Browsing by Subject "After school programs"

Now showing 1 - 3 of 3
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    Life Skills Gained from Involvement in 4-H & Other Out-of-School Time Activities
    (2010) Reith, Crystal; Riordan, Kim; Rauschenfels, Diane
    McLaughlin (2000) states, “Young people with nothing to do during out-of school hours miss valuable chances for growth and development” (p. 2). It is important that youth organizations utilize this time to strengthen the life skills of area adolescents. In this quantitative study, life skills from Hendrick’s Targeting Life Skills Model (1998) were rated by youth involved in the 4-H program and other out-of-school time (OST) activities. Youth included in this research project were from Cottonwood County, which is located in southwestern Minnesota. The results allowed comparisons to be made on which life skills youth perceive to have gained the most and least.
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    Middle School Youth Perceptions of an International Education after-School 4-H Program
    (2010) Coit, Valerie; Rauschenfels, Diane; Hyman, Randy
    A series of seven focus groups were conducted to determine the perceptions of middle school youth on international education via after-school 4-H programming. Twenty-nine students in grades six, seven and eight participated by responding to an identical set of questions designed to encourage group discussion. The participants indicated little familiarity with international education concepts outside of language learning, expressed little interest in learning cross-cultural skills and any type of after-school program that incorporated elements typical of a classroom experience. They expressed a preference for programs that would allow them to focus on interests like sports and the arts. Their perceptions of 4-H indicated little knowledge of the program. However, this unfamiliarity did not carry a negative connotation. These results suggest that educators should ensure after-school programs offer experiences distinctly different from the typical classroom. If focused on international education, programs should provide meaningful opportunities to interact with people from other cultures and explore topics of interest to youth rather than factual information about other countries. These types of programs need to be promoted in a way that aligns with the interests of young people as simply learning cross-cultural skills is not viewed as a need or priority by teens.
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    Motivations, Barriers, and Constraints Affecting Underprivileged Youths' Participation in Nature-based Outdoor Recreation
    (2011) Schiff, Jessica K
    The types of motivations, barriers, and constraints affecting youth participation in nature-based outdoor recreation are researched in this study. The participants represent underprivileged youth affiliated with a drop-in after-school youth program sponsored by a local soup kitchen in an upper-Midwest city. Guided by the Constraints Negotiation Theory and following previous leisure and recreation research on perceived motivations, barrier, and constraints, this study utilizes qualitative techniques to collect data. Results reveal sets of common motivations and constraints affecting underprivileged youths’ participation in nature-based outdoor recreation. This information will benefit public and private local and regional organizations that provide and promote nature-based outdoor recreation opportunities for a diverse youth population by helping them to better understand their audience.