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Browsing by Subject "Youth programs"

Now showing 1 - 20 of 80
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    Adolescent Stress and Depression
    (University of Minnesota Extension Center for Youth Development, 2005) Walker, Joyce
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    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, Kate
    This 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.
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    Afterschool Learning Opportunities Make a Difference
    (University of Minnesota Extension Center for Youth Development, 2008) Lochner, Ann
    A fact sheet on the benefits of after-school learning.
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    Assessing Social & Emotional Skills in Out-of-School Time Settings: Considerations for Practitioners
    (University of Minnesota Extension Center for Youth Development, 2016-11) Blyth, Dale; Flaten, Kyla
    This 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.
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    Beyond Core Competencies: Practitioner Expertise as a Critical Component of Quality
    (University of Minnesota Extension Center for Youth Development, 2010) Walker, Kate; Gran, Cece
    What 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.
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    Building Your Programs 20 Minutes at a Time: Book 3
    (University of Minnesota Extension Center for Youth Development, 2014) Stevenson, Anne; Harris Hering, Anita; Olson, Betsy
    This is the third book in a collection of tools for building reflection into learning settings. This “sequel” offers 28 new activities that will help users intentionally plan for enhancing program quality through reflection, participatory evaluation, engagement and leadership skill building. Research on youth program quality, brain-based learning, and social-emotional learning all point to the importance of reflection as essential to the learning process. This resource book will help you build skills for facilitating reflection with youth and adult groups through an experiential learning model. It offers a brief overview of experiential learning and youth program quality research, along with facilitator tips and additional resources.
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    Building Your Programs 20 Minutes at a Time: Leadership & Reflection Activities You Can Use
    (University of Minnesota Extension Center for Youth Development, 2010) Stevenson, Anne; Harris Hering, Anita; Piehl, Barb; Skelly, Carol
    Research on youth program quality and brain-based learning give us scientific proof that time for reflection and the use of a variety of reflective techniques facilitate learning. This resource booklet will help you build skills for facilitating reflection and building leadership skills with youth or adult groups. It offers a brief overview of experiential learning and youth program quality research, facilitator tips, and 27 short activities to help create quality experiential learning.
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    Community Asset Mapping
    (University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth Development
    Use this activity to help youth deepen their understanding of how their community informs their identity. Youth will participate in a structured walk to brainstorm assets and needs within their neighborhood. Rather than focusing on Ways I Am, this activity explores the Ways We Are as a community.
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    Community based youth programs utilizing a culturally relevant framework (Educacion) to implement impactful learning opportunities for immigrant Latino youth
    (2014-12) Landrieu, Maria Josefina
    A theoretical perspective of non-formal learning and social and cultural capital is proposed to provide a deeper and holistic understanding of the educational experiences of immigrant Latino youth participating in out-of-school time (OST) programs. An educaciόn lens informed by anthropological perspectives on education offers a promising view of how immigrant Latino youth and families have conceptualized notions of learning and education as part of larger global discourses of immigration, transnationalism, and citizenship education. This study aims to shed light on the reasons why Latino immigrant youth join well-structured OST programs and how they enact their agency and motivation to stay engaged and continue to participate in the program activities while reaping the benefits of the experience. Drawing on qualitative methods of participant observation, interviews and document review, this dual-site case study presents a framework for understanding the role of non-formal learning environments in the educational trajectories of Latino immigrant youth. The proposed framework identifies locally formulated notions of educaciόn and recognizes the need for non-formal learning environments, such as culturally based community youth programs, to act as a partner force in considering Latino families' responses to the education of their children. At a time in which Latino youth's educational needs are not sufficiently addressed by formal institutions, the role of these programs must be recognized as a potent and effective democratizing space that can redress educational inequities.
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    Comparing Frameworks
    (University of Minnesota Extension Center for Youth Development, 2013) Hagen, Elizabeth
    This 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.
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    Complaint/Feeling/ Request
    (University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth Development
    Use the Complaint/Feeling/Request (CFR) process as a communication tool to address issues/conflict through a one-on-one conversation. Introduce CFR when you sense that students need to give one another simple feedback. The process helps individuals bring up challenges and address concerns before they fester. CFR allows youth to explore their Ways of Feeling because it allows them to safely express their emotions about a situation.
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    Consensus Building
    (University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth Development
    Use this facilitated conversation template to help youth reach consensus regarding a program, project or initiative that they will implement. Use it at the start of a program cycle, or for an isolated event that can accommodate a high level of youth ownership and direction. This activity allows youth to practice their Ways of Doing as they work together to move their project forward.
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    Creating Caring Environments
    (University of Minnesota Extension Center for Youth Development, 2016-06) Walls, Jeff
    This 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.
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    Creating the Learning Environment
    (University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth Development
    Program environment and culture play an important part in social and emotional learning (SEL). You can influence the culture of your program by paying attention to the ways that routines, behavior expectations, and conflict resolution processes within your program support SEL. This section includes tools and templates to help staff establish expectations, give feedback and reflect.
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    Designing Impactful Learning Experiences
    (University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth Development
    Social and emotional learning (SEL) takes place when youth are engaged in activities that allow them to practice and develop skills from the Ways of Being model. Use this section to include program activities that focus on developing all four of the Ways of Being. These activities allow youth to explore their individual and community identity (Ways I Am), practice sharing gratitude and communicate feelings (Ways of Feeling), learn about empathy and set group norms (Ways of Relating), and develop clear goals and work towards agreement (Ways of Doing).
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    Education Leaders Perspectives on Social & Emotional Learning
    (University of Minnesota Extension Center for Youth Development, 2016-04) Blyth, Dale; Flaten, Kyla; Sheldon, Timothy
    This 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.
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    Educational Equity Self-Assessment
    (University of Minnesota Extension Center for Youth Development, 2017) Cooper, Daniel
    This instrument draws upon evidence-based principles for building youth educational equity and can help you to assess how your program goals and implementation align with educational equity best practices. The goal of this tool is to stimulate ideas for adopting a more systemic approach to positive youth development programming that caters to the needs of all youth.
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    Eight Arrows
    (University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth Development
    Eight Arrows is an activity that allows participants to acknowledge what they can commit to bringing to the group, and identify the impact of their shared commitment. Eight Arrows falls primarily in the Ways of Relating category because youth discuss how they will work as a team and what they will accomplish.
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    Emoji Data Dashboard
    (University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth Development
    Use the Emoji Reflection activity (under Creating the Learning Environment) to track changes over time by creating a data dashboard. At the individual level, the Emoji Reflection activity is a tool for personal growth. At the program-level, it is well-suited for youth-directed measurement and continuous improvement. There are no-tech and low-tech options for creating a data dashboard.
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    Emoji Reflection
    (University of Minnesota Extension Center for Youth Development, 2017) University of Minnesota Extension Center for Youth Development
    This template is for regular self-reflection throughout a project. Turn it into a tool to measure individual and program-level progress over time.