Last edited by Dizilkree
Wednesday, May 20, 2020 | History

4 edition of Developing competent youth and strong communities through after-school programming found in the catalog.

Developing competent youth and strong communities through after-school programming

Developing competent youth and strong communities through after-school programming

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  • 11 Currently reading

Published by CWLA Press in Washington, DC .
Written in English

    Subjects:
  • Social work with youth -- United States,
  • Social skills -- Study and teaching -- United States

  • Edition Notes

    Includes bibliographical references

    Statementedited by Steven J. Danish and Thomas P. Gullotta
    ContributionsGullotta, Thomas P., 1948-, Danish, Steven J
    Classifications
    LC ClassificationsHV1431 .D48 2000
    The Physical Object
    Paginationvii, 306 p. :
    Number of Pages306
    ID Numbers
    Open LibraryOL16990261M
    ISBN 100878687963
    LC Control Number00057911
    OCLC/WorldCa44550569

    Youth involved in 4-H are more than four times as likely to contribute to their communities as other youth and about two times as likely to be civically active. Youth involved in 4-H programming are nearly two times more likely to participate in science, engineering and computer technology programs during out-of-school time in Grades 10– Involving youth from the beginning of a project is ideal; suggestions about how and where youth can be involved include the following: Assess. Needs assessment An example of a needs assessment is the GIS (geographic information system) project from the U.S. Department of Agriculture, through which youth identified resources in their communities.

    Considerations in Doing Experimental and Quasi-experimental Evaluations of Community-Based Programs for Youth Every social program has many stakeholders, including government officials, journalists, taxpayers, program developers, program staff, parents, and children. Stakeholders want to know what works. Some concentrate on learning about the.   The writing advisors and the guest author, Diana Lopez, presented these texts to the student participants. With these texts as a foundation, writing activities and free writing offered a rich knowledge base for the students to develop their identity and connect with others who, like themselves, struggle in a world that views them from a deficit : Pearson Admin.

    Whether through after-school programs or nontraditional school models, Communities In Schools is dedicated to ensuring that all students have a safe, appropriate environment in which to learn and achieve their potential. 3. A healthy start and a healthy future. The Coalition is an alliance that brings together leaders and organizations in education, family support, youth development early childhood, community development, government and philanthropy behind a shared vision of how schools can function as hubs of their communities where school and community resources and capacity are mobilized to support.


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Developing competent youth and strong communities through after-school programming Download PDF EPUB FB2

Noting the renewed attention given to community efforts supporting after-school activities to promote social competence in its youth, this book examines the concepts of play and rites of passage for youth. The book also discusses the contributions of various types of activities on youth social competency, presents a variety of perspectives for engaging youth in competency-promoting after Cited by: Developing Competent Youth and Strong Communities Through After-School Programming (Issues in Children's and Families' Lives) [Gullotta, Thomas] on *FREE* shipping on qualifying offers.

Developing Competent Youth and Strong Communities Through After-School Programming (Issues in Children's and Families' Lives)Author: Thomas Gullotta. Additional Physical Format: Online version: Developing competent youth and strong communities through after-school programming.

Washington, DC: CWLA Press, © Violence in Homes and Communities: Prevention, Intervention, Developing Competent Youth and Strong Communities Through After-School Programming (Shambhala Pocket Classics) () Jan 1, Paperback. $ Only 1 left in stock - order soon. Danish, S.J. Youth and community development: How after-school programming can make a difference.

In S.J. Danish & T. Gullotta (Eds.), Developing competent youth and strong communities through after-school programming (pp. Washington, DC: CWLA Press. Google Scholar.

Sport-Based Life Skills Programming in the Schools. Developing competent youth and strong communities through after- and strong communities through after-school programming. Washington, DC. (With Steven J. Danish) Developing Competent Youth and Strong Communities through After-School Programming, CWLA Press (Washington, DC), (With Martin Bloom) Promoting Creativity across the Life Span, CWLA Press (Washington, DC), Youth and community development: How after school programming can make a difference S.

Danish T. Gullota & S. Danish (Eds.), Developing competent youth and strong communities through after-school programming (pp. 2–14). Bloom, M. The uses of theory in primary prevention practice: Evolving thoughts on sports and after-school activities as influences of social competency.

In S. Danish & T. Gullotta (Eds.) Developing competent youth and strong communities through after-school programming. (pp. 17–66) Washington, D.C.: CWLA Press. Google Scholar. “Let’s Play: Initiating Youth Into the Healthy World of Play,” Blumenkrantz,D., in Developing Competent Youth and Strong Communities Through After School Programming.

Gullotta, T. (Ed.), CWLA Press, Gives an overview of the history of play and practical considerations for youth and community development through rites of passage.

Youth and community development: How after-school programming can make a difference. In Danish, S. J., Gullotta, T. (Eds.), Developing competent youth and strong communities through after-school programming (pp.

Washington, DC: CWLA Press. Google ScholarCited by: Developing Competent Youth and Strong Communities through After-School Programming by Thomas Gullotta, editor. This book describes the positive effects of various after-school programs. (Published by Child Welfare League of America.) This newsletter and other asset resources are produced by Search Institute, ; Youth Sport Participation-A View of the Issues: Introduction to the Special Section Developing competent youth.

and strong communities through after-school : Christina Theokas. Bloom, M. The uses of theory in primary prevention practice: Evolving thoughts on sports and after-school activities as influences of social competency.

In S. Danish & T. Gullotta (Eds.), Developing competent youth and strong communities through after-school programming (pp. 17–66). Washington, DC: CWLA by: 4. Blumenkrantz, D. Let’s play: Initiating youth into the healthy world of play. In: T. Gullotta (Ed), Developing competent youth and strong communities through after school programming.

Washington, DC: Child Welfare League of America Press. Blumenkrantz, D. The development of healthy youth is a goal that communities must embrace. The purpose of this guide is to be a support to the leaders in those communities.

What research tells us There are a variety of influences that affect youth health and development. These influences canFile Size: 2MB. difference in building strong communities. While the perspective of the book is neighborhood residents and organizations, the approach is to create critical partnerships among the many individuals dedicated to community development.

These include • neighborhood residents • volunteers and paid staff of community organizations like neighborhoodFile Size: 2MB. Standards & Indicators; Supporting Evidence & Research; About Youth Development & Youth Leadership. Youth development is a process that prepares a young person to meet the challenges of adolescence and adulthood and achieve his or her full potential.

Youth development is promoted through activities and experiences that help youth develop social, ethical, emotional, physical, and cognitive.

They included expanding after-school programming in every neighborhood, leveraging new resources to support programs, opening school buildings for after-school use, improving program quality, focusing on program outcomes for children, and expanding learning opportunities for children by linking after-school programming to Boston public school.

United Nations Population Fund (United Nations, ) as youth or the youth population. Bythis age group is expected to grow to million (Office of the Registrar General, ) and account for a slightly higher proportion of the total population than in. munity programs seems to be one of unmet need.

The number of youth left without some kind of after-school programming now exceeds 11 million (Newman et al., ).

While not all young people want or need such programs, this number is probably some indication of unmet need.youth service professionals to acquire strong knowledge, dispositions, and abilities in the area of cultural competence.

Literature Review Developing a strong sense of cultural competence is crucial to the work of school library and youth services professionals. Yet, while definitions of .community development initiative, they should all be using this experience as a base for their discussion. If this is not the case (and the odds are that it will not be), then you will have to discuss this with the participants.

It may be that, through discussion, participants themselves can come up with a common initiative which would lend File Size: KB.