Leisure time activities, free time boredom, and aggressive behavioral tendencies among at-risk youth in a poverty area: Implications for recreational therapy

2010 ◽  
Vol 9 (1) ◽  
pp. 35-47
Author(s):  
Heewon Yang, PhD, CTRS ◽  
Kevin N. Schraer, MS ◽  
Marjorie Malkin, EdD, CTRS ◽  
Hansook Yi, PhD
Keyword(s):  
At Risk ◽  
Leisure Time ◽  
Free Time ◽  
After School ◽  
At Risk Youth ◽  
Service Agency ◽  
Leisure Participation ◽  
Poverty Area ◽  
Behavioral Tendencies ◽  
After School Program

The primary purpose of this study was to examine sociobehavioral characteristics [ie, leisure time activities, free time boredom (FTB), and aggressive behavioral tendencies] of at-risk youth in an area of general poverty. The participants of this study were attendees of an after-school program provided by a local social service agency, and the majority of the participants was African American (n = 75, 87.2 percent). This study examined their leisure participation patterns as well as barriers to leisure participation and desired facilities in the area. This study also revealed the participants’ perceived FTB level and aggressive behavioral tendencies. This article, lastly, suggests guidelines for therapeutic recreation practitioners who work with youth at-risk in poverty areas.

scholarly journals Projects in a Day Develop Life Skills in At-Risk After School Youth

2011 ◽  
Vol 6 (2) ◽  
pp. 87-94 ◽  
Author(s):  
Katie J. Hoffman
Keyword(s):  
At Risk ◽  
Life Skills ◽  
After School Programs ◽  
After School ◽  
At Risk Youth ◽  
Safe Place ◽  
School Programs ◽  
Life Skill Development ◽  
After School Program ◽  
School Programming

As budgets tighten and school weeks are shortened more youth are being left unattended at home. Rural youth are particularly affected by these reductions and stranded away from programs and resources. At-risk youth are acutely impacted as they lose contact time with programs that provide life skill development and a safe place for youth to connect to community, other youth and adults. 4-H Projects-in-a-Day can provide curriculum in partnership with after school programs that develop life skills and build positive social skills. In a study conducted with an Idaho After School program during the 2007-2008 and the 2008-2009 school years, six of the 12 life skills evaluated showed a significant increase after participation. Youth also reported positive self esteem and made new friends during the events held on Fridays. 4-H Project-in-a-Day curriculum has shown to be a powerful, ready to use tool in after school programming.

At-Risk Youth in an After-School Program: Structured vs. Unstructured Physical Activity

2019 ◽  
Vol 76 (5) ◽  
pp. 1157-1180
Author(s):  
Christopher John Kinder ◽  
Karen Lux Gaudreault ◽  
Jayne M. Jenkins ◽  
Christine E. Wade ◽  
Amelia Mays Woods
Keyword(s):  
Physical Activity ◽  
At Risk ◽  
After School ◽  
At Risk Youth ◽  
School Program ◽  
After School Program

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.

Blending Classroom Activities with Multi-User Virtual Environment for At-Risk Primary School Students in an After-School Program

2010 ◽  
pp. 231-249 ◽  
Author(s):  
Lee Yong Tay ◽  
Cher Ping Lim
Keyword(s):  
At Risk ◽  
Virtual Environment ◽  
At Risk Students ◽  
After School ◽  
School Program ◽  
School Students ◽  
Classroom Activities ◽  
Quest Atlantis ◽  
After School Program ◽  
Academically At Risk

This chapter documents how a group of 14 academically at-risk Primary 5 students have been engaged in academic related tasks in an after-school program mediated by a game-like 3D multi-user virtual environment (MUVE), Quest Atlantis (QA). The case study explores the possibilities and potentials of using the game-like 3D MUVE for the re-engagement of this group of academically at-risk students. From the observation notes, interviews with the students and students’ activities in the MUVE, the two main elements in the MUVE that have been found to engage the students are: ‘play and fun’ and ‘recognition and affirmation of performance.’ However, these engaging elements alone could not purposefully engage these students. Non-ICT activities such as orientation tasks, support by teachers, and the careful selection of authentic assignments are necessary to further enhance their engagement with their learning.

scholarly journals Effects of After-School Programs with At-Risk Youth on Attendance and Externalizing Behaviors: A Systematic Review and Meta-Analysis

2014 ◽  
Vol 44 (3) ◽  
pp. 616-636 ◽  
Author(s):  
Kristen P. Kremer ◽  
Brandy R. Maynard ◽  
Joshua R. Polanin ◽  
Michael G. Vaughn ◽  
Christine M. Sarteschi
Keyword(s):  
Systematic Review ◽  
At Risk ◽  
Externalizing Behaviors ◽  
Meta Analysis ◽  
After School Programs ◽  
After School ◽  
At Risk Youth ◽  
School Programs
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