The Summer Program at Portsmouth Abbey

2017 ◽  
Author(s):  
Luann J. Lynch ◽  
Jeremy Seeley
Keyword(s):  
Summer Program

scholarly journals 502 Adapting to COVID19: Can Virtual Burn Camp be as Impactful as Last Year’s In-person Camp?

2021 ◽  
Vol 42 (Supplement_1) ◽  
pp. S98-S98
Author(s):  
Jessica Banks ◽  
Matt Ferdock ◽  
Jennifer Nagle
Keyword(s):  
Burn Injury ◽  
Summer Camp ◽  
Sense Of Self ◽  
Age Groups ◽  
Self Esteem ◽  
Summer Program ◽  
Critical Question ◽  
Camp Counselors ◽  
Positive Effects ◽  
Burn Survivors

Abstract Introduction Skin is not the only casualty following a burn accident. Many children suffer long term, debilitating emotional effects from their burn injury (Abdullah et al. 1994; Kornhaber et al. 2018). Armstrong-James et al. (2018) and Maslow and Lobato (2010) found that summer camps explicitly designed for burn survivor children can positively impact children’s adaptability to stares and comments and improve their sense of self-esteem. Camp Susquehanna has been a summer camp for burn survivors for the past 25+ years. When the COVID19 pandemic closed many businesses, we decided to transition our in-person camp to 100% online. Researchers demonstrated the positive effects of summer camp for burn survivors (Maslow & Lobato, 2010; Bakker et al. 2011). However, the effects of a 100% online camp are not known. Our concern was, are we able to transition and be as impactful as it is face to face at camp? What will the schedule and activities look like in this new format? How will we ensure all children participating will have access to online and the supplies necessary? Methods We opted to select a three-week format with two sessions a day divided into two age groups. We ensured every child had internet access then mailed out a “camp in the box.” It contained all the things needed for each planned activity. The critical question remained, however, will we be as impactful? The current research looks at quantitative and qualitative measures of self-esteem, happiness, and satisfaction following participation in a three-week summer program held in July 2020. We make comparisons to previous years’ results. The authors expected that self-esteem, happiness, and satisfaction levels matched or exceeded last years’ levels. Results We collected data from 42 campers and 22 volunteer camp counselors. Results show that campers were able to receive the support they needed, not only from the staff but also from their peers. Conclusions The delivery method was indeed different this year, but the positive effect on our campers remained the same.

Youth Experiences in Authoring Action: The Impact of an Arts-Based Youth Program on Youth Development

2021 ◽  
pp. 074355842110067
Author(s):  
Parissa J. Ballard ◽  
Grace Anderson ◽  
Danielle Parker Moore ◽  
Stephanie S. Daniel
Keyword(s):  
Youth Development ◽  
Spoken Word ◽  
Leadership Education ◽  
Summer Program ◽  
Youth Of Color ◽  
Media Arts ◽  
Program Leaders ◽  
Transformative Experiences ◽  
Film Making ◽  
The Impact

Authoring Action (A2) is a youth-focused, arts-based, afterschool and summer program. A2’s mission is “to transform the lives of youth and the world through the power of creative writing, spoken word, visual and media arts, film-making and leadership education that promotes positive systemic change.” Using in-depth interviews, this study aimed to understand how this arts-based program affects youth development. Participants in this study (N=36) were alums of Authoring Action (A2), interviewed when they were between the ages of 17-32. Over half identified as female (N=21). Most A2 participants were youth of color and participated in A2 between ages 13-17. Interview data were coded following several steps: generating initial codes, searching for themes, reviewing themes, defining and naming themes, and generating a report. Four themes describe the impacts of A2 for program participants: communication, cathartic and transformative experiences, connection, and critical consciousness. Programmatic features—getting paid to participate, shared group identity, and open access to program leaders and peers – were meaningful to youth participants. The mission and programmatic features of A2 support youth development; we discuss practices that may benefit other arts-based youth programs and the implications of such practices for youth development.

College Preparatory Program for Visually Impaired Students: An Evaluation

1978 ◽  
Vol 72 (2) ◽  
pp. 55-58
Author(s):  
Virgene Martin ◽  
Roger Martin ◽  
Lawrence Hapeman
Keyword(s):  
High School ◽  
High School Students ◽  
Visually Impaired ◽  
College Preparation ◽  
College Preparatory ◽  
Rehabilitation Counselors ◽  
Summer Program ◽  
School Students ◽  
Preparatory Program ◽  
Visually Impaired Students

The effectiveness of a nine-week college preparation summer program for visually impaired high school students is evaluated. Feedback from the students and their rehabilitation counselors indicates that the program increased the readiness of the students in the areas of communication, studying, personal-social and mobility.

Lessons Learned from Implementation and Evaluation of an Evidence-Based Sex Education Pilot Program for Minority Adolescent Females

2018 ◽  
Vol 33 (4) ◽  
Author(s):  
Amelia C. Huelskamp ◽  
Hannah P. Catalano
Keyword(s):  
Sex Education ◽  
Program Implementation ◽  
Lessons Learned ◽  
Educational Process ◽  
Summer Program ◽  
Pilot Program ◽  
Group Of Seven ◽  
Minority Girls ◽  
Minority Adolescent ◽  
Age Range

The purpose of the pilot program was to increase knowledge, beliefs, and intentions related toabstinence and safer sex practices in a small cohort of minority adolescent girls. Researchers implementedand evaluated the Be Proud! Be Responsible! curriculum with a small group of seven minority girls ages13 to 18 who were sexually inexperienced during a four-week summer program at a Boys and Girls Club.Lessons learned from our program include that educators should first take steps to establish rapport priorto program implementation, secondly, there should be an increased number of program sessions than pres-ently in the curriculum and thirdly, grouping participants into cohorts of smaller age range may be moreconducive to the educational process.

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