Trauma Healing Club: Utilizing Culturally Responsive Processes in the Implementation of an After-School Group Intervention to Address Trauma Among African Refugees

In this article, standards blending–-the integration of core academic and school counseling standards–-is demonstrated as a culturally responsive strategy to assist in closing the achievement gap for a group of third-grade African American males. The small-group intervention described resulted in knowledge gains in both the school counseling and academic curriculum content areas. All participants also reported experiencing increased self-esteem.

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Culturally Responsive Computing in Urban, After-School Contexts

Urban Education ◽

10.1177/0042085913499211 ◽

2013 ◽

Vol 48 (5) ◽

pp. 629-656 ◽

Cited By ~ 20

Author(s):

Ron Eglash ◽

Juan E. Gilbert ◽

Valerie Taylor ◽

Susan R. Geier

Keyword(s):

Culturally Responsive ◽

Math Education ◽

Cultural Factors ◽

After School ◽

Direct Impact ◽

School Contexts ◽

School Settings ◽

Science Technology ◽

Economic Forces ◽

And Mathematics

The academic performance and engagement of youth from under-represented ethnic groups (African American, Latino, and Indigenous) in science, technology, engineering, and mathematics (STEM) show statistically large gaps in comparison with their White and Asian peers. Some of these differences can be attributed to the direct impact of economic forces. But cultural factors also play a role. This essay will examine two culturally responsive math education technologies and report on evaluations of the technologies in urban out-of-school settings that suggest both approaches can be effective for integrating math education into urban, after-school contexts.

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Designing Culturally Responsive Organized After-School Activities

Journal of Adolescent Research ◽

10.1177/0743558416666169 ◽

2016 ◽

Vol 32 (1) ◽

pp. 11-36 ◽

Cited By ~ 24

Author(s):

Sandra D. Simpkins ◽

Nathaniel R. Riggs ◽

Bic Ngo ◽

Andrea Vest Ettekal ◽

Dina Okamoto

Keyword(s):

Youth Development ◽

Culturally Responsive ◽

Racial Diversity ◽

School Funding ◽

The United States ◽

After School ◽

Organized Activities ◽

Developmental Needs ◽

School Activities ◽

After School Activities

Organized after-school activities promote positive youth development across a range of outcomes. To be most effective, organized activities need to meet high-quality standards. The eight features of quality developed by the National Research Council’s Committee on Community-Level Programs for Youth have helped guide the field in this regard. However, these standards have largely been defined in terms of universal developmental needs, and do not adequately speak to the growing ethnic and racial diversity within the United States, which is further complicated by issues of power and social class differences. Given U.S. population shifts and after-school funding priorities, the time has come to consider new ways to provide organized after-school activities that are responsive to youth’s culture and everyday lives. The goal of this article is to explore how we can help ensure that after-school activities are culturally responsive and address the specific needs of the youth who participate in these activities. Based on theory and empirical evidence, we provide proposed practices of cultural responsiveness for each of the eight features of quality for program structure and staff. The article concludes with future directions for research and strategies to implement culturally responsive practices and harness resources.

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Literacy and Early Childhood

Early Childhood Development ◽

10.4018/978-1-5225-7507-8.ch050 ◽

2019 ◽

pp. 1011-1027

Author(s):

Katia González ◽

Rhoda Frumkin

Keyword(s):

Early Childhood ◽

Intercultural Communication ◽

Culturally Responsive ◽

Literacy Learning ◽

The United States ◽

After School ◽

Culturally Responsive Practices ◽

After School Program ◽

Group Sharing ◽

The Impact

In this chapter, the authors explore the components needed for a culturally responsive workshop specifically tailored to meet the needs of Mexican mothers participating in an early childhood literacy learning after school program in the United States. The impact of visualization, use of videos, and small and large group sharing of perspectives is discussed. In addition, authors provide opportunities for readers to reflect upon the impact of culturally responsive practices and intercultural communication.

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Exploring the Use of Bibliotherapy With English as a Second Language Students

English Language Teaching ◽

10.5539/elt.v12n7p98 ◽

2019 ◽

Vol 12 (7) ◽

pp. 98

Author(s):

Eliana M. Rubio Cancino ◽

Claudia P. Buitrago Cruz

Keyword(s):

Single Case ◽

Analysis Data ◽

Traumatic Experiences ◽

After School ◽

Esl Students ◽

School Program ◽

Refugee Students ◽

After School Program ◽

Trauma Healing

Studies in trauma healing and teaching ESL students have been done before. In addition, bibliotherapy has been used in educational and psychological disciplines. However, there are few studies that explore the use of bibliotherapy and trauma healing in ESL refugee students. My objective for this study was to explore bibliotherapy to see what experiences/stories surfaced from students’ lives and what connections/ reflections students made to the books we read in the bibliotherapy sessions. This was a qualitative single case study; I observed and worked with a group of ESL refugee students in an after-school program. However, for this study I followed the progress of one student over our bibliotherapy sessions. I used observations, interviews and artifacts analysis. Data was collected, triangulated and coded. I found out that the student Identified herself to some degree with the texts read during our bibliotherapy sessions. However, stories from past traumatic experiences surfaced during oral discussions but became more visible whenever she was writing.

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A Sense of Mattering: A Group Intervention for African American Boys

Professional School Counseling ◽

10.1177/2156759x19867336 ◽

2018 ◽

Vol 22 (1) ◽

pp. 2156759X1986733 ◽

Cited By ~ 2

Author(s):

Eva M. Gibson ◽

Mariama Cook Sandifer ◽

Winifred Bedford

Keyword(s):

African American ◽

School Counselors ◽

Group Intervention ◽

Culturally Responsive ◽

School Counselor ◽

Outcome Data ◽

African American Boys ◽

Social Emotional ◽

Emotional Skills ◽

Cultural Considerations

African American boys have been disproportionately represented in school discipline data. School counselors are encouraged to integrate cultural considerations while developing interventions for African American boys. A middle school counselor (the first author) utilized discipline data to create a culturally responsive group intervention designed to affect behavior and develop social/emotional skills. Through the analysis of perception and outcome data, findings indicated improvement in behavior and social/emotional skills among participants. We discuss implications for school counselors, school counselor education programs, and school districts.

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A School- and Home-Based Intervention to Improve Adolescents’ Physical Activity and Healthy Eating: A Pilot Study

The Journal of School Nursing ◽

10.1177/1059840518791290 ◽

2018 ◽

Vol 36 (2) ◽

pp. 121-134

Author(s):

Lorraine B. Robbins ◽

Jiying Ling ◽

Kimberly Clevenger ◽

Vicki R. Voskuil ◽

Elizabeth Wasilevich ◽

...

Keyword(s):

Physical Activity ◽

Body Fat ◽

Healthy Eating ◽

Diet Quality ◽

Group Intervention ◽

Autonomous Motivation ◽

After School ◽

Percent Body Fat ◽

Life Goal ◽

Dietary Recall

This study evaluated feasibility, acceptability, and preliminary efficacy of a 12-week Guys/Girls Opt for Activities for Life (GOAL) intervention on 10- to 13-year-old adolescents’ body mass index (BMI), percent body fat, physical activity (PA), diet quality, and psychosocial perceptions related to PA and healthy eating. Parent–adolescent dyads from two schools were enrolled. Schools were assigned to either GOAL (38 dyads) or control (43 dyads) condition. The intervention included an after-school club for adolescents 2 days/week, parent–adolescent dyad meeting, and parent Facebook group. Intervention adolescents had greater autonomous motivation for PA and self-efficacy for healthy eating than control adolescents (both p < .05). Although between-group differences were not significant, close-to-moderate effect sizes resulted for accelerometer-measured moderate-to-vigorous PA and diet quality measured via 24-hr dietary recall ( d = .46 and .44, respectively). A trivial effect size occurred for percent body fat ( d = −.10). No differences emerged for BMI. Efficacy testing with a larger sample may be warranted.

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