http://www.ojjdp.gov/ojstatbb/offenders/qa03301.asp
Data from law enforcement agencies from 21 states and D.C. found that on school days, the highest numbers of juvenile violent crimes occurred at 3 pm, when school usually lets out. In relation to curfew, the data shows "the rate of juvenile violence in the after school period is almost 6 times the rate in the juvenile curfew period." So, after-school programs may prove pivotal in decreasing the number of violent crimes committed by youth.
(We should add juvenile delinquency in our paper, and how PYD may change youth behavior-youth outcomes section?)
Wednesday, October 27, 2010
Community based organizations
I will now divert my attention away from social capital towards community based organizations. When we were discussing our draft, we realized that we have not focused much attention on community based organizations. It is imperative that we do so, as ALA is a community based organization and thus the cornerstone of PYD. I came across a good article, "Community Counts: How Youth Organizations Matter for Youth Development," by Milbrey W. McLaughlin. It is a ten year study of 120 youth-based orgs. in 34 different cities, which includes follow-up studies and long and short term strategies for involved domains. It concludes that a PYD program cannot be successful without community member involvement and support.
The article starts out with discussing this societal perception of how today's youth are different from previous generations; youth are "less motivated, and more likely to get into trouble" (2). However, the reality is that community, family, school networks have created gaps, which mostly affect youth (2). They do not have the adequate attention and support to develop into skilled adults. In all neighborhoods, regardless of socio-economic class, ethnicity, or race, "many youth find themselves adrift" (2). The community needs to step up and realize the importance of youth, and develop a safe, effective program (as fits with the characteristics of the community) with the principles we outlined in our draft to fill in the gaps left by schools and families (3). The article goes on and discusses what youth achieved in these programs (Note: Look at this for our last section "youth outcomes"): 1. Academic Success; and 2. Life Skills (one of the them being civic engagement- I will add that to the paper). Other important points in the article are "how positive school-community connections are unusual" (26)- need for community organizations to connect program objectives and progress with the school.
One problem I had with this article was the lack of family in this equation. The author discusses the importance of youth, community, and school to have interwoven relationships, but makes little reference to the family. Yes this study focused on more "at-risk" youth from troubled neighborhoods, who some experienced violence and indifference at home; however, that does not mean the family should be disregarded. Because 'failure' in establishing good relationships with their children should not translate as incapable of establishing relationships with the school and community organization. By being incorporated into the community and school networks, the family may be more able to work on their relationships with their children.
Overall, this article presents solid information for our paper about the domains of community and schools .
The article starts out with discussing this societal perception of how today's youth are different from previous generations; youth are "less motivated, and more likely to get into trouble" (2). However, the reality is that community, family, school networks have created gaps, which mostly affect youth (2). They do not have the adequate attention and support to develop into skilled adults. In all neighborhoods, regardless of socio-economic class, ethnicity, or race, "many youth find themselves adrift" (2). The community needs to step up and realize the importance of youth, and develop a safe, effective program (as fits with the characteristics of the community) with the principles we outlined in our draft to fill in the gaps left by schools and families (3). The article goes on and discusses what youth achieved in these programs (Note: Look at this for our last section "youth outcomes"): 1. Academic Success; and 2. Life Skills (one of the them being civic engagement- I will add that to the paper). Other important points in the article are "how positive school-community connections are unusual" (26)- need for community organizations to connect program objectives and progress with the school.
One problem I had with this article was the lack of family in this equation. The author discusses the importance of youth, community, and school to have interwoven relationships, but makes little reference to the family. Yes this study focused on more "at-risk" youth from troubled neighborhoods, who some experienced violence and indifference at home; however, that does not mean the family should be disregarded. Because 'failure' in establishing good relationships with their children should not translate as incapable of establishing relationships with the school and community organization. By being incorporated into the community and school networks, the family may be more able to work on their relationships with their children.
Overall, this article presents solid information for our paper about the domains of community and schools .
Wednesday, October 20, 2010
My first PRP thesis (Oh so precious!)
I came, I thought, I might be on the way to conquering... My first thought on a thesis(still need to incorporate the cycles of this process), which came from the flow chart provided to me by Professor Rhodes and also his guidance. Thank you!
Research question: What impacts do community organizations have on other domains and levels that lead to positive youth development?
Thesis: Community organizations must implement effective positive youth development programs that use the principles of resiliency, communication, social capital, and the 5 Cs to have mutually beneficiary impacts on families and schools that lead to changes on the individual level of youth and on the organizational system level of all involved actors. Once the positive development culture is set, the “positive” objectives of the program, including strong and supportive social networks, enhanced self-identity of youth, and improved academic success, will manifest in the youth’s productive behavior towards adulthood.
Thoughts? Suggestions?
Research question: What impacts do community organizations have on other domains and levels that lead to positive youth development?
Thesis: Community organizations must implement effective positive youth development programs that use the principles of resiliency, communication, social capital, and the 5 Cs to have mutually beneficiary impacts on families and schools that lead to changes on the individual level of youth and on the organizational system level of all involved actors. Once the positive development culture is set, the “positive” objectives of the program, including strong and supportive social networks, enhanced self-identity of youth, and improved academic success, will manifest in the youth’s productive behavior towards adulthood.
Thoughts? Suggestions?
Wednesday, October 13, 2010
ALA visit
Truthfully I am having a hard time writing my part for the paper. It may be so because even after reading 10 articles about social capital and numerous more about youth development programs, I cannot pinpoint what I want to say (I know, I know; I have complained about this predicament on numerous occasions. Nevertheless, I just feel like I am repeating the authors- plagiarism!)
Therefore I will reflect on our trip to ALA. First of all, I was not expecting the center to have 5 buildings for their separate classes (divided by age group- each having a place of their own). The center is strategically placed on the public high school grounds- very important for the teen moms who attend school while their children are in the care of ALA). The staff at ALA impressed me by far with their friendliness and dedication, especially the man who grew up with the program ( I wish I could remember their names, but I will come to know them). Also the woman who kindly showed us the facility; you could tell from her tone of voice and her smile how much she cared about her work and the people she served. She recalled numerous personal stories about at-home visits, the kids' families, and ALA community parties. It is people like her and the woman that runs the GED class who are the core of positive youth development. You may have the best kind of curriculum money can buy; however, PYD is more than learning factual information, but putting those words into action: network building, improving self-image, enhancing communication skills, etc. A person like her, who upon meeting already portrays her genuine, selfless work for ALA, is a model PYD staff person.
I believe the trip to ALA was needed in bettering my understanding of PYD at work. Not to be too cliche, but it is putting a "face" on PYD. One important concern to remember is the need to link the communities of ALA. As Dr. Rhodes has mentioned, this neighborhood community has undergone through a lot of changes, mostly notably the disbursement of the African- American community. How do you create community when you live in separate neighborhoods? I recall the friendly staff women telling us about the ALA staff and community parties from all three locations, where she does recognize some people (even though they belong to the same organization). The need to expand the community outward and not to be limited by distance (there are better means of transportation- cars, buses, and now more electronically blogs and other social network websites). Just one of many things to think critically about...
Therefore I will reflect on our trip to ALA. First of all, I was not expecting the center to have 5 buildings for their separate classes (divided by age group- each having a place of their own). The center is strategically placed on the public high school grounds- very important for the teen moms who attend school while their children are in the care of ALA). The staff at ALA impressed me by far with their friendliness and dedication, especially the man who grew up with the program ( I wish I could remember their names, but I will come to know them). Also the woman who kindly showed us the facility; you could tell from her tone of voice and her smile how much she cared about her work and the people she served. She recalled numerous personal stories about at-home visits, the kids' families, and ALA community parties. It is people like her and the woman that runs the GED class who are the core of positive youth development. You may have the best kind of curriculum money can buy; however, PYD is more than learning factual information, but putting those words into action: network building, improving self-image, enhancing communication skills, etc. A person like her, who upon meeting already portrays her genuine, selfless work for ALA, is a model PYD staff person.
I believe the trip to ALA was needed in bettering my understanding of PYD at work. Not to be too cliche, but it is putting a "face" on PYD. One important concern to remember is the need to link the communities of ALA. As Dr. Rhodes has mentioned, this neighborhood community has undergone through a lot of changes, mostly notably the disbursement of the African- American community. How do you create community when you live in separate neighborhoods? I recall the friendly staff women telling us about the ALA staff and community parties from all three locations, where she does recognize some people (even though they belong to the same organization). The need to expand the community outward and not to be limited by distance (there are better means of transportation- cars, buses, and now more electronically blogs and other social network websites). Just one of many things to think critically about...
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