Youth development practitioners and their relationships in schools and after-school programs

2013 ◽  
Vol 2013 (137) ◽  
pp. 57-68
Author(s):  
Gil G. Noam ◽  
Beth Bernstein-Yamashiro
Keyword(s):  
Youth Development ◽  
After School Programs ◽  
After School ◽  
School Programs

scholarly journals Preparing the Next Generation of After-School Educators: College Students’ Perceived Learning and Civic Engagement Associated with the CASE Program

2010 ◽  
Vol 5 (3) ◽  
pp. 27-Nov
Author(s):  
Briana M. Hinga ◽  
Joseph L. Mahoney
Keyword(s):  
Multicultural Education ◽  
Youth Development ◽  
After School Programs ◽  
After School ◽  
Civic Responsibility ◽  
First Year ◽  
School Programs ◽  
Course Material ◽  
The University ◽  
And Training

First-year evaluation findings from the University of California, Irvine Department of Education’s Certificate in After-School Education (CASE) program are reported in this paper. The goal of CASE is to promote positive youth development in diverse learners through education and training of the after-school workforce. CASE blends instruction across five, 10-week long courses with 70+ hours of fieldwork in local after-school programs (ASPs). CASE course and fieldwork enrollment, perceived understanding of course material, multicultural education, and civic interests and engagement were measured through student surveys. Students in CASE courses report higher levels of perceived course understanding (p < .01), civic responsibility (p < .01) and empowerment (p < .05) than students in the non-CASE courses. Students enrolled in CASE courses requiring fieldwork report greater perceived course understanding (p < .01) and academic engagement (p < .01) than CASE students without fieldwork. The findings suggest the program is achieving several of its early goals.

scholarly journals Healthy Food Access and Low-Income Teens: A Photovoice Approach

2020 ◽  
pp. 019394592096380
Author(s):  
Vicki Simpson ◽  
Lindsey Pedigo ◽  
Muna Hamdan Rodriguez
Keyword(s):  
Youth Development ◽  
Low Income ◽  
Food Access ◽  
After School Programs ◽  
After School ◽  
Community Settings ◽  
Healthy Foods ◽  
School Programs ◽  
Low Income Families ◽  
Healthy Food Access

Lack of access to healthy foods disproportionately impacts adolescents. This mixed-methods study used photovoice to explore everyday lived experiences of food access among teens from low-income families, empowering them to share their stories. Sixty-three diverse teens (12–17 years) from across one Midwest state took images and created narratives to support community presentations. Independent content analysis identified themes. Researchers used t tests to compare pre-post differences ( p < 0.05) for two scales related to empowerment and positive youth development. Themes suggest teens take on adult responsibilities relative to food access, generally selecting unhealthy foods. Families and after-school programs were critical to food-related experiences, with cultural differences noted. A statistically significant increase, t(58) = -2.225, p = .032, was noted for “most community leaders in my city would listen to me.” Findings support the need to address factors contributing to difficulties accessing healthy foods in home and community settings.

After-School Programs as Contexts for Youth Development Measure

2001 ◽  
Author(s):  
Joseph Kahne ◽  
Jenny Nagaoka ◽  
Andrea Brown ◽  
James O'Brien ◽  
Therese Quinn ◽  
...  
Keyword(s):  
Youth Development ◽  
After School Programs ◽  
After School ◽  
School Programs

Assessing After-School Programs as Contexts for Youth Development

2001 ◽  
Vol 32 (4) ◽  
pp. 421-446 ◽  
Author(s):  
JOSEPH KAHNE ◽  
JENNY NAGAOKA ◽  
ANDREA BROWN ◽  
JAMES O'BRIEN ◽  
THERESE QUINN ◽  
...  
Keyword(s):  
Youth Development ◽  
After School Programs ◽  
After School ◽  
School Programs

scholarly journals Excel Initiative: Excellence in Youth Programming

2015 ◽  
Vol 10 (2) ◽  
pp. 96-101
Author(s):  
Lynne M. Borden ◽  
Kyle R. Hawley ◽  
C. Eddy Mentzer
Keyword(s):  
Youth Development ◽  
Youth Programs ◽  
After School Programs ◽  
Children And Youth ◽  
After School ◽  
High Quality ◽  
Observational Tool ◽  
School Programs ◽  
Quality Programs ◽  
Virtual Platform

The Excellence in Youth Programming (Excel) Initiative strives to support youth programs in delivering high quality programs. The backbone of Excel is the Youth Development Observational Tool (YDOT) which allows for the virtual assessment of program staff who work with children and youth ages 9-18 years. The YDOT also allows Excel to provide structured feedback to programs. Excel has several unique features, including a virtual platform and a focus on the relationships between adults and youth participating in after-school programs. Offering structured assessment and interaction online eliminates expenses, provides convenient access for programs around the globe, and allows for unobtrusive assessment of worker-youth interactions. Excel is also integrated into a broader network of resources, tools, and research for those working with children and youth ages 9-18.

Maximizing the Contribution of After-School Programs to Positive Youth Development: Exploring Leadership and Implementation within Girls on the Run

2016 ◽  
Vol 39 (1) ◽  
pp. 43-52 ◽  
Author(s):  
Aidyn L. Iachini ◽  
Bethany A. Bell ◽  
Mary Lohman ◽  
Michael W. Beets ◽  
Jerry F. Reynolds
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
After School Programs ◽  
After School ◽  
Girls On The Run ◽  
School Programs

scholarly journals Confronting the impact of teen pregnancy in Mississippi: the need for after-school programs

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Danielle R. Bogan ◽  
Rasaki Aranmolate ◽  
Anthony R. Mawson
Keyword(s):  
Service Learning ◽  
Youth Development ◽  
Sex Education ◽  
Teen Pregnancy ◽  
After School Programs ◽  
After School ◽  
Sexually Transmitted ◽  
School Programs ◽  
The Us ◽  
The Impact

Abstract Although rates have decreased 8% since 2014, teen pregnancy remains a substantial public health and social problem in Mississippi and elsewhere in the US. Evidence suggests that, among teenagers, the after-school hours from 3 to 6 pm are peak times of risky sexual activity. This paper reviews recent research and programs concerning sexual risk behavior among adolescents and proposes that after-school programs would increase the daily period of supervised activity and thereby reduce risks not only of pregnancy and sexually transmitted diseases but would also serve to enhance scholastic attainment and hence career prospects for the future. After-school programs from 3 to 6 p.m. should incorporate a multifaceted model that includes academic enhancement and recreational activities as well as curriculum-based sex education, youth development, and service learning.

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