Organized Athletics for Preadolescent Children

PEDIATRICS ◽  
1989 ◽  
Vol 84 (3) ◽  
pp. 583-584
Author(s):  
◽  
Keyword(s):  
Motor Skills ◽  
The United States ◽  
Self Esteem ◽  
Free Play ◽  
Athletic Programs ◽  
Community Based ◽  
Self Image ◽  
Preadolescent Children ◽  
Community Based Programs ◽  
And Training

Each year in the United States, millions of preadolescent children participate in organized athletics. Some organized athletic programs are community based; others are school sponsored, either as extracurricula programs or as part of physical education classes. Most coaches in community-based programs are volunteers who have no formal training or expertise in coaching. The credentials and training of grade school coaches are highly variable. Therefore, many US preadolescents are involved in athletics without the benefit of specific program goals aimed at ensuring the most beneficial physical, psychologic, and recreational outcomes. Coaches, officials, parents, and program designers all play critical roles in shaping the child's early athletic experience and the child's self-esteem. The goals of the program and the behavior of all of the adults involved should focus upon assisting the child to develop: (1) an enjoyment of sports and fitness that will be sustained through adulthood, (2) physical fitness, (3) basic motor skills, (4) a positive self-image, (5) a balanced perspective on sports in relation to the child's school and community life, and (6) a commitment to the values of teamwork, fair play, and sportsmanship. In addition, efforts must be made to make the sport as safe as possible. Enjoyment of sports and fitness in childhood will increase the likelihood of a child pursuing these activities through adulthood. Children should be allowed to try a variety of sports and to choose sports that appeal to them. If children require more than gentle encouragement, then they are not ready for involvement. Unstructured free play should be encouraged to enhance enjoyment of sports, as well as to promote spontaneity and creativity.

Analysis of GLBTQ Youth Community-Based Programs in the United States

2012 ◽  
Vol 59 (9) ◽  
pp. 1289-1306 ◽  
Author(s):  
Kenneth D. Allen ◽  
Phillip L. Hammack ◽  
Heather L. Himes
Keyword(s):  
United States ◽  
The United States ◽  
Community Based ◽  
Community Based Programs ◽  
Youth Community ◽  
Glbtq Youth

A System of Services for the Mentally Retarded Offender

1975 ◽  
Vol 21 (1) ◽  
pp. 57-64 ◽  
Author(s):  
Frank J. Menolascino
Keyword(s):  
United States ◽  
Mentally Retarded ◽  
The United States ◽  
Young Offender ◽  
Community Based ◽  
New Approaches ◽  
Correctional Programs ◽  
Community Based Programs ◽  
Correctional System

Throughout the United States and Canada, community-based programs for the retarded are being expanded, as are alternative correctional programs for the young offender. But for the men tally retarded offender no such new approaches have been de vised ; he is still relegated to, and unwanted by, both the tradition al correctional system and the institutions for the retarded.

scholarly journals Moving university hydrology education forward with community-based geoinformatics, data and modeling resources

2012 ◽  
Vol 16 (8) ◽  
pp. 2393-2404 ◽  
Author(s):  
V. Merwade ◽  
B. L. Ruddell
Keyword(s):  
The United States ◽  
Curriculum Materials ◽  
Community Based ◽  
Digital Curriculum ◽  
Education Community ◽  
Visualization Tools ◽  
University Level ◽  
And Mathematics ◽  
The University ◽  
And Training

Abstract. In this opinion paper, we review recent literature related to data and modeling driven instruction in hydrology, and present our findings from surveying the hydrology education community in the United States. This paper presents an argument that that data and modeling driven geoscience cybereducation (DMDGC) approaches are essential for teaching the conceptual and applied aspects of hydrology, as a part of the broader effort to improve science, technology, engineering, and mathematics (STEM) education at the university level. The authors have undertaken a series of surveys and a workshop involving university hydrology educators to determine the state of the practice of DMDGC approaches to hydrology. We identify the most common tools and approaches currently utilized, quantify the extent of the adoption of DMDGC approaches in the university hydrology classroom, and explain the community's views on the challenges and barriers preventing DMDGC approaches from wider use. DMDGC approaches are currently emphasized at the graduate level of the curriculum, and only the most basic modeling and visualization tools are in widespread use. The community identifies the greatest barriers to greater adoption as a lack of access to easily adoptable curriculum materials and a lack of time and training to learn constantly changing tools and methods. The community's current consensus is that DMDGC approaches should emphasize conceptual learning, and should be used to complement rather than replace lecture-based pedagogies. Inadequate online material publication and sharing systems, and a lack of incentives for faculty to develop and publish materials via such systems, is also identified as a challenge. Based on these findings, we suggest that a number of steps should be taken by the community to develop the potential of DMDGC in university hydrology education, including formal development and assessment of curriculum materials, integrating lecture-format and DMDGC approaches, incentivizing the publication by faculty of excellent DMDGC curriculum materials, and implementing the publication and dissemination cyberinfrastructure necessary to support the unique DMDGC digital curriculum materials.

scholarly journals Mature Employment and Post-Modern Portfolio Living

1970 ◽  
Author(s):  
Roger Tweedy ◽  
Keith Johnson
Keyword(s):  
New Zealand ◽  
Work Environment ◽  
The United States ◽  
Self Esteem ◽  
City Council ◽  
Policy Initiatives ◽  
Post Modernism ◽  
Major Section ◽  
Recent Policy ◽  
And Training

The Mature Employment Service (MES) is a non-governmental organisation that commenced operations in Wellington in 1993. It aims to assist its clients in acquiring the necessary knowledge and training to equip themselves for work, to promote the advantages of employing mature workers and to inculcate positive and adaptive attitudes that build up the self-esteem and initiative of its clients. This paper has two major parts: the first part examines the general problem of mature employment, drawing on both New Zealand and overseas experience. Some Wellington City Council and MES data is also provided on the situation in Wellington. Reference is then made to wider trends in the work environment and the apparent ends to work and jobs that are foreseen by commentators. The second major section looks at potential solutions, reviewing recent policy initiatives in Australia, Great Britain, the United States and New Zealand. This leads to a discussion of the development by MES of assistance to its clients that takes its inspiration from the 'portfolio work' and 'third age' concepts that fall easily within the wider philosophy of post-modernism.

scholarly journals Evaluating Youth Drop-In Programs: The Utility of Process Evaluation Methods

2019 ◽  
Vol 34 (1) ◽  
Author(s):  
Derek J Chechak ◽  
Judith M Dunlop ◽  
Michael J Holosko
Keyword(s):  
Process Evaluation ◽  
Program Implementation ◽  
Self Esteem ◽  
Evaluation Methods ◽  
Youth Programs ◽  
Service Users ◽  
Community Based ◽  
Managerial Competencies ◽  
Community Based Programs ◽  
Practice Skills

In North America, neighbourhood youth centres typically off er essential community-based programs to disadvantaged and marginalized populations. In addition to providing pro-social and supportive environments, they provide a host of educational and skill-development opportunities and interventions that build self-esteem, increase positive life relationships and experiences, and address social determinants of health. However, evaluators of such centres often have to work with moving changes in temporal components (i.e., service users, services, programs, and outcomes) that are unique and idiosyncratic to the mandate of the centre. Although there is an abundance of research on youth programs in general, there is a void in the literature on drop-in programs specifically, which this study aims to address. Th e lack of empirical research in this area inhibits knowledge about the processes of these centres. For this reason, the article concludes that process evaluation methods may be effectively used to substantiate the practice skills, knowledge, and managerial competencies of those responsible for program implementation. 

Destructuring, Privatization, and the Promise of Juvenile Diversion: Compromising Community-Based Corrections

1988 ◽  
Vol 34 (4) ◽  
pp. 363-378 ◽  
Author(s):  
Daniel J. Curran
Keyword(s):  
United States ◽  
Private Sector ◽  
Social Control ◽  
The United States ◽  
Great Promise ◽  
Community Based ◽  
Open Environment ◽  
Public Facilities ◽  
Community Based Programs ◽  
The Impact

During the 1970s, a consensus emerged that juvenile deinstitutionalization and diversion offered great promise for lowering recidivism. However, critics charged that community-based programs had failed to achieve their stated objectives and that diversion actually “widened the net” of social control. The present research examined the impact of “restructuring” by analyzing data on the national growth and distribution of open facilities in the United States. The study found that a bifurcated system has developed, in which public facilities are primarily responsible for institutionalized corrections while the private sector administers the majority of open-environment programs. The ramifications of this system and specific constitutional issues regarding the privatization of corrections are discussed.

The Role of Perceived Familial Expectations on Depressive Symptoms and Self-Esteem in Emerging Adulthood: A Cultural Analysis

2021 ◽  
pp. 216769682110058
Author(s):  
Yesenia Mejia ◽  
Andrew J. Supple ◽  
Scott W. Plunkett ◽  
Andrea L. Kulish ◽  
Gabriela L. Stein
Keyword(s):  
Depressive Symptoms ◽  
Emerging Adults ◽  
Well Being ◽  
The United States ◽  
Self Esteem ◽  
Cultural Analysis ◽  
Negatively Associated ◽  
Self Image ◽  
Asian Youth ◽  
Familial Expectations

Asian and Latinx emerging adults in the United States typically hold stronger values and expectations regarding their duty to support and respect their families than their White peers. Yet, research has not fully explored how meeting familial expectations is associated with psychological well-being in these populations. This study examined ethnic-racial differences in perceptions of meeting familial expectations and their relation to depressive symptoms and self-esteem (i.e., positive and negative self-image) in Latinx, Asian, and White emerging adults. Participants were 1,223 students (51% female, mean age = 19.2) recruited from a state university in southern California. Results found that meeting familial expectations regarding personal responsibility was negatively associated with depressive symptoms only for Asian youth, and with negative self-image for all groups; however, the association was stronger for Asians. Further, meeting familial academic expectations was positively associated with positive self-image and negatively associated with negative self-image for Latinx and Asian youth.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

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