Gullotta / Bloom / Messina A Blueprint for Promoting Academic and Social Competence in After-School Programs

1. Auflage 2010
ISBN: 978-0-387-79920-9
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 10, 236 Seiten

Reihe: Issues in Children's and Families' Lives

School activities alone are not always sufficient to ensure children's academic progress or socio-emotional development and well-being. And the time when many children typically have the least adult supervision - immediately after school - is also the time that they are at the highest risk to act as perpetrators or become victims of antisocial behavior. Throughout A Blueprint for Promoting Academic and Social Competence in After-School Programs, which focuses on children in grades 1 through 6, noted experts identify the best practices of effective programs and pinpoint methods for enhancing school-based skills and making them portable to home and neighborhood settings. This volume: (1) Analyzes the concepts central to effective after-school programs. (2) Offers developmental, cognitive, and social ecology perspectives on how children learn. (3) Features more than 100 exercises that develop young people's capabilities for academic, social, moral, and emotional learning - These exercises are ready to use or can be adapted to students' unique needs. (4) Emphasizes young people's development as students and as productive members of society during middle to late childhood and early adolescence. (5) Presents explicit theory and evidence that can be used to explain the value of after-school programs for budget proposals. This important book will find an appreciative, ready audience among the program directors who design after-school curricula, the educators who implement them, the mental health and social work professionals who help staff them, and the current crop of graduate students who will create the next generation of programs.

Thomas P. Gullotta is C.E.O. of Child and Family Agency and is a member of the psychology and education departments at Eastern Connecticut State University. He is the senior author of the 4th edition of The Adolescent Experience, co-editor of The Encyclopedia of Primary Prevention and Health Promotion, and editor emeritus of the Journal of Primary Prevention. He is the senior book series editor for Issues in Children's and Families' Lives. Tom holds editorial appointments on the Journal of Early Adolescence, the Journal of Adolescent Research, and the Journal of Educational and Psychological Consultation. He has published extensively on young people and primary prevention. In 1999, Tom was honored by the Society for Community Research and Action, Division 27 of the American Psychological Association with their Distinguished Contributions to Practice in Community Psychology Award.
Martin Bloom is a retired professor of social work at the University of Connecticut. He is past editor of the Journal of Primary Prevention and co-edited The Encyclopedia of Primary Prevention and Health Promotion. He has published extensively on primary prevention and its practice applications.

Autoren/Hrsg.

Bloom, Martin

Gullotta, Thomas P.

Gullotta, Christianne F.

Messina, Jennifer C.

Inhaltsverzeichnis

1;Preface;7
1.1;Theory and Research Base;7
1.2;Translating Theory and Research into Practice Strategies: Templates for Program Development;8
1.3;Evaluation;10
1.4;Next Generation of Primary Prevention Programming;11
2;Contents;13
3;About the Editors;14
4;Contributors;16
5;Social Competency;19
5.1;Individual Competencies of Youth;19
5.2;Social Environments;28
5.2.1;The Cultural Environment;28
5.2.2;The Physical Environment;30
5.2.3;The Time Dimensions;31
5.3;What Constitutes Academic and Social Competence in After-School Programs? Some Generalizations and Advice;32
5.4;Concluding Remarks;36
5.5;References;36
6;How Development Affects Learning: Lessons Learned from Developmental, Cognitive, and Natural Science;39
6.1;Defining Learning and Development;39
6.1.1;What It Means to Learn;40
6.1.2;Learning Through Consequences;40
6.1.3;Learning Through Associations;42
6.1.4;Types and Depth of Knowledge;42
6.1.5;Intentional Versus Incidental Learning;44
6.1.6;Learning and Development;46
6.1.7;Developmentally Appropriate Practice;47
6.1.7.1;Using Developmentally Appropriate Practice to Help Children Catch Up;47
6.1.8;Contributions of After-School Programs to Development;48
6.1.8.1;Individualization in After-School Programming;48
6.2;Facilitating Learning;49
6.2.1;Lessons Learned from Developmental Science;49
6.2.2;Lessons Learned from Cognitive Science;51
6.2.2.1;Piaget;51
6.2.2.2;Vygotsky;52
6.2.2.3;Gardner;53
6.2.3;Lessons Learned from Natural Science;54
6.3;Conclusion;56
6.4;References;58
7;After-School Programs;61
7.1;Introduction;61
7.1.1;Out-of-School Time and After-School Programs;62
7.2;Who Participates in After-School Programs?;62
7.3;Public Support and Funding for After-School Programs;63
7.4;What Does a Typical After-School Program Look Like?;64
7.4.1;Some Program Examples;65
7.5;Are After-School Programs Effective?;67
7.5.1;The Academic and Social Benefits of After-School Programs;67
7.6;What Makes an After-School Program Effective?;69
7.7;From Effective Research to Effective Practice;70
7.7.1;The Usefulness of a Logic Model;71
7.8;Guidelines for Running an Effective After-School Program;72
7.8.1;Involve Parents in Program Planning and Activities;73
7.8.2;Assess the Needs of Program Participants;74
7.8.3;Secure Adequate Resources to Meet Your Goals;74
7.8.4;Do Not Underestimate the Importance of Adequate Staff Training and Supervision;74
7.8.5;Establish Strong, Effective Leadership;74
7.8.6;Create a Balance Between Structure and Freedom Across Program Activities and Scheduling;75
7.8.7;Offer a Variety of Enrichment Activities;75
7.8.8;Effective Skill-Building Is SAFE;75
7.8.9;Strive to Build Close Interpersonal Relationship Between Staff and Youth;76
7.8.10;Monitor Progress Toward Program Goals Periodically, and Adjust to Improve Program Practices;76
7.9;Conclusion;77
7.10;References;78
8;Promoting Social and Emotional Development in Childhood and Early Adolescence;81
8.1;What Is Distinctive About the After-School Context as an Arena for Intervention?;82
8.2;What Is Social and Emotional Learning (SEL)?;83
8.3;Developmental Considerations in SEL for Ages 5-13;85
8.4;Best Practice Tips for Designing After-School Intervention to Build SEL;88
8.5;After School Activities that Promote Social and Emotional Learning;89
8.5.1;Early Elementary School Activity;89
8.5.1.1;Feelings Identification;89
8.5.1.2;Mingling Exercise;90
8.5.2;Middle Childhood Activity;91
8.5.2.1;Respect and Tolerance;91
8.5.3;Middle Childhood Activity;92
8.5.3.1;Anger Management;92
8.5.4;Pre-adolescent Activity;93
8.5.4.1;Values;93
8.5.4.2;Optional Activity Extension;94
8.6;Concluding Thought;94
8.7;References;94
9;Mentoring and Its Role in Promoting Academic and Social Competency;97
9.1;Mentoring as a Positive Youth Development Strategy;98
9.1.1;Theoretical Models of the Mechanisms of Mentoring;99
9.1.2;Structural Settings: Contexts for Mentoring;100
9.2;Mentoring Research Findings;101
9.2.1;Child Outcomes;101
9.2.2;Risk and Process: Influences on Mentoring Outcomes;103
9.2.3;Results within Program Delivery Models;105
9.3;Why Haven’t We Done a Better Job Studying Mentoring?;108
9.4;Mentoring Practices: Adhering to National Standards and Meeting Community- and Population-Specific Needs;109
9.4.1;Recruitment and Screening;109
9.4.2;Orientation and Training;110
9.4.3;Ongoing Support and Retention;110
9.4.4;Integration with Networks of Other Services;111
9.4.5;Termination Policy;111
9.4.6;Program Evaluation;112
9.5;Resources for Mentoring Programs;112
9.6;Key Issues for Mentoring Program Development, Implementation, and Improvement;113
9.6.1;Program Statement of Purpose;113
9.6.2;Recruitment;113
9.6.3;Screening;113
9.6.4;Training;114
9.6.5;Matching Policy;114
9.6.6;Match Support/Retention;115
9.7;References;115
10;Service-Learning: Learning by Doing for Others;119
10.1;What Is Service-Learning?;119
10.1.1;Community Service Versus Service-Learning;120
10.2;Research on Service-Learning;121
10.2.1;Benefits for High School and College Students;122
10.2.2;Benefits for Middle School Students;123
10.2.3;Long-term Effects of Service-Learning on Students;124
10.2.4;Benefits to Schools and the Local Community;125
10.2.5;Benefits to the Community;125
10.3;How to Achieve a Successful Service-Learning Program: Some Practical Advice;126
10.3.1;Planning;126
10.3.2;Implementation;128
10.3.3;Evaluation;129
10.4;Helpful Electronic Resources;132
10.5;Conclusion;132
10.6;Appendix;133
10.7;References;134
11;A Blueprint for Promoting Academic, Social, and Emotional Learning: The Salmon Program;137
11.1;Session I: Developing the Program;139
11.2;Session II: Establishing a Discipline System;154
11.2.1;A Process for Establishing Rules;158
11.2.2;Decision Making;160
11.2.3;Consequences for Rule Violation;162
11.3;Session III: Promoting Prosocial Behavior;168
11.3.1;Education;169
11.3.2;Promoting Social Competency;170
11.3.3;Natural Caregiving;174
11.3.4;Systems Intervention;175
11.3.5;Environmental Change;177
11.4;Appendix;178
11.4.1;Structure of the Salmon Program;178
11.4.2;Sample Logic Models for After-School Programs;180
11.5;References;240
12;Postscript: A Promising Beginning;241
12.1;Sample;241
12.1.1;Measures and Hypotheses for Group;241
12.1.2;Results for Group;242
12.1.3;Discussion;242
12.2;Sample;242
12.2.1;Measures for Group;243
12.2.2;Results for Group;243
12.2.3;Discussion;244
12.3;Summary;245
13;Index;247