The Evolution of Hellison’s Teaching Personal and Social Responsibility Model in Out-of-School Contexts

2020 ◽  
Vol 39 (3) ◽  
pp. 331-336 ◽  
Author(s):  
Tom Martinek ◽  
Michael A. Hemphill
Keyword(s):  
Social Responsibility ◽  
Youth Development ◽  
Positive Youth Development ◽  
Historical Context ◽  
Out Of School Time ◽  
School Time ◽  
Personal And Social Responsibility ◽  
Responsibility Model ◽  
Development Movement ◽  
Out Of School

Don Hellison fully realized that getting students to become positive contributors to their community meant that experiences that engender a greater sense of being a responsible person had to be provided. He leveraged the power of out-of-school time programming to implement his Teaching Personal and Social Responsibility (TPSR) model and build relationships with variety of underserved youth. Don also understood that community partnerships were important in this effort. This article provides a glimpse at how Don was able to establish TPSR programs in a variety of out-of-school settings—all of which addressed the needs of underserved children and youth. A historical context is provided to illustrate the placement of TPSR in the broader movement of positive youth development. Don’s programs that operated during out-of-school time and spanned the western region of the country to the urban sections of Chicago are described. Inconsistent partner support, scarcity of program space, and feelings of self-doubt are presented as challenges to the viability of TPSR programming. His commitment to making programs work despite these challenges is portrayed. Therefore, the purpose of this article is to illustrate how Don’s work has made a significant contribution to the positive youth development movement within out-of-school time contexts.

scholarly journals Out-of-School Time Activity Participation, School Engagement and Positive Youth Development: Findings from the 4-H Study of Positive Youth Development

2008 ◽  
Vol 3 (3) ◽  
pp. 22-Jul ◽  
Author(s):  
Yibing Li ◽  
Neda Bebiroglu ◽  
Erin Phelps ◽  
Richard M. Lerner ◽  
Jacqueline V. Lerner
Keyword(s):  
Academic Achievement ◽  
Youth Development ◽  
Risk Behaviors ◽  
Positive Youth Development ◽  
School Engagement ◽  
Emotional Engagement ◽  
Time Activity ◽  
Out Of School Time ◽  
School Time ◽  
Out Of School

The relations in early adolescence among out-of-school-time activities and indicators of youth development were assessed through the use of 8th grade data from the longitudinal, 4-H Study of Positive Youth Development. Hierarchical multiple linear regressions indicated that “hanging out” with friends without set plans and excessive media use were associated with lower behavioral engagement with school, lower academic achievement, and higher rates of risk behaviors. Youth who ate dinner with their family reported higher levels of emotional engagement, lower depression and risk behaviors, and better grades. Engagement in civic activities was associated with higher levels of emotional engagement. Behavioral and emotional engagement were both associated with better grades and lower depression. Emotional school engagement was also associated with lower rates of risk behaviors. Implications of the findings for evaluating the role of out-of-school-time activities and behavioral and/or emotional school engagement in academic achievement and youth development are discussed.

scholarly journals Application of Hellison's Teaching Personal and Social Responsibility Model in Physical Education to Improve Self-Efficacy for Adolescents at Risk of Dropping-out of School

2010 ◽  
Vol 13 (2) ◽  
pp. 667-676 ◽  
Author(s):  
Amparo Escartí ◽  
Melchor Gutiérrez ◽  
Carmina Pascual ◽  
Diana Marín
Keyword(s):  
At Risk ◽  
Physical Education ◽  
Social Responsibility ◽  
Self Efficacy ◽  
Intervention Group ◽  
Dropping Out ◽  
Personal And Social Responsibility ◽  
Responsibility Model ◽  
At Risk Adolescents ◽  
Out Of School

This study evaluated improvement in self-efficacy and personal and social responsibility among at-risk of dropping-out of school adolescents participating in a program in which Hellison's Teaching Personal and Social Responsibility Model was applied in physical education classes during the course of an academic year. Thirty at-risk adolescents aged 13-14 years old (23 boys, 7 girls) were assigned to an intervention group (12 boys and 3 girls) or a comparison group (11 boys, 4 girls), the latter of which did not participate in the program. Quantitative results showed a significant improvement in the students' self-efficacy for enlisting social resources and in self-efficacy for self-regulated learning. Qualitative results showed an improvement in responsibility behaviors of participants in the intervention group. This suggests that the model could be effective for improving psychological and social development in at-risk adolescents, and that physical education classes may be an appropriate arena for working with these young people.

scholarly journals Book Review—Social and Emotional Learning in Out-of-School-Time: Foundations and Futures

2019 ◽  
Vol 14 (3) ◽  
pp. 222-225
Author(s):  
T. Nigel Gannon
Keyword(s):  
Youth Development ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social And Emotional ◽  
Out Of School Time ◽  
School Time ◽  
Vantage Points ◽  
Made In ◽  
Out Of School

Social and Emotional Learning in Out-of-School Time: Foundations and Futures (Delaney & Moroney, 2018) offers a rich volume of experiences and voices of leadership in social and emotional learning (SEL) in out-of-school time (OST) settings. From various vantage points and with unique voices, the chapters address all stages of intentional SEL programming, including progress made in the field in clarifying and measuring the strength of SEL outcomes and identifying needed professional development. This is an important resource for students and practitioners of positive youth development, SEL, and OST learning environments. 

Informal Science and Youth Development: Creating Convergence in Out-of-School Time

2014 ◽  
Vol 116 (13) ◽  
pp. 199-218
Author(s):  
Gil G. Noam ◽  
Ashima Mathur Shah
Keyword(s):  
Youth Development ◽  
Program Quality ◽  
The Other ◽  
Informal Science ◽  
Science Program ◽  
Out Of School Time ◽  
School Time ◽  
Science Activities ◽  
Out Of School

This chapter highlights the fit between youth-development-oriented programming and informal science activities in out-of-school time (OST) and illustrates how science and youth development can and should co-occur. The clover model and Dimensions of Success tool are introduced as lenses for designing and assessing science program quality in OST. “While both the afterschool and science fields are at a crossroads, association with the other enhances the potential for each to flourish.” ∼Lucy Friedman (2005)

scholarly journals Book Review: Youth Development Principles and Practices in Out-of-School Time Settings

2018 ◽  
Vol 13 (4) ◽  
pp. 193-195
Author(s):  
Jill Young
Keyword(s):  
Young People ◽  
Youth Development ◽  
Youth Programs ◽  
Theory And Practice ◽  
Development Theory ◽  
Out Of School Time ◽  
School Time ◽  
Out Of School

Youth Development Principles and Practices in Out-of-school Time Settings (Witt & Caldwell, 2018) is a comprehensive resource for students and professionals who work with youth in out-of-school time programs. The book weaves youth development theory and practice together so current and future practitioners can understand how to plan for, design, and evaluate youth programs that enable young people to thrive. Practitioners who work with adolescents will find the topics discussed relevant and the examples practical.

scholarly journals Supporting the Out-of-School Time Workforce in Fostering Intentional Social and Emotional Learning

2020 ◽  
Vol 15 (1) ◽  
pp. 239-265 ◽  
Author(s):  
Jessica Zadrazil Newman
Keyword(s):  
Youth Development ◽  
Emotional Development ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Out Of School Time ◽  
School Time ◽  
Learning Practices ◽  
Out Of School

Extensive research demonstrates that a qualified workforce is essential to out-of-school time program quality, which, in turn, is essential for positive youth development. Recently, the in- and out-of-school fields have witnessed an increase in attention to social and emotional learning practices and programs, yet less is known about how to support the adults who are engaged in the social and emotional learning process. A first step in supporting this workforce is to build the collective knowledge around what social and emotional learning is and what the practices are that support social and emotional development. We also believe there is a need to identify and describe the connection between what has been and what could be—that is, connecting youth development as a foundation for intentional social and emotional learning. We reviewed a selection of widely disseminated, research-based, practitioner-focused resources to identify the specific practices that promote social and emotional learning. This process elevated a set of 8 practices, which we delineated into 2 categories: foundational organizational practices and programmatic practices that support social and emotional development. In addition, we completed a comprehensive crosswalk of those practices with seminal youth development and out-of-school time resources to demonstrate the alignment and progression from youth development to social and emotional learning. This article describes the 8 social and emotional learning practices and highlights connections to foundational youth development practices. We conclude with a set of recommendations for the field leaders who must continue to support the workforce.

scholarly journals Promoting Positive Youth Development Through Teenagers-as-Teachers Programs

2018 ◽  
Vol 34 (1) ◽  
pp. 30-54 ◽  
Author(s):  
Steven M. Worker ◽  
Anne M. Iaccopucci ◽  
Marianne Bird ◽  
Marcel Horowitz
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Development Program ◽  
Youth Development Program ◽  
Out Of School Time ◽  
School Time ◽  
Qualitative Interview Study ◽  
Positive Experiences ◽  
The University ◽  
Inductive Thematic Analysis

A promising approach to support positive youth development is having adolescents serve as teachers for younger children. Through a qualitative interview study, we explored adolescents’ development in their role serving as teachers for younger elementary-age children during out-of-school time; programs were managed by the University of California 4-H Youth Development Program. We interviewed 32 teenagers (median age 15; 27 female, 5 male) about their experiences, growth, and learning. Through consensus-based inductive thematic analysis, we identified 26 codes that we analytically sorted and found they aligned with the six indicators outlined by the Five Cs of the positive youth development model. Adolescents reported positive experiences and their own growth in competence, confidence, connection, caring, character, and contribution. Furthermore, data indicated that contributing in a meaningful way was developed in tandem with the other Cs.

scholarly journals Personal and Social Responsibility Development in a Volleyball Hybrid Positive Youth Development Program: A Mixed Methods Approach

2021 ◽  
Vol 12 ◽  
Author(s):  
Antonio Muñoz-Llerena ◽  
Elena Hernández-Hernández ◽  
Antonio García-de-Alcaraz ◽  
Pablo Caballero-Blanco
Keyword(s):  
Mixed Methods ◽  
Social Responsibility ◽  
Youth Development ◽  
Positive Youth Development ◽  
School Context ◽  
Development Program ◽  
Structured Interviews ◽  
Volleyball Players ◽  
Personal And Social Responsibility ◽  
Hybrid Program

Positive Youth Development (PYD) programs are being used to foster holistic growth in children and adolescents. The hybridized application of two or more programs of this type has acquired special relevance in recent years. Although their application is common in the school context, there are few research studies that attempt their implementation in an extracurricular context. This study analyzed the effects of an intervention based on a hybrid PYD program on personal responsibility (PR) and social responsibility (SR) in youth volleyball players in an extracurricular context. A hybrid program was applied during the competitive season, with a total of 37 sessions with 30 girl students (15 experimental and 15 control) aged between 8 and 10 years (M = 8.87, SD = 0.82). A convergent mixed methods design was applied to integrate the following: (a) semi-structured interviews and field notes and (b) personal and social responsibility questionnaires. The results indicated that the implementation of the hybrid program appeared to yield a positive perception of learning in both the participants and the coach. Although there were no statistically significant intergroup or intragroup differences, the findings suggest that the hybrid program seems to be effective in fostering PR and SR in youth girl volleyball players.

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