scholarly journals Designing a Character Strengths Development Program for Youth Living in Violent Contexts

2021 ◽  
Vol 16 (2-3) ◽  
pp. 329-343
Author(s):  
Betsabé Vásquez ◽  
Lelys Dinarte Díaz
Keyword(s):  
Development Process ◽  
Character Strengths ◽  
Relevant Literature ◽  
Development Program ◽  
Lessons Learned ◽  
Central American ◽  
After School ◽  
School Program ◽  
After School Program ◽  
Strengths Development

This paper describes the design and piloting of a Character Strengths Development (CSD) curriculum for Glasswing International’s after-school program. The CSD curriculum was designed to be implemented in El Salvador, Honduras, and Guatemala, countries that make up the Central American Northern Triangle (NTCA) and have extremely high rates of violence and criminality. Development of the CSD curriculum included 3 stages: a consultativeprocess with youth, review of relevant literature and design of the curriculum, and piloting of the methodology. Students’ perspectives were engaged throughout the development process to ensure the curriculum was relevant to the lives of youth living in violent communities. The curriculum is the first to be built on the Virtues in Action framework in NTCA countries. Lessons learned are shared for CSD program design and implementation in other contexts with high levels of violence.

scholarly journals Program Evaluation of Environmental and Policy Approaches to Physical Activity Promotion in a Lower Income Latinx School District in Southeast Los Angeles

2020 ◽  
Vol 17 (22) ◽  
pp. 8405
Author(s):  
Anne L. Escaron ◽  
Corina Martinez ◽  
Monica Lara ◽  
Celia Vega-Herrera ◽  
Denise Rios ◽  
...  
Keyword(s):  
Physical Activity ◽  
School District ◽  
Los Angeles ◽  
Lessons Learned ◽  
After School ◽  
Activity Levels ◽  
School Program ◽  
Activity Promotion ◽  
After School Program ◽  
Wellness Policies

There is alarming population wide prevalence of low adolescent physical activity as this represents a risk factor for later chronic disease development. There is evidence to suggest that schools with strong wellness policies have students that are more frequently active. We designed an intervention to enhance students’ physical activity levels in five majority Latinx, underserved school districts. Evaluation consisted of assessment of written quality of school-district wellness policies; observation of student’s physical activity during leisure times; and after-school program practices and policies. We examined one of these district’s results more closely, the only participating district with a community coalition, and extracted lessons learned. On the physical activity section of the wellness policy, this district covered a moderate extent of recommended content areas using weak language. Compared to previous reports, we identified low vigorous activity levels for girls and boys at baseline (respectively, 12% and 18%). Finally, we identified that of four after school program sites assessed at baseline, no program reported the recommended 50% or more of program time dedicated to physical activity. Based on these evaluation findings, additional strategies are urgently needed to encourage all students and particularly more girls to be physically active throughout the school day.

Expanding after School Program Access for Vulnerable Students: Examining the Efficacy of Federal Policy and Funding

2021 ◽  
pp. 001312452110045
Author(s):  
Susan K. Klumpner ◽  
Michael E. Woolley
Keyword(s):  
Low Income ◽  
Binary Logistic Regression ◽  
After School Programs ◽  
Lower Percentage ◽  
After School ◽  
School Program ◽  
Logistic Regression Models ◽  
School Programs ◽  
After School Program ◽  
Low Income Families

After school programs provide low income students and students of color with learning opportunities across both academic and non-academic domains that such students would otherwise not get. In this study, we examined the intersection of school characteristics (e.g., enrollment size, percent minority enrolled, and percent eligible for FARM) and the types of after school programming schools offered (e.g., fee-based, 21st CCLC, and other types) using binary logistic regression models. I n a sample of schools ( n = 1,601) surveyed by the National Center on Education Statistics 2008 FRSS, we found that under-resourced schools had lower odds of having a 21st CCLC program and higher odds of having a fee-based after school program (than schools with a lower percentage of students receiving FARM). That is counter to the stated goals of the 21st CCLC program. These findings highlight the need for a re-prioritization of 21st CCLC funding such that financial assistance provided to schools to support after school programs is allocated to schools serving students from low income families and communities.

Lift for Life: Exploring Weightlifting as an After-School Program

Strategies ◽  
2021 ◽  
Vol 34 (1) ◽  
pp. 29-36
Author(s):  
Victoria El’Azar ◽  
Cathy McKay
Keyword(s):  
After School ◽  
School Program ◽  
After School Program

Utilizing Guided Discovery to Promote Transfer of Responsibility Values in Young Children

2021 ◽  
pp. 1-10
Author(s):  
Robin J. Dunn
Keyword(s):  
Teaching Style ◽  
Third Graders ◽  
After School ◽  
School Program ◽  
Guided Discovery ◽  
Activity Program ◽  
After School Program ◽  
Personal And Social Responsibility ◽  
Responsible Behaviors ◽  
Heavy Dose

Purpose: In a Teaching Personal and Social Responsibility (TPSR) program, Hellison noted that transferring responsibility values to areas beyond the gym was the most important aspect of a responsibility-based program. The purpose of this study was to examine how the use of guided discovery strategies in a TPSR program impacts and promotes how elementary students construct meaning and action related to responsibility values. Method: The participants were 12 second and third graders who attended an underserved public elementary school and were part of an after-school program. In the TPSR program, participants engaged in cooperative activities and researcher-led discussions, using the guided discovery teaching style, to promote transfer of life skills. Results: The findings indicate that the students better understood the meaning of responsible behaviors following an 8-week TPSR after-school program that included a heavy dose of the guided discovery teaching style. This, in turn, suggests that the guided discovery teaching style served to stimulate the transfer of these responsibility behaviors beyond the program. Discussion and Conclusion: Transfer is challenging to facilitate. Having a program that uses the scaffolded approach of guided discovery may be a key component in transferring responsible behaviors to areas outside of a physical activity program.

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