Promoting child resiliency through a mentoring and character development program

2003 ◽  
Author(s):  
K. Everhart ◽  
A. Wandersman
Keyword(s):  
Character Development ◽  
Development Program

scholarly journals Loving God, loving me, loving others, and loving the environment: a sustainability education for elementary school children

2018 ◽  
Vol 74 ◽  
pp. 08006
Author(s):  
Julia Suleeman ◽  
Jeny Tarigan
Keyword(s):  
School Children ◽  
Elementary School Children ◽  
Character Development ◽  
Development Program ◽  
Sustainability Education ◽  
Self Control ◽  
School Staff ◽  
Christian School ◽  
Formal Program ◽  
Classroom Lesson

This paper shows how sustainability education has been embedded as essential part of character development in one Christian school in Klaten, Jawa Tengah since the early 2000s. This has taken place as camps in the school area or live-in experiences in neighboring villages. Gradually, a more formal program as classroom lesson plans were deemed as important until one specific day was then devoted each week for this character development program. To serve this purpose, a general theme of love was chosen that was reflected in loving God, loving oneself, loving others, and loving the enviroment. From here, nine characters were chosen and used to be developed in each grade, from Grade 1 to Grade 6. These nine characters are loving God, compassion, responsibility, self-control, discipline, critical, positive, creative, and efficient. The barriers faced by the school staff and school boards in running this program were regarded as challenges to improve this important program. More importantly, parents are also supportive and acknowledging the advantages of having this program for the holistic development of their children.

Participant Perceptions of Character Concepts in a Physical Activity–Based Positive Youth Development Program

2016 ◽  
Vol 38 (5) ◽  
pp. 481-492 ◽  
Author(s):  
Shaina Riciputi ◽  
Meghan H. McDonough ◽  
Sarah Ullrich-French
Keyword(s):  
Physical Activity ◽  
Youth Development ◽  
Positive Youth Development ◽  
Low Income ◽  
Character Development ◽  
Development Program ◽  
Structured Interviews ◽  
Low Income Families ◽  
The Impact

Physical activity–based positive youth development (PYD) programs often aim to foster character development. This study examined youth perspectives of character development curricula and the impact these activities have on their lives within and beyond the program. This case study examined youth from low-income families in a physical activity–based summer PYD program that integrated one character concept (respect, caring, responsibility, trust) in each of 4 weeks. Participants (N = 24) included a cross section of age, gender, ethnicity, and past program experience. Semi-structured interviews were analyzed using inductive thematic analysis and constant comparative methods. Thirteen themes were grouped in four categories: building highquality reciprocal relationships; intrapersonal improvement; moral reasoning and understanding; and rejection, resistance, and compliance. The findings provide participant-centered guidance for understanding youth personal and social development through physical activity in ways that are meaningful to participants, which is particularly needed for youth in low-income communities with limited youth programming.

scholarly journals Model Pengembangan Pendidikan Karakter Melalui Implementasi Kurikulum 2013 Pada Lembaga Pendidikan Yang Dikelola Oleh Yayasan Islam Kota Salatiga

INFERENSI ◽  
2019 ◽  
Vol 12 (2) ◽  
pp. 481-505
Author(s):  
Ngamilah Ngamilah
Keyword(s):  
Character Education ◽  
Program Development ◽  
Character Development ◽  
Development Program ◽  
Development Model ◽  
Main Element ◽  
Education Development ◽  
Curricular Content ◽  
Vocational High Schools

Absract The purpose of this research is to find the character education development model with the main element of planning the development of character development program, the character development program development, and the effectiveness of character education development program in three vocational high schools in Salatiga city. This research is a descriptive qualitafive research using multi case study with focus on case of character education development model that happened at SMK Al-Falah, SMK Diponegora and SMK Muhammadiyah which all three under Islamic Foundation foundation located in Salatiga City. The findings of this research indicate the similarity of the model that revolves around the model of habituation, culture, exemplary, local and extra-curricular content, although there are differences in aspects of habituation emphasis, namely the emphasis on spiriyual habits in SMK Al-Falah and Diopnegoro and emphasis on behavior in SMK MuhammadiyahTujuan penelitian ini adalah untuk menemukan model pengembangan pendidikan karakter dengan unsure pokok perencanaan penyusunan program pengembangan pendidiikan karakter, pelaksanaan program pengembangan pendidikan karakter, dan efektifitas program pengembangan pendidikan karakter  di tiga Sekolah Menengah Kejuruan di Kota Salatiga. Penelitian ini merupakan penelitian kualitafif deskriptif dengan menggunakan studi multi kasus dengan fokus pada kasus model pengembangan pendidikan karakter yang terjadi di SMK Al-Falah, SMK Diponegora dan SMK Muhammadiyah yang ketiganya di bawah naungan Yayasan Islam yang  berlokasi di Kota Salatiga. Temuan penelitian ini menunjukkan  bahwa ketiga SMK yang berada di bawah naungan Yayasan Islam di kota Salatiga memiliki empat  model yang khas dalam pengembangan pendidikan karakter  yaitu  model pembiasaan, pembudayaan, keteladanan, muatan lokal dan ekstra kurikuler. Kekhasan model pengembangan pendidikan karakter di tiga SMK ada pada spiritualitas-religiositas, di mana hal ini sangat bermanfaat dan efektif dalam pembentukan karakter siswa.     

scholarly journals Formative Evaluation of a Pilot Afterschool Physical Activity–Based Positive Youth Development Program

2018 ◽  
Vol 20 (2) ◽  
pp. 269-281 ◽  
Author(s):  
Shaina Riciputi ◽  
Paige Boyer ◽  
Meghan H. McDonough ◽  
Frank J. Snyder
Keyword(s):  
Physical Activity ◽  
Social Environment ◽  
Youth Development ◽  
Positive Youth Development ◽  
Formative Evaluation ◽  
Character Development ◽  
Development Program ◽  
Implementation Fidelity ◽  
Youth Development Program ◽  
The Social

4-H PALS is an afterschool positive youth development program for pre- and early adolescents delivered within the 4-H platform and designed to use physical activity to promote character development. The conceptual framework for this program, informed by the theory of triadic influence, prioritizes the social environment created during physical activities to promote adaptive outcomes. Given the novelty of the 4-H PALS curriculum, it is important to outline program components and identify both strengths and challenges to be addressed. Thus, this study aimed to document, describe, and conduct a formative evaluation of 4-H PALS. Major themes were identified across leader and participant interviews, program observations, lesson planning notes, attendance records, and intervention team feedback using inductive analysis methods. Three key areas of evaluation were identified: curriculum implementation fidelity, participant engagement with the curriculum and context, and the social environment. The program was successful in creating an affirmative, engaging environment fostering positive self-perceptions and social outcomes for participants. Challenges with logistical and conceptual implementation of the curriculum’s character development concepts were identified. This evaluation will inform program refinements, with the goal of preparing the program for an efficacy study examining outcomes among participating youth.

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