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 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 Girls’ Experiences in a Positive Youth Development Sport Program: Developing a Participant-Centered Space

2019 ◽  
Vol 14 (1) ◽  
pp. 93-111 ◽  
Author(s):  
Kelly C. Johnston ◽  
Risto Marttinen ◽  
Ray N. Frederick, III ◽  
Vidya R. Bhat
Keyword(s):  
Urban Communities ◽  
Youth Development ◽  
Positive Youth Development ◽  
Low Income ◽  
After School Programs ◽  
Drop Out ◽  
After School ◽  
Future Research ◽  
Educational Approach ◽  
Girls Of Color

School-age youth of low-income, urban communities frequently experience systemic inequities, such as limited access to healthy foods, lack of space for physical activity, higher drop-out rates, lower academic performance, and escalating rates of neighborhood violence. These inequities are often exacerbated for girls of color. After-school programs hold great potential for countering these issues, particularly when guided by a positive youth development (PYD) model. This qualitative study examined girls’ experiences in one after-school PYD program called REACH (Reflective Educational Approach to Character and Health). The authors discuss the ways in which the co-creation of a participant-centered space and interrelated connections between participants and program elements contributed to the girls’ experiences of the program in particular ways. These findings enhance understandings on how girls’ experiences shape relational dimensions of the PYD model, particularly PYD through sport. The authors conclude with implications for future research, suggesting enhancing the PYD through sport framework through activist-based research as a particularized means for further researching girls’ experiences in after-school PYD programs seeking interdisciplinary integration.

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.

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