Youth-Led Resilience Promotion during Disaster Recovery: A Proposed Framework, Innovative Program, and Lessons Learned

Objective: Disasters, such as a school shooting or a global pandemic, harm psychological health and necessitate recovery. To complement adult-led disaster recovery and trauma-specific approaches, we propose a Youth-Led Resilience Promotion (YLRP) framework focusing on: 1) multi-tiered change, 2) resilience goals, 3) a promotion mindset, 4) youth strengths, 5) prosocial behaviors, and 6) capacity building through partnerships. The YLRP framework guided the development of a YLRP program in the aftermath of the Chardon High School shooting in Chardon, Ohio, which is detailed in a case study. Method: As part of a Community-Academic Partnership, twenty college student trainers delivered a multi-tiered, multicomponent resilience promotion intervention: universal resilience promotion to 1,070 high school students; targeted resilience promotion to 200 student leaders through workshops; and indicated resilience promotion to 30 student leaders through mentoring. Results: Student leaders formed a youth-led, after-school club to advance relational resilience through prosocial strategies. Lessons learned from implementing the YLRP program for six years (2012 – 2017) are provided to guide YLRP program developers and program implementers. Conclusion: A youth-led program equipping youth leaders to engage in prosocial strategies may contribute to the psychological resilience and recovery of students after a school shooting, the COVID-19 pandemic, and other potentially traumatic events.

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REINVENTING MOLECULAR BIOLOGY LABS DURING COVID-19 PANDEMIC AND APPLYING LESSONS LEARNED TO ITALIAN PLS VIRTUAL SUMMER SCHOOL FOR HIGH SCHOOL STUDENTS

10.21125/iceri.2021.1945 ◽

2021 ◽

Author(s):

Rosanna del Gaudio

Keyword(s):

High School ◽

High School Students ◽

Molecular Biology ◽

Summer School ◽

Lessons Learned ◽

School Students

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Developing and Evaluating a Web-Based, Multi-Platform Curriculum for After-School Robotics

Advances in Early Childhood and K-12 Education - Robots in K-12 Education ◽

10.4018/978-1-4666-0182-6.ch013 ◽

2012 ◽

pp. 266-283

Author(s):

Fred G. Martin ◽

Michelle Scribner-MacLean ◽

Sam Christy ◽

Ivan Rudnicki

Keyword(s):

High School Students ◽

Lessons Learned ◽

After School ◽

School Students ◽

Enrichment Programs ◽

Web Based ◽

Non Profit ◽

Design Engineers ◽

Design Skills ◽

University Of Massachusetts

The University of Massachusetts Lowell and a non-profit partner, Machine Science Inc. of Cambridge, Massachusetts have developed a Web-based curriculum for after-school robotics, based on two microcontroller platforms: one for middle school students and the other for high school students. The curriculum, which teaches computer programming and design skills in the context of hands-on electronics and robotics activities, was developed and evaluated as part of a four-year National Science Foundation-funded research project called Building an Internet Community of Design Engineers (iCODE). From 2006 to 2010, the project partners used the curriculum to support year-long academic enrichment programs at middle schools, high schools, and community centers in underserved communities within Boston, Lowell, and Lawrence, Massachusetts. This chapter describes the design and development of the iCODE curriculum, explores the project’s assessment strategies, and reflects on lessons learned from four years of offering after-school robotics for an inner-city youth population.

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Ninth Graders’ Energy Balance Knowledge and Physical Activity Behavior: An Expectancy-Value Perspective

Journal of Teaching in Physical Education ◽

10.1123/jtpe.31.4.293 ◽

2012 ◽

Vol 31 (4) ◽

pp. 293-310 ◽

Cited By ~ 22

Author(s):

Senlin Chen ◽

Ang Chen

Keyword(s):

Physical Activity ◽

High School ◽

High School Students ◽

Energy Balance ◽

Physical Activity Behavior ◽

After School ◽

Path Coefficient ◽

School Students ◽

Expectancy Value ◽

Activity Behavior

Expectancy beliefs and task values are two essential motivators in physical education. This study was designed to identify the relation between the expectancy-value constructs (Eccles & Wigfield, 1995) and high school students’ physical activity behavior as associated with their energy balance knowledge. High school students (N = 195) in two healthful-living programs (i.e., combination of physical and health education) responded to measures of expectancy-value motivation, energy balance knowledge, in-class physical activity, and after-school physical activity. The structural equation modeling confirmed positive impact from expectancy beliefs and interest value to in-class physical activity (Path coefficient range from .19 to .26, ps < .01). Cost perception was found exerting a negative impact on after-school physical activity but a positive one on lower level of understanding of energy balance (Path coefficient range from -.33 to -.39, ps < .01). The findings painted a complex but meaningful picture about the motivational impact of expectancy-value constructs on physical activity and energy balance knowledge. School healthful-living programs should create motivational environments that strengthen students’ expectancy beliefs and interest value and alleviate their negative perceptions and experiences.

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Lessons Learned from Teaching Machine Learning and Natural Language Processing to High School Students

Proceedings of the AAAI Conference on Artificial Intelligence ◽

10.1609/aaai.v34i09.7063 ◽

2020 ◽

Vol 34 (09) ◽

pp. 13397-13403

Author(s):

Narges Norouzi ◽

Snigdha Chaturvedi ◽

Matthew Rutledge

Keyword(s):

Machine Learning ◽

High School ◽

High School Students ◽

Natural Language Processing ◽

Natural Language ◽

Language Processing ◽

Teaching Machine ◽

Lessons Learned ◽

School Students ◽

Gender Discrepancies

This paper describes an experience in teaching Machine Learning (ML) and Natural Language Processing (NLP) to a group of high school students over an intense one-month period. In this work, we provide an outline of an AI course curriculum we designed for high school students and then evaluate its effectiveness by analyzing student's feedback and student outcomes. After closely observing students, evaluating their responses to our surveys, and analyzing their contribution to the course project, we identified some possible impediments in teaching AI to high school students and propose some measures to avoid them. These measures include employing a combination of objectivist and constructivist pedagogies, reviewing/introducing basic programming concepts at the beginning of the course, and addressing gender discrepancies throughout the course.

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The Effect of Daily in-School Sleep Program on Educational Performance among High School Students

Journal of Sleep sciences ◽

10.18502/jss.v5i1.4567 ◽

2020 ◽

Author(s):

Ata Pourabbasi ◽

Manzar Amirkhani ◽

Sarah N Nouriyengejeh

Keyword(s):

High School ◽

High School Students ◽

Brain Function ◽

Sleep Time ◽

After School ◽

Educational Performance ◽

School Students ◽

The Individual ◽

School Activity

Background and Objective: Sleep is one of the important factors in the quality of brain function. In particular, the function of the person, learning, memory, concentration, and the potential of the individual are closely related to sleep. With regard to age and physiological changes, the average sleep time among adolescents is low. In this study, the effect of a daily nap on the promotion of academic performance of high school adolescents in Tehran, Iran, has been assessed. Materials and Methods: In this research, 56 high school students from one of Tehran's schools with an average age of 15.3 years were volunteered. Students went to the school hall after finishing classes in the morning at 12:10, and it was 50 minutes when they were considered for their sleep. Students informed researchers with a questionnaire on the educa-tional activities outside the school. Results: The participants showed to have an average of 2059.50 minutes after-school activity during the 2 weeks preced-ing the intervention, which reached 2388.11 minutes after the implementation of the in-school sleep program. This time was significantly higher than after-school activity time before intervention. Conclusion: According to the results of this study, there is a significant positive correlation between daytime napping and the capacity of after-school activity in adolescents. More investigation about installing in-school sleep programs for improving educational performance in adolescents is recommended.

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