has reported mixed effects on child welfare outcomes. No meta-analysis was conducted to synthesize the findings to reach a more generalizable conclusion.ObjectiveThe meta-analysis synthesized findings from existing evaluations to examine whether and to what extent FTDC participants achieved better reunification and safety outcomes than non-participants.Participants and SettingAmong 17 identified studies dated from 2004 to 2018, the pooled sample subjects in the intervention and comparison groups were 3402 and 3683 for the 16 studies on reunification outcomes, and 842 and 632 for the eight studies on child safety outcomes.MethodsWe first estimated the FTDCs’ pooled effects on child reunification and safety outcomes. Furthermore, we conducted a series of subgroup meta-analysis to compare FTDCs’ effects across study and program characteristics.ResultsSubjects participating in FTDCs were substantially more likely to achieve reunification (OR = 1.75, 95% CI = 1.38, 2.22) without increasing the risk of subsequent foster care reentry or maltreatment re-report. Subgroup meta-analysis suggests factors such as research design, FTDC model, observation length, publication type and period may contribute to FTDCs’ disparities on reunification outcomes.ConclusionsThe synthesized findings strengthen evidence for the implementation and expansion of FTDCs for serving substance abusing caregivers in the child welfare system.  相似文献   

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