scholarly journals Engaging Young People in Running Clubs: Best Practices from Marathon Kids’ Volunteer Coaches

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Andrew E. Springer ◽  
Desma Deitz ◽  
Kelley Pettee Gabriel ◽  
Makenzie Harris ◽  
Brandon Trodick ◽  
...  
Keyword(s):  
Young People ◽  
Best Practices ◽  
Volunteer Coaches

Healing Childhood Sexual Abuse with Yoga

2010 ◽  
Vol 20 (1) ◽  
pp. 120-130 ◽  
Author(s):  
Mark Lilly ◽  
Jaime Hedlund
Keyword(s):  
Risk Factors ◽  
Sexual Abuse ◽  
Childhood Sexual Abuse ◽  
Young People ◽  
Best Practices ◽  
Role Models ◽  
Focal Points ◽  
Teen Leadership ◽  
Mindfulness Practices ◽  
Older Youth

This article outlines the rationale and best practices for helping young people recover from the trauma of sexual abuse using integrative and therapeutic Yoga practices. As a model for such work, we describe a specific program, Healing Childhood Sexual Abuse with Yoga, currently offered by the authors in the Portland, OR area. The program serves both girls and boys and has a teen leadership component to allow older youth to serve as role models for preteens. This article outlines the necessary steps for working with this population, including self-inquiry, training, program design, teaching strategies, and integration with other therapies and services. A full eight-week curriculum is described, with focal points for each class, as well as suggested poses, mantras, creative activities, and mindfulness practices. The article also addresses specific contraindications and risk factors and ways they can be mitigated. Finally, it covers observed outcomes from two sequential eight-week sessions of the Healing Childhood Sexual Abuse with Yoga program.

scholarly journals Reaching Young People Through Texting-Based Crisis Counseling

2019 ◽  
Vol 18 (4) ◽  
pp. 1147-1164
Author(s):  
Ande Nesmith
Keyword(s):  
Young People ◽  
Best Practices ◽  
Crisis Intervention ◽  
Specialized Training ◽  
Health Issues ◽  
Mental Health Issues ◽  
Key Informant ◽  
Written Word ◽  
Crisis Intervention Services ◽  
To Receive

Texting-based crisis intervention counseling reaches young people who suffer from mental health issues at high rates yet hesitate to seek help. As a new interface, it is neither well-researched nor well-understood. This study examined 49 randomly selected text counseling transcripts and key informant interviews with two counselors to identify unique characteristics of the text counseling process and learn texter reactions to the sessions. Texters presented problems that were similar to those reported in voice-based hotlines. Texters valued the privacy and flexibility of texting that permitted them to receive help immediately rather than delaying. Counselors reported that they must be brief and direct with questions and avoid assigning emphasis to words. The written format required that both parties must be explicit and clear to convey their messages accurately. Both texters and counselors suggested that the texting option might lead young people to seek help that they might otherwise avoid. Recommendations include specialized training on strategies to assess and connect with texters using only the written word and research to develop best practices for texting-based crisis intervention services.

Occupational Therapy Practitioners’ Knowledge, Comfort, and Competence Regarding Youth Suicide

2020 ◽  
Vol 40 (4) ◽  
pp. 270-276 ◽  
Author(s):  
Anne V. Kirby ◽  
Alexandra L. Terrill ◽  
Ariel Schwartz ◽  
Jarrett Henderson ◽  
Brandi N. Whitaker ◽  
...  
Keyword(s):  
United States ◽  
Young People ◽  
Occupational Therapy ◽  
Best Practices ◽  
Best Practice ◽  
The United States ◽  
Education And Training ◽  
Youth Suicide ◽  
Clinical Scenarios ◽  
And Training

Suicide rates for young people are climbing in the United States and worldwide. Increasing rates of youth suicide are of concern to occupational therapy (OT) practitioners in pediatric settings, yet the profession’s role in this area is poorly defined. To understand OT practitioners’ awareness and needs related to youth suicide, we administered a survey including objective (e.g., knowledge of suicide-related facts) and subjective items (open- and close-ended questions) related to youth suicide to 134 OT practitioners working in pediatric settings. Only 5.2% of respondents correctly answered four items about youth suicide facts and only 32% reported they had received suicide-focused education. Just under half (45%) of respondents were able to identify all best practice responses to clinical scenarios related to youth suicide; older practitioner age was the only significant predictor of best practices. OT practitioners in pediatric settings would benefit from youth-focused suicide education and training.

Aspire to excel

2017 ◽  
Author(s):  
Peggy D. Bennett
Keyword(s):  
Young People ◽  
Best Practices ◽  
Attitudes And Behaviors ◽  
Starting Point ◽  
The World ◽  
And Behaviors ◽  
The Times ◽  
The Way

On some days teachers need to just “get by.” It’s self- preservation. But when we let this minimalist effort become our habit, we are giving up on our dreams. We didn’t become teachers just to get a job. We became teachers to shape young minds, to make the world a better place, to offer support and guidance to young people, to share our passion for learning, to bring life to our classes and our stu­dents. We aspire to educate. A teacher who “aspires to excel is almost by default a visionary . . . a leader”. Schools can breed challenges and spirit- breaking experi­ences. Yet becoming dispirited about mandates, regulations, procedures, testing, and standards is no reason to give up on our dreams for students. If anything, those are the times to buckle down and work harder. Bolster determination. Ignite students’ interest. Ballast emo­tions with resolve to be our best and do our best. These are the aspirations that revitalize us. When we aspire to excel we can reconfigure our attitudes and behaviors. We can aim to bring out the best in ourselves and others. Nine Ways to Excel in Schools 1. Start the day with intention. Be clear and simple about your resolve. 2. Hold on to the best of you. Use that as a starting point to recover your aspirations. 3. Ignite your energy in the classroom. Stimulate engagement and interactions. 4. Subdue your energy in the classroom. Stimulate quietness. Let students take the lead. 5. Prompt learning. Use unique, clever, and challenging ways to hook students’ interest. 6. Show yourself. Let others see your interest and verve for learning. 7. Shift your classroom persona. Be the teacher you most admire. 8. Treat your students the way you would want your own chil­dren to be treated. Show respect, curiosity, compassion, and loving expectation. 9. Read, study, and query others. Find best practices to energize your classroom.

scholarly journals Start It Up - Support for young entrepreneurship

2018 ◽  
Author(s):  
Anna-Maija Torniainen
Keyword(s):  
Higher Education ◽  
Young People ◽  
Best Practices ◽  
Entrepreneurship Education ◽  
Motivation Factors ◽  
Innovation Ecosystems ◽  
Business Creation ◽  
New Business ◽  
Support Students

The aim of the paper is to disclose how entrepreneurship education can be developed and examined in a Higher Education Insitution (HEI) via a EU funded local project. The paper examines HEI students´ motivation factors and needs concerning Entrepreneurship education (EE). Start It Up – Support for young entrepreneurship project´s objective is to support students and young people in entrepreneurship, new business creation and innovation, and also employment in and out the innovation ecosystems. Differentiating entrepreneurial methods, best practices, entrepreneurship coaching, and entrepreneurship spirit are tested and organized throughout the project. The project strives to deliver tools and motivation towards entrepreneurship.  This article introduces the activities that have been done to support EE and a case study which examines how the entrepreneurship education can be improved to develop EE in the Finnish HEI.  The main testing platforms for EE are presented and the results of the case study show that to promote entrepreneurship and to enhance students´ awareness and motivation towards entrepreneurship in the Finnish HEI, the offering of EE teaching, events and competitions for students should be increased and promoted more effectively.

Social Security Work Incentives: Achieving Career Goals for Transition Aged Youth with Significant Disabilities

1998 ◽  
Vol 29 (4) ◽  
pp. 18-24
Author(s):  
Paul Wehman ◽  
Valerie Brooke ◽  
Kathe Wittig
Keyword(s):  
Public Schools ◽  
Young People ◽  
Social Security ◽  
Best Practices ◽  
Career Goals ◽  
Competitive Employment ◽  
Work Incentives ◽  
Significant Disabilities ◽  
The World ◽  
Critical Issues

Designing and implementing high quality transition programs to assist young adults with significant disabilities in moving from public schools to the world of competitive employment is one of the critical issues facing the educational system. The unemployment rate of young people leaving the school system is unacceptable. This paper illustrates how Social Security Work Incentives can be used to assist young people to achieve their dreams of community integrated competitive employment. Roles, responsibilities, and best practices are presented to aid transition stakeholders.

European Model for Restorative Justice with Children and Young People. Conclusions for Poland

2016 ◽  
Vol 1 (1) ◽  
pp. 163-177
Author(s):  
Beata Czarnecka-Dzialuk
Keyword(s):  
Young People ◽  
Best Practices ◽  
Juvenile Justice ◽  
Restorative Justice ◽  
Union Member ◽  
Scientific Evidence ◽  
Restorative Practices ◽  
Children And Young People ◽  
European Model ◽  
European Union Member States

The article presents main results of the European Research on Restorative Juvenile Justice organized by International Juvenile Justice Observatory (IJJO) and European Council for Juvenile Justice (ECJJ). In three books resulted of the research, available online, there is information on restorative practices in juveniles cases in 28 European Union Member States, then the European Model for Restorative Justice with Children and Young People that has been elaborated on the basis of best practices. The Toolkit for Professionals contains useful practical indications for implementing different restorative justice programs. Although there is scientific evidence of benefits of restorative processes, no country reaches the full potencial of restorative justice. This is especially true with Poland, in spite of having legislation (however, concerning just one of restorative processes, namely mediation, that should be improved), a group of trained mediators, examples of good practise of certain restorative programs and measures. There is strong need to promote restorative proceedings among practitioners and in the society and undertake research to evaluate the quality and effectiveness of restorative justice.

scholarly journals “They Aren’t Going to Do Jack Shit”: Text-Based Crisis Service Users’ Perceptions of Seeking Child Maltreatment-Related Support From Formal Systems

2021 ◽  
pp. 088626052110435
Author(s):  
Laura M. Schwab-Reese ◽  
Scottye J. Cash ◽  
Natalie J. Lambert ◽  
Jennifer E. Lansford
Keyword(s):  
Young People ◽  
Best Practices ◽  
Child Protective Services ◽  
Qualitative Content Analysis ◽  
Small Body ◽  
Signs And Symptoms ◽  
Protective Services ◽  
Negative Experiences ◽  
Formal Systems ◽  
Crisis Services

Many of the children reported to child protective services (CPS) exhibit signs and symptoms that allow others to recognize their abuse or neglect and intervene; others, especially adolescents, must disclose their experiences to be identified. Relatively little is known about young people’s disclosure experiences, but individual, interpersonal, and cultural factors appear to influence when and how young people disclose. Technology-facilitated approaches, such as text- or chat-based hotlines or crisis services, may be one way to help young people share their maltreatment experiences and seek help. The current study contributes to the small body of literature that includes nonsexual maltreatment disclosures and sheds some light on how to support young people during their disclosures. We conducted a qualitative content analysis of all conversations from a text-based crisis service that resulted in a report to CPS ( n = 244). Many of the texters had previously sought support from their peers or parents, and some had engaged with more formal systems. Many young people were hesitant to reach out to formal systems in the future, in part because of negative experiences during past disclosure experiences. Young people may be more likely to seek support through their preferred communication medium, so providing text- and chat-based communication may be one way to encourage and facilitate disclosure. As these resources become increasingly available, determining best practices for receiving disclosures through technology-facilitated platforms will be critical.

scholarly journals Youth Practitioners Can Counter Fascism: What We Know and What We Need

2020 ◽  
Vol 15 (5) ◽  
pp. 37-67
Author(s):  
Miriam R. Arbeit ◽  
Sarah L. F. Burnham ◽  
Duane De Four ◽  
Heather Cronk
Keyword(s):  
Social Justice ◽  
Young People ◽  
Best Practices ◽  
Youth Development ◽  
Empirical Research ◽  
Community Organizing ◽  
Developmental Trajectories ◽  
Research Practice ◽  
Theoretical Integration ◽  
Current Challenge

Fascist, White nationalist, and misogynist groups are actively recruiting adolescent followers both online and in person. Youth development practitioners can play an important role in mitigating the influence of fascist ideologies on young people’s behavior and reducing the proliferation of youth-perpetrated harassment and violence. In this paper, we present a theoretical integration that draws on empirical research from multiple disciplines and youth development best practices to examine how youth practitioners can counter fascist recruitment of youth. There is much that youth development researchers and practitioners already know and do, or have the capacity to learn and do, that can mitigate the threat of fascist recruitment and deter young people from developmental trajectories leading them towards harmful ideologies and actions. In order to support youth development practitioners in effectively embodying this potential, we detail 3 sets of activities: (a) immunizing youth to reduce susceptibility to fascist recruitment, (b) intervening in fascist recruitment of specific youth, and (c) counter-recruiting youth into community organizing for social justice. For each set of activities, we describe the goals of each component, propose concrete actions it may entail, and highlight existing research and best practices in the field that can be applied to this current challenge. We then propose next steps in research–practice integration to further improve relevant strategies and point to existing resources for supporting youth in resisting fascist recruitment.

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