scholarly journals Confronting the impact of teen pregnancy in Mississippi: the need for after-school programs

2019 ◽  
Vol 0 (0) ◽  
Author(s):  
Danielle R. Bogan ◽  
Rasaki Aranmolate ◽  
Anthony R. Mawson
Keyword(s):  
Service Learning ◽  
Youth Development ◽  
Sex Education ◽  
Teen Pregnancy ◽  
After School Programs ◽  
After School ◽  
Sexually Transmitted ◽  
School Programs ◽  
The Us ◽  
The Impact

Abstract Although rates have decreased 8% since 2014, teen pregnancy remains a substantial public health and social problem in Mississippi and elsewhere in the US. Evidence suggests that, among teenagers, the after-school hours from 3 to 6 pm are peak times of risky sexual activity. This paper reviews recent research and programs concerning sexual risk behavior among adolescents and proposes that after-school programs would increase the daily period of supervised activity and thereby reduce risks not only of pregnancy and sexually transmitted diseases but would also serve to enhance scholastic attainment and hence career prospects for the future. After-school programs from 3 to 6 p.m. should incorporate a multifaceted model that includes academic enhancement and recreational activities as well as curriculum-based sex education, youth development, and service learning.

scholarly journals Preparing the Next Generation of After-School Educators: College Students’ Perceived Learning and Civic Engagement Associated with the CASE Program

2010 ◽  
Vol 5 (3) ◽  
pp. 27-Nov
Author(s):  
Briana M. Hinga ◽  
Joseph L. Mahoney
Keyword(s):  
Multicultural Education ◽  
Youth Development ◽  
After School Programs ◽  
After School ◽  
Civic Responsibility ◽  
First Year ◽  
School Programs ◽  
Course Material ◽  
The University ◽  
And Training

First-year evaluation findings from the University of California, Irvine Department of Education’s Certificate in After-School Education (CASE) program are reported in this paper. The goal of CASE is to promote positive youth development in diverse learners through education and training of the after-school workforce. CASE blends instruction across five, 10-week long courses with 70+ hours of fieldwork in local after-school programs (ASPs). CASE course and fieldwork enrollment, perceived understanding of course material, multicultural education, and civic interests and engagement were measured through student surveys. Students in CASE courses report higher levels of perceived course understanding (p < .01), civic responsibility (p < .01) and empowerment (p < .05) than students in the non-CASE courses. Students enrolled in CASE courses requiring fieldwork report greater perceived course understanding (p < .01) and academic engagement (p < .01) than CASE students without fieldwork. The findings suggest the program is achieving several of its early goals.

scholarly journals Healthy Food Access and Low-Income Teens: A Photovoice Approach

2020 ◽  
pp. 019394592096380
Author(s):  
Vicki Simpson ◽  
Lindsey Pedigo ◽  
Muna Hamdan Rodriguez
Keyword(s):  
Youth Development ◽  
Low Income ◽  
Food Access ◽  
After School Programs ◽  
After School ◽  
Community Settings ◽  
Healthy Foods ◽  
School Programs ◽  
Low Income Families ◽  
Healthy Food Access

Lack of access to healthy foods disproportionately impacts adolescents. This mixed-methods study used photovoice to explore everyday lived experiences of food access among teens from low-income families, empowering them to share their stories. Sixty-three diverse teens (12–17 years) from across one Midwest state took images and created narratives to support community presentations. Independent content analysis identified themes. Researchers used t tests to compare pre-post differences ( p < 0.05) for two scales related to empowerment and positive youth development. Themes suggest teens take on adult responsibilities relative to food access, generally selecting unhealthy foods. Families and after-school programs were critical to food-related experiences, with cultural differences noted. A statistically significant increase, t(58) = -2.225, p = .032, was noted for “most community leaders in my city would listen to me.” Findings support the need to address factors contributing to difficulties accessing healthy foods in home and community settings.

After-School Programs as Contexts for Youth Development Measure

2001 ◽  
Author(s):  
Joseph Kahne ◽  
Jenny Nagaoka ◽  
Andrea Brown ◽  
James O'Brien ◽  
Therese Quinn ◽  
...  
Keyword(s):  
Youth Development ◽  
After School Programs ◽  
After School ◽  
School Programs

The impact of after-school programs on educational equality and private tutoring expenses

2010 ◽  
Vol 11 (3) ◽  
pp. 349-361 ◽  
Author(s):  
Sanghoon Bae ◽  
Hunseok Oh ◽  
Hyunchul Kim ◽  
Cheolwon Lee ◽  
Beomho Oh
Keyword(s):  
Private Tutoring ◽  
After School Programs ◽  
After School ◽  
Educational Equality ◽  
School Programs ◽  
The Impact

scholarly journals Using Photovoice to Improve Healthy Eating for Children Participating in an Obesity Prevention Program

2020 ◽  
Vol 7 ◽  
pp. 2333794X2095467
Author(s):  
Laura Nabors ◽  
Meredith J. Murphy ◽  
Catherine Lusky ◽  
Courtney-Jo Young ◽  
Kayley Sanger
Keyword(s):  
Obesity Prevention ◽  
Healthy Eating ◽  
Fruits And Vegetables ◽  
Eating Habits ◽  
After School Programs ◽  
Longitudinal Change ◽  
After School ◽  
School Programs ◽  
The Impact ◽  
At Home

Background: Children have benefited from participation in obesity prevention programs. Aims: The objectives of this study were to evaluate the impact of a healthy eating intervention for children in after-school programs and to use photovoice to document change in eating behavior. Methods: Forty-two children in three after-school programs participated. Children participated in lessons from an existing program to learn about healthy eating. A mixed methods study was conducted, using surveys to assess parent and child perceptions, and photovoice to capture children’s perceptions of how they and their family changed eating habits. Member-checking was used to verify themes in the data. Twenty parents completed surveys evaluating the program. Results: Findings indicated that children learned program information, were interested in eating healthier (more fruits and vegetables), and quantitative data revealed there was a pre-post trend for eating more fruits at home. They reported that using the photovoice method helped them to monitor their behavior and helped them improve personal and family eating habits. Member checking confirmed themes. A majority of parents were satisfied with the program and reported that their children were discussing what they learned at home. Conclusions: Findings suggested that the photovoice methodology helped children to change in a positive way, increasing their agency in improving their own health and that of their family. Assessing longitudinal change in attitudes about healthy eating and eating behaviors will provide information about whether children maintain gains in knowledge and healthy eating over time.

Assessing After-School Programs as Contexts for Youth Development

2001 ◽  
Vol 32 (4) ◽  
pp. 421-446 ◽  
Author(s):  
JOSEPH KAHNE ◽  
JENNY NAGAOKA ◽  
ANDREA BROWN ◽  
JAMES O'BRIEN ◽  
THERESE QUINN ◽  
...  
Keyword(s):  
Youth Development ◽  
After School Programs ◽  
After School ◽  
School Programs
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