Browsing by Author "Walker, Kate"
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Item Adventures in Social and Emotional Learning: A case study of Voyageur Outward Bound School(University of Minnesota Extension Center for Youth Development, 2014-04) Walker, KateThis peer-reviewed series of issue briefs is designed to help people understand, connect and champion social and emotional learning in a variety of settings and from a variety of perspectives.Item Beyond Core Competencies: Practitioner Expertise as a Critical Component of Quality(University of Minnesota Extension Center for Youth Development, 2010) Walker, Kate; Gran, CeceWhat does it take from a systems-level perspective to prepare and develop youth development practitioners to create and sustain quality youth programs? This paper argues that current core competency frameworks in youth work are necessary but ultimately insufficient for capturing the practitioner expertise required to achieve quality in practice and programs.Item Episode 10: Getting intentional about SEL(2017-03-24) Robideau, Kari; Walker, KateSocial and emotional learning (SEL) includes learning to be aware of and manage emotions, work well with others, and work hard when faced with challenges. Youth programs develop SEL skills by creating opportunities for young people to engage in real-world projects, work in teams, take on meaningful roles, face challenges and experience the emotional ups and downs that come along the way. Kate Walker discusses a free online SEL toolkit that includes activities, templates and tools organized around four ways to help support staff and youth in SEL.Item Episode 51: How to foster social and emotional well-being while we're social distancing(2020-05-04) Robideau, Kari; Walker, KateHow can we foster social and emotional well-being while social distancing? Kate shares why Social Emotional Learning (SEL) and well-being is more important now than ever as she discusses the Ways of Being Model. The model looks at how we navigate across the way of relating, ways of feeling, ways of doing and ways I am.Item Ethical dilemmas experienced by youth workers: Implications for practice and professional development(University of Minnesota Extension, 2015) Walker, Kate; Weiss Rhodes, Tamara GingerYouth work is inherently filled with dilemmas: the challenges in which there are tensions between competing considerations, conflicting interests, and multiple options for taking action (Larson & Walker, 2010). Ethical challenges in particular deal with “rights, duties, needs, interests, relationships, motives and the maintenance or transgression of prevailing norms” (Banks, 2010, p.12). Complex ethical dilemmas often surface unexpectedly within everyday practice. They unfold quickly and demand a response within a very short time frame. To understand and improve effective youth work practice during such ethical dilemmas, our research explores the types of ethical tensions that practitioners face and how contextually embedded responses facilitate ethical development for both the youth worker and young person. Our research is based on interview data collected from 25 program leaders across time in 13 programs for high school aged youth. Leaders were asked to identify a recent dilemma situation they faced in the program, what considerations they had in this situation, how they formulated their response, and what happened as a result. This yielded data about 71 dilemma scenarios, 18 of which were identified as ethical. This poster features three types of ethical dilemmas that arise in youth work, including situations where a young person violates a program norm, engages in illicit or risky behavior, and situations that represented incongruent values between youth worker and the young people or their family. We also present three key features of program leaders’ responses to these situations and discuss implications for training and supporting youth workers.Item Intentional Practices to Support Social & Emotional Learning(University of Minnesota Extension Center for Youth Development, 2017-01) Blyth, Dale; Olson, Brandi; Walker, KateThis peer-reviewed series of issue briefs is designed to help people understand, connect and champion social and emotional learning in a variety of settings and from a variety of perspectives.Item Moving Social and Emotional Learning from Research to Action(University of Minnesota Extension, 2013-10) Herman, Margo; Walker, Kate; Blyth, Dale; Hagen, ElizabethBridging the educational achievement gap is one of Extension’s identified issue areas. This poster presents a three-year initiative dedicated to developing programming that enhances understanding of social and emotional learning factors and their contribution to closing the achievement and opportunity gaps. The Extension Center for Youth Development is working with the Center for Applied Research and Educational Improvement (CAREI), Extension Center for Family Development, the Department of Family Social Science, and Youthprise (a non-profit intermediary and funder) on this issue. This poster will explore social and emotional learning frameworks, share research on the importance of these skills, delineate strategies and delivery methods (e.g., public symposia, regional forums, online webinars, issue briefs) to move those strategies into programming. Also addressed are the internal and external partnerships that enhance the visibility and value of social and emotional factors in addressing educational disparities.Item The Pathways Project/Proyecto Caminos: Youth, Programs & Parents(St. Paul, MN: University of Minnesota Extension Service, 2011-10) Walker, Kate; Landrieu, Josey; Tzenis, JoannaThe Pathways Project/ProyectoCaminos is a collaborative research project between theUniversity of Minnesota Extension Center for Youth Development andthe University of Illinois.The goal of the study is to understand how young people develop real world skills in youth programs, how these skills transfer to other parts of their lives, and how culture comes into play (Latino youth make up half of our sample). It relies on questionnaires, interviews and observations to follow high school aged youth, their parents and the staff from 12 programs. This poster describes the overall study and presents preliminary findings from the pilot study.Item Perspectives on Social and Emotional Learning (SEL) from Out-of-School Time (OST) Leaders in Minnesota(University of Minnesota Extension, 2014-10) Walker, Kate; Blyth, Dale; Sheldon, Tim"To be successful in school now and ready for college and careers later, young people need to develop a range of skills that extends beyond traditional academics. Content knowledge and academic skills are important, but it is also critical that youth learn how to work well with others, persevere when faced with challenges, and recognize when a new strategy is needed to solve a problem. There is increasing evidence that social and emotional factors are critical to young people's success. There is, however, little agreement on which factors to assess or how best to support their development in both school and out of school programs. This poster presents results from an online survey of over 900 leaders in the out of school time field. The survey taps their perspectives on social and emotional learning, its importance, its assessment, barriers, current efforts in this area, and which dimensions of SEL are considered most important. Many of the questions parallel a survey we conducted with over 600 school district and building education leaders. Results from these surveys, along with one being conducted with youth this fall, help round out our understanding of how leaders and youth both in and out of school understand, value, and promote the social and emotional development of young in Minnesota. These data provide direction for how best to move forward in both improving practice and assessing social and emotional learning in different contexts."Item Preliminary findings from the Minnesota 4-H Quality Improvement Study(University of Minnesota Extension Center for Youth Development, 2010) Moore, Deborah; Grant, Samantha; McLaughlin, Colleen; Walker, Kate; Shaffer, BrendaThis preliminary report reviews a model currently being field tested using the YPQA tool and innovative data collection methodologies, which use 4-H youth and adult volunteers for assessing and improving youth program quality.Item The Question of Youth Program Accreditation(University of Minnesota Extension Center for Youth Development, 2012) Walker, KateThis issue brief captures and documents multiple perspectives and ideas from the field about accreditation issues and approaches. The primary audience for this issue brief is funders and policy makers.Item Ways of Being: A Model for Social & Emotional Learning(University of Minnesota Extension Center for Youth Development, 2017-01) Blyth, Dale; Olson, Brandi; Walker, KateThis peer-reviewed series of issue briefs is designed to help people understand, connect and champion social and emotional learning in a variety of settings and from a variety of perspectives.Item Ways of Being: Social & Emotional Learning in Youth Programs SEL Factsheet(University of Minnesota Extension Center for Youth Development, 2015) Walker, KateContent developed from a YouthREX Webinar featuring Kate Walker, Associate Professor and Specialist on Youth Work Practice from the University of Minnesota Extension Center for Youth Development, and YouthREX.