Show:
After School Program Growth and Popularity/Positive Youth Development
After School Workforce
Positive Youth Development
Self Care
Quality
100
Discuss the major factors affecting the historical change in leisure and growth in after school programs.
Compulsory education, Industrial Revolution, WWII, family structure, safe space/conflicting values, risks of passive leisure.
100
Name five of the nine fieldwork decorum.
Dress & appearance, behavior, schedule fieldwork, reserve sign-up slots for the appropriate type of fieldwork, be on time, testing & clearance, site supervisor verification needed, no electronic equipment, no side conversations with other students.
100
Languishing vs. flourishing: Instead of taking in troubled kids and trying to “fix” them, ___________ calls for helping kids who are functioning and adapting well and continuing to further that development.
Flourishing. Broken car example. Our society focuses on fixing the "broken car" instead of "buying a new one" and taking care of its maintenance.
100
As children age and transition to adolescence, self care ______________ (increases/decreases/stays the same) WHY?
Increases because after school programs don’t have a good fit and it becomes legal to stay home alone.
100
Define and give an example of structural quality.
Structural quality can be physical characteristics, number of children served, characteristics of the staff, material/financial resources. EXAMPLE: There are 30 tables in a classroom, etc.
200
What are two major funding streams for programs in CA and what is the target population?
21st Century Community Learning Centers: low performing schools in low income areas & After School Education and Safety Program: funding for CA public schools that provide after school programs for low income students.
200
What is actually done and what actually works in after school professional development?
The training they get is known to be ineffective in changing practice. To change practice, and therefore quality, a sustained, interactive, blended with content knowledge, and experiential learning (fieldwork) approach is needed.
200
Name the element in Larson’s article that includes setbacks, re-evaluations, and adjustments over time.
Temporal arc.
200
Which style of parenting has high levels of warmth and high levels of control?
Authoritative (reduces risk of unsupervised peer socialization because there’s more communication between parent and child, fewer secrets, and more trust)
200
Define and give an example of process quality.
Activities that occur at the program, what actually happens there. EXAMPLE: Volunteers helping students with their homework, volunteers playing in jungle gym, etc.
300
Describe the problem with supply and demand of programming.
Funding provided by 21CCLC is not enough to meet the demand. Demand for after school programs continues to grow as the population increases and as dual family income structures become more common.
300
Describe the differences between the two workforces in after school programs.
1. A set of workers are full time, better educated, less prone to turnover and view after school work as their profession. 2. A set of workers are part time, less educated, lack benefits and do not see after school work as their profession.
300
Give an example of an activity that has both high levels of intrinsic motivation/enjoyment and high levels of concentration/effort.
Sports/arts and hobbies
300
Give an example of parental monitoring in absentia.
Rules for checking in, communication by phone, parental networks, etc.
300
Name two reasons measuring quality is important for outcomes.
1. Quality predicts short and long term program impacts 2. It’s essential for evaluation and program improvement.
400
Our society pays more attention to problems and __________ than to positive development and __________.
Failures, wellness. Society is more interested in problem reduction because it is easier to measure.
400
What is the CASE program at UCI?
It is a certificate that includes both core courses and electives as a part of its curriculum and training. Students volunteer at after school programs and get pre-service and in-service training and education.
400
In Reed Larson’s article on Positive Youth Development, what are the three elements needed for the development of initiative?
Intrinsic motivation (wanting to do an activity/being invested in it), concerted engagement in the environment (devotion of thought and effort), and temporal arc (motivation and concerted engagement occur over time.)
400
Define authoritarian parenting style.
High levels of control, low levels of warmth.
400
The "Big Three" of youth programs are...?
1. GOALS- that go beyond prevention to include promotion of positive youth development. 2. PROGRAM ACTIVITIES- that provide opportunities for active involvement and flow. 3. ATMOSPHERE- of hope, caring, safety, cultural appropriateness, and respect.
500
What did the National Research Council do for community programs to promote youth development?
Found that programs which facilitate the development of personal and social assets were the best ones. Assets across domains.
500
What is the goal of universities and communities in after school program settings?
The goal is to build partnerships between universities and communities to facilitate proper training since most after school program staff members lack the training necessary to provide high quality programs.
500
What is flow? What is optimal experience?
Flow is when skills and challenges are aligned. Optimal experience is a time when a child is performing their very best (with focus, intrinsic motivation, serenity.)
500
Name three of the five ideas that consequences of self care depend on.
Type of child considered, parenting style and monitoring (whether or not parents know where their child is), where the children live, presence of peers (juvenile violence peak hours are right after school), gender (boys more likely esp. in disadvantaged areas when they hang with older boys → consequence.)
500
Name five of the eight promising practices dimensions.
LA COSMOS: level of engagement, appropriate structure, chaos, over control, supportive relations with peers, mastery orientation (skill building focus), opportunities for cognitive growth, supportive relations with adults.