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1.
This research examines how youth in arts and leadership programs develop skills for organizing actions over time to achieve goals. Ethnically diverse youth (ages 13-21) in 11 high-quality urban and rural programs were interviewed as they carried out projects. Qualitative analyses of 712 interviews with 108 youth yielded preliminary grounded theory about youth's development of strategic thinking, defined as use of dynamic systems reasoning to anticipate real-word scenarios and plan work. Strategic thinking appeared to develop through youth's creative engagement with tactical challenges in the work and feedback from the work's outcomes. Program advisors supported this development by giving youth control and by providing nondirective assistance when needed.  相似文献   

2.
青少年学生大部分时间在学校度过,学校在预防青少年违法犯罪中的作用就显得尤其重要。预防和控制青少年违法犯罪必须从认识青少年心理特点着手,从本源上下功夫,净化青少年的心理环境,加大对青少年学生的法制教育的力度,充分发挥学校在预防和控制青少年违法犯罪中的作用。  相似文献   

3.
婚恋价值观是青年个体价值观在婚姻、恋爱问题上的体现,是青年价值观的重要组成部分,对青年的择偶、恋爱、婚姻都起着重要的导向作用.<非诚勿扰>等电视相亲节目的火爆反映了相亲过程的娱乐化,体现了当代青年婚恋价值观的变化和出现的种种问题.分析当代青年婚恋价值观出现问题的原因并探寻帮助青年树立积极健康的婚恋价值观成为当代青年研究...  相似文献   

4.
Out-of-school-time programs for youth that are focused on STEM content are often seen as affording opportunities to increase youth engagement, interest, and knowledge in STEM domains, yet we know relatively little about how youth actually experience such programs. In this article, we explore how experiences and activities employed in the delivery of summer STEM programs are associated with youth engagement during programming, and whether youth characteristics moderate these relationships. Data were collected from 203 youth (ages 10–16) in nine summer programs using multiple methods including video, experience sampling, and surveys. Through the use of cross-classified, multi-level models, we found that youth reported higher engagement in program activities they perceived to be more challenging and relevant, and in activities, they perceived to have more affordances for learning or developing skills. Gender moderated these relationships such that the positive relationships observed among males were muted or nonexistent for girls. We further identify that program activities are differently associated with fostering challenge, relevance, and learning. Findings have implications for out-of-school STEM programming for youth.  相似文献   

5.
This study examines changes experienced by teachers of youth at socioeconomic risk during and after conducting self-regulation programs with their students. Participants' self-reports were classified into 3 change models. Teachers in the 1st model reported changes in their interaction with the school, their role with the students, and their own self-regulation. Those in the 2nd model experienced a partial process centered mainly on their handling of the classroom and on changes in themselves. In the 3rd model teachers reported virtually no change as a result of implementing the program. The implications for teachers of at-risk youth are examined.  相似文献   

6.
The authors evaluate and advocate the need for comprehensive sexuality education that meets the unique needs of youth who are deaf or hard of hearing, while calling for the expansion of teacher preparation in this critical area. Effective comprehensive sexuality education is designed to prepare young people to become more comfortable with, and informed about, their sexuality. Teachers and parents are key adults in this process. However, the responsibility for preparing teachers to handle sexuality education lies with both the postsecondary teacher preparation program and the administrative team at the individual school; their willingness to provide comprehensive training, current resources, and continued support are crucial to the success of any comprehensive sexuality program. In the individual school, effective guidance of youth who are deaf or hard of hearing in making appropriate decisions about their sexuality is built upon a team that includes not only school staff, but also parents and deaf adults in the community.  相似文献   

7.
This study examined the empirical validity of a model of human motivation as it applies to school success and failure in 3 independent samples of 10-to 16-year-old African-American youth. Specifically, we assessed how indicators of context, self , and action relate to measures of risk and resilient outcomes in school in 3 different samples, using 3 different measurement strategies. Correlational and path analyses on the 3 data sets supported the empirical validity of the model. African-American youth's experience of their parents' school involvement predicted a composite of self-system processes, which in turn predicted the subjects' reports of their engagement in school. Engagement then predicted school performance and adjustment. The data supported a reciprocal path from action to context, suggesting that youth who show more disaffected patterns of behavior and emotion in school experience less support from their families than those reporting more engaged patterns of action. Implications for program and policy decisions are discussed.  相似文献   

8.
Involvement of Youths in Population and Family Welfare Activities through Youth Clubs, a project supported by the United Nations Population Fund, has developed innovative ways of reaching Bangladeshi youth with reproductive health messages. One such project, executed by the Ministry of Youth and Sports, provided training in family life education to 74 youth training centers and launched population activities through 200 youth clubs in 98 thanas. Benchmark surveys were conducted in priority areas identified by individual clubs. A primary health care intervention reached 23,000 women and children with health card and sanitation programs. Follow-up surveys have revealed significant improvements in youth's knowledge of health, nutrition, maternal-child health, sanitation, and environmental conservation. In another Bangladeshi program, girls 9-19 years old received education through the Population Services and Training Center on topics such as the advantages of delayed marriage, family planning methods, and maternal-child health.  相似文献   

9.
Many community-based sport and physical activity programs take a positive youth development approach when operating in underserved communities around the world (Forneris, Whitley, & Barker, 2013). However, one of the biggest challenges for these programs is sustainability (Lindsey, 2008). The purpose of this article is to present the 3 authors’ experiences related to program sustainability when working with community-based sport and physical activity programs using a positive youth development approach in underserved communities. The authors describe the challenges faced with program sustainability, including ineffective development approaches, building strong relationships with community partners, knowledge translation, and securing funding. Also described are the strategies used to overcome these challenges, such as planning, capacity building, recruitment, and evaluation. This article is intended to stimulate more open and honest discussions about the realities of positive youth development program sustainability around the world.  相似文献   

10.
OBJECTIVE: The main aim was to evaluate the effectiveness of the Education Initiative, an intervention program in one of the largest urban counties in the US seeking to increase the responsiveness of social workers to the educational needs of foster children. METHOD: A pre-post test control group design was used. Data from case files and social workers were examined at the start of the project and 18 months later to determine changes in social workers' (a) knowledge and practices regarding school programs and services and (b) maintenance of educational records for children on their caseloads. RESULTS: Data were analyzed from approximately 300 case files and over 200 questionnaires completed by social workers. Findings indicated that social workers who received training and had access to an education liaison (1) increased their knowledge about the school system and (2) were more likely to gather current educational data and comment on schooling needs in the case files. On questionnaires measuring knowledge and practices, supervisory social workers showed no gains while case workers increased their levels of knowledge and involvement. CONCLUSIONS: Evaluative data from both sources support the effectiveness of this collaborative model between the school and child welfare agency for addressing the educational needs of foster youth. Social workers in the pilot offices knew more and focused more on the school experience of youth on their caseloads than workers in the control offices. They reported more educational information in the case files and solicited current progress reports from the schools. Discrepancies between worker and school reported performance data raise questions as to whether social workers by themselves are the most effective advocates for foster children.  相似文献   

11.
Summer schools serve multiple purposes for students, families, educators, and communities. The current need for summer programs is driven by changes in American families and by calls for an educational system that is competitive globally and embodies higher academic standards. A research synthesis is reported that used both meta-analytic and narrative procedures to integrate the results of 93 evaluations of summer school. Results revealed that summer programs focusing on remedial or accelerated learning or other goals have a positive impact on the knowledge and skills of participants. Although all students benefit from summer school, students from middle-class homes show larger positive effects than students from disadvantaged homes. Remedial programs have larger effects when the program is relatively small and when instruction is individualized. Remedial programs may have more positive effects on math than on reading. Requiring parent involvement also appears related to more effective programs. Students at all grade levels benefit from remedial summer school, but students in the earliest grades and in secondary school may benefit most. These and other findings are examined for their implications for future research, public policy, and the implementation of summer programs. Based on these results, our recommendations to policy makers are that summer programs (a) contain substantial components aimed at teaching math and reading and (b) include rigorous evaluations, but also (c) permit local control of curricula and delivery systems. Funds should be set aside to foster participation in summer programs, especially among disadvantaged youth. Program implementers should (a) begin summer program planning earlier in the year, (b) strive for continuity of staffing and programs across years, (c) use summer school in conjunction with summer staff development opportunities, and (d) begin integrating summer school experiences with those that occur during the regular school year.  相似文献   

12.
This article discusses the Development and Family Life Education for the Youth (DAFLEY) Project in Davao City, Philippines. The DAFLEY aimed to make the youth enlightened citizens of the future by educating them on reproductive health care services, gender equality, and responsible parenthood. It was established by the Family Planning Organization of the Philippines and is being carried out through the Davao Teen Centre (DTC), which provides reproductive and sexual health care services through counseling, face-to-face or by telephone. In an effort to reach out to more teenagers in Mindanao, the DTC introduced radio programs offering on-the-air advice to adolescents with problems ranging from boy-girl relationships and unplanned pregnancies to more complex and serious problems. Public response to the programs has been enthusiastic. The youth that have benefited from the DTC counseling refute a conservative belief that sex education leads to promiscuity and sexual experimentation. They state the respect they have for their bodies and their sense of responsibility as proof of the value of the reproductive health education and services that they have received.  相似文献   

13.
India’s National Green Corps (NGC) Eco‐Clubs are a unique opportunity to educate youth about environmental issues. NGC objectives include: (1) educate children about their immediate environment by increasing awareness; (2) impart knowledge about eco‐systems, their interdependence and need for survival, through visits and demonstrations; (3) mobilize youth by instilling a spirit of scientific inquiry into environmental problems; and (4) involve youth in active environmental preservation efforts. In 2005–2006, Eco‐Clubs existed in nearly 68,000 schools across India representing 150 Eco‐Clubs per district. During the 2007–2008 school year, the number of Eco‐Clubs increased to approximately 97,000 in 519 districts. The purpose of the study reported here was to document and evaluate the effectiveness of Eco‐Clubs and assess their organizational framework. An extensive document review of secondary data was employed and focus group interviews were conducted in two locations. Findings show that the partnership programs developed by schools with non‐governmental organizations to propel the Eco‐Club concept forward have contributed greatly to their ability to provide ongoing, quality programs for students. Recommendations include directing different agencies to work cohesively towards program success, clarifying the future NGC vision, and addressing existing operational shortcomings.  相似文献   

14.
Mentoring is portrayed in the literature as benefiting young people, but ineffective or early termination of youth mentoring relationships can be detrimental. Researchers have not adequately explored issues surrounding the breakdown of youth mentoring relationships. Underpinned by a socio-ecological perspective, in this exploratory study we consider the various contexts within which these important relationships exist and identify early warning signs or red flags that a mentoring relationship is struggling. We interviewed mentees, mentors, and coordinators from four Western Australian youth mentoring programs about their experiences of mentoring relationships. Our findings suggest that red flags and repair strategies may be specific to particular programs, and that program coordinators play an important role in supporting relationships. Our research will help youth mentoring programs work toward early intervention strategies or appropriate and respectful termination of a relationship.  相似文献   

15.
This research examined the reciprocal pathways between youth's sense of responsibility to parents and disclosure to them during early adolescence in the United States and China. Four times over the seventh and eighth grades, 825 American and Chinese youth (Mage = 12.73 years) reported on their sense of responsibility to parents and disclosure of everyday activities to them. Autoregressive latent trajectory models revealed that the more youth felt responsible to parents, the more they subsequently disclosed to them in both the United States and China. The reverse was also true: The more youth disclosed to parents, the more responsible they felt to them over time. The strength of these reciprocal pathways increased as youth progressed through early adolescence.  相似文献   

16.
本研究通过对山东省12地市1207名18－25岁农村青年的调查，发现不同性别、地区、化程度的农村青年人际价值选择的分布情况基本一致，其代际、同辈人际价值观念既有传统价值观的认同，也有对新的现代价值观念的接受。在某些个别项目上，不同类型农村青年的人际价值观也存在一些差异。  相似文献   

17.
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   

18.
This paper assesses how many children and youth have had exposure to programs aimed at preventing various kinds of violence perpetration and victimization. Based on a national sample of children 5–17, 65% had ever been exposed to a violence prevention program, 55% in the past year. Most respondents (71%) rated the programs as very or somewhat helpful. Younger children (5–9) who had been exposed to higher quality prevention programs had lower levels of peer victimization and perpetration. But the association did not apply to older youth or youth exposed to lower quality programs. Disclosure to authorities was also more common for children with higher quality program exposure who had experienced peer victimizations or conventional crime victimizations. The findings are consistent with possible benefits from violence prevention education programs. However, they also suggest that too few programs currently include efficacious components.  相似文献   

19.
This conceptual paper contributes to the scholarship on life-long learning programs at public universities. It investigates the unique relationship between these institutions and their state, utilizing Ohio as an illustrative example. A review of several university mission statements illuminates the responsibility of these institutions to their older-learner programs. Particular emphasis is placed on Over-60 programs, a university course audit program found in many states. Older learners face many barriers and challenges on college campuses because institutions struggle with limited resources and support for older-learner programs. This paper further encourages dialogue about the benefits of older learner programs.  相似文献   

20.
OBJECTIVE: This study examined risk of placement disruption and negative placement outcomes (e.g., residential treatment and incarceration) among adolescents placed in traditional family foster care for a year or longer. A foster parent's report of externalizing behavior problems was expected to be a stronger predictor of disruption and negative outcomes than a caseworker's report. Additionally, the association between behavior problems and placement disruption was expected to be mediated by the youth's degree of belonging and integration in the foster home. METHOD: The caseworkers and foster parents of 179 randomly selected 12-13-year-old adolescents placed in traditional foster care were interviewed by telephone. Interviews included standardized measures of externalizing behavioral problems and several other variables that have been previously associated with placement movement. Disruption from the youth's foster home at the time of the interview was prospectively tracked for 5 years. RESULTS: Over half of the youth experienced a disruption of their placement. Contrary to expectations, behavior problems as reported by caseworkers, but not foster parents, were predictive of placement disruption. However, the foster parent's report of behavior problems predicted risk of negative outcome after a period of 5 years. As hypothesized, integration in the foster home was highly predictive of placement stability and mediated the association between behavior problems and risk of disruption. CONCLUSIONS: Results suggest that integration in the foster home might be an important dimension of placement adaptation that should be considered during service planning for foster youth in long-term foster care. In addition, using standardized measures of behavior with both foster parents and caseworkers might be necessary to assess both long-term risk of negative outcomes and more immediate risk of placement disruption.  相似文献   

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