Emotional display rules and emotion self-regulation: Associations with bullying and victimization in community-based after school programs

2010 ◽  
Vol 20 (6) ◽  
pp. 480-496 ◽  
Author(s):  
Pamela W. Garner ◽  
Tiffany Stowe Hinton
Keyword(s):  
Self Regulation ◽  
After School Programs ◽  
After School ◽  
Display Rules ◽  
Community Based ◽  
School Programs ◽  
Emotional Display ◽  
Emotional Display Rules

scholarly journals Where’d You Hear That? Examining the Importance of Individuals and Institutions in Providing Knowledge to At-Risk Adolescents about Their Local Community

2016 ◽  
Vol 11 (2) ◽  
Author(s):  
Rosemary V. Barnett ◽  
Paige E. Combee ◽  
Caroline Payne-Purvis
Keyword(s):  
At Risk ◽  
Local Community ◽  
After School Programs ◽  
After School ◽  
At Risk Youth ◽  
Community Based ◽  
School Programs ◽  
Community Issues ◽  
Positive Correlations ◽  
At Risk Adolescents

The purpose of this study was to explore the relationships between individuals and institutions when providing information to at-risk youth. This research examined how community issues are translated to 302 at-risk youth participants in two community-based after school programs. It specifically sought to identify the individuals and institutions where adolescents self-reported that they receive information from about community issues and whether there were relationships between these two entities. At-risk youth self-reported learning about community issues from key individuals and institutional connections. Positive correlations were found between all of the individuals and institutions, which indicate youth receive information about their communities from multiple individuals and institution types. The results provide important implications for institutions and individuals to consider as they work with youth.

scholarly journals Community-Based After-School Inclusive Programs for Low-Income Minority Youth and Their Families: the Disability Specialist Approach

2008 ◽  
Vol 2 (3) ◽  
pp. 18-30
Author(s):  
Donald G. Unger ◽  
Tara Woolfolk ◽  
Vanessa Harper ◽  
Teresita Cuevas
Keyword(s):  
Low Income ◽  
After School Programs ◽  
After School ◽  
Community Centers ◽  
Community Based ◽  
Center Staff ◽  
Funding Sources ◽  
School Programs ◽  
Local Parent ◽  
Educational Advocacy

Intervention for helping community based after-school programs become more responsive to youth with disabilities and their families is presented in this manuscript. The Disability Specialist intervention utilized a variety of approaches, including: a) increasing awareness of disabilities and services by providing learning opportunity sessions for families and staff, and outreach activities to youth through interactive theater; b) developing in house “disability specialists” to offer ongoing leadership and technical expertise for after-school programs and their community centers; c) developing a network of technical consultants in order to connect families and after-school programs to specialized community resources; d) providing financial assistance to enable community center staff to allocate time to outreach activities; and e) providing families with support in educational advocacy efforts by partnering with a local parent mentoring program. The success of the project depended upon building partnerships with families, community centers, human service agencies, schools, and local funding sources.

Physical Activity in After-School Programs: Comparison With Physical Activity Policies

2015 ◽  
Vol 12 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Michael W. Beets ◽  
Rohan Shah ◽  
Robert Glenn Weaver ◽  
Jennifer Huberty ◽  
Aaron Beighle ◽  
...  
Keyword(s):  
Physical Activity ◽  
North Carolina ◽  
Mixed Model ◽  
Vigorous Physical Activity ◽  
Total Activity ◽  
After School Programs ◽  
After School ◽  
Community Based ◽  
School Programs ◽  
Race Ethnicity

Background:After-school programs (ASPs) across the nation have been asked to increase the amount of activity children accumulate during such programs. Policies/standards that benchmark the amount of total activity (light-to-vigorous physical activity, LVPA) and moderate-to-vigorous physical activity (MVPA) accumulated in an ASP have been developed. Little is known about the prevalence of children meeting these goals.Methods:Children (N = 812, 6 to 12 y old) attending 19 ASPs wore accelerometers for 4 days while attending an ASP. LVPA and MVPA were dichotomized according to existing ASP policies/standards. Data on whether a policy/standard was met were compared between gender, age, BMI, race/ethnicity, and ASP-type (faith-, school-, community-based) using mixed-model logistic-regression.Results:The prevalence of meeting an LVPA policy/standard ranged from 75.4% (National Afterschool Association [NAA], 20% of program time spent in LVPA) to 97.8% (NAA, 20% of time in attendance spent in LVPA), and meeting an MVPA policy/standard ranged from 0.3% (California, 60 min MVPA/d) to 26.9% (North Carolina, 20% of attendance spent in MVPA). Boys, younger children, nonwhites, and children attending faithor community-based ASPs were more likely to meet any policy/standard.Conclusion:Current practice in ASPs is sufficient to meet LVPA policies/standards but insufficient to meet MVPA policy/standards. Efforts must be directed toward identifying the most appropriate policy/standard and strategies to meet it.

Examining the Potential of Community-Based After-School Programs for Latino Youth

2010 ◽  
Vol 45 (3-4) ◽  
pp. 417-429 ◽  
Author(s):  
Nathaniel R. Riggs ◽  
Amy M. Bohnert ◽  
Maria D. Guzman ◽  
Denise Davidson
Keyword(s):  
Latino Youth ◽  
After School Programs ◽  
After School ◽  
Community Based ◽  
School Programs
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