The Refuge: an after‐school care programme for African–American children in poverty

2009 ◽  
Vol 179 (7) ◽  
pp. 977-997 ◽  
Author(s):  
Ma. Teresa Tuason ◽  
Andjela Marcetic ◽  
Shavaun Roberts ◽  
Karly Stuart ◽  
Jessica Rearick
Keyword(s):  
African American ◽  
After School ◽  
African American Children ◽  
Care Programme ◽  
Children In Poverty ◽  
American Children ◽  
School Care ◽  
After School Care

scholarly journals Epidemic of Obesity in African American Communities and the Need for a Culturally Sensitive After School Childhood Obesity Prevention Program

2006 ◽  
Vol 4 (1) ◽  
pp. 129-133 ◽  
Author(s):  
Edward V. Wallace
Keyword(s):  
African American ◽  
Education Program ◽  
Prevention Program ◽  
Self Care ◽  
Culturally Sensitive ◽  
After School ◽  
African American Children ◽  
Culturally Sensitive Interventions ◽  
American Children ◽  
Obesity Prevention Program

An after-school obesity prevention program for African American children is proposed in this paper. The prevention program is a behavioral education program designed to facilitate healthy behavior changes in obesity self-care and provide culturally sensitive interventions specifically for obese African American children. The self-care concepts addressed involve: knowledge of obesity, exercise, and nutrition. The culturally sensitive interventions address the problems of low self-esteem, communication, and ineffective family coping. The implementation of the after-school obesity program included four phases: needs assessment, planning and goal setting, implementation, and monitoring for progress. This afterschool education program is designed to promote self-care, family support, and improve the quality of life for obese African American children.

Final Consonant Deletion in African American Children Speaking Black English

1993 ◽  
Vol 24 (3) ◽  
pp. 161-166 ◽  
Author(s):  
Michael J. Moran
Keyword(s):  
African American ◽  
Black English ◽  
African American Children ◽  
Vowel Length ◽  
Minimal Pairs ◽  
Speech Evaluation ◽  
American Children

The purpose of this study was to determine whether African American children who delete final consonants mark the presence of those consonants in a manner that might be overlooked in a typical speech evaluation. Using elicited sentences from 10 African American children from 4 to 9 years of age, two studies were conducted. First, vowel length was determined for minimal pairs in which final consonants were deleted. Second, listeners who identified final consonant deletions in the speech of the children were provided training in narrow transcription and reviewed the elicited sentences a second time. Results indicated that the children produced longer vowels preceding "deleted" voiced final consonants, and listeners perceived fewer deletions following training in narrow transcription. The results suggest that these children had knowledge of the final consonants perceived to be deleted. Implications for assessment and intervention are discussed.

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