Promoting Positive Development in SchoolAged Children: Strategies for Successful Prevention

1
Promoting Positive Development in School-Aged
Children Strategies for Successful Prevention

• Kimberly A. Schonert-Reichl, Ph.D.
• Dept. of Educational Counselling Psychology,
• Special Education
• University of British Columbia
• kimberly.schonert-reichl_at_ubc.ca
• United Way Presentation
• February 12, 2004

2
Overview

• Why should we be concerned?
• What works in prevention?
• What are the essential ingredients for fostering
  childrens social-emotional competence?
• Examples from recent research in Vancouver.
• Suggestions for fostering school-aged childrens
  social, emotional, moral, and academic success
  (suggested readings and websites).

3
Why should we be concerned?

• There is a growing concern about childrens and
  adolescents social-emotional adjustment and
  mental health
• Approximately 1 in 5 (20) identified with mental
  health problems.
• Boys more likely to be identified with
  externalizing problems (e.g., conduct
  disorders, aggression),
• Girls more likely to be identified with
  internalizing problems (e.g., depression,
  anxiety)
• 75 - 80 of children and youth do not receive
  the services they need.

4
Why should we be concerned . . .?

• Childhood aggression is one particular type of
  problem that has been gaining increasing
  attention as a target for prevention/intervention
  efforts (Institute of Medicine, 1994).
• Hymel et al. (2002)
• 10 - 12 of adolescents report being victimized
  weekly
• 8 - 10 report bullying peers
• Pepler Craig (2001)
• 14 bullies, 5 victims
• Peers are present in 85 of bullying episodes on
  the playground and in class

5
Why should we be concerned . . .?

• Recent increase in the risks that children face
  in our society
• Social and economic changes have led to increases
  in number of children living in poverty.
• Loss of support from traditional neighborhoods
  and extended families.
• Reduced support and contact with positive adult
  role models.

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What do children need?

• Support-Children need to experience support,
  care, and love from their families, neighbors,
  and many others. They need organizations and
  institutions that provide positive, supportive
  environments.
• Empowerment-Children need to be valued by their
  community and have opportunities to contribute to
  others. For this to occur, they must be safe and
  feel secure. 
• Boundaries and expectations-Children need to know
  what is expected of them and whether activities
  and behaviors are "in bounds" and "out of
  bounds." 
• Constructive use of time-Children need
  constructive, enriching opportunities for growth
  through creative activities, youth programs

7
The Importance of Fostering Social Emotional
Competence

• Social emotional competence measures the ability
  to understand, process, manage, and express
  social and emotional aspects of our lives
  (Cohen, 2001).
• Social and emotional learning refers to the
  process and methods used to promote social and
  emotional competence.

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What is Social and Emotional Learning?
(www.casel.org)

• Self-Awareness awareness of feelings and our
  own abilities sense of self-confidence.
• Social Awareness ability to take others
  perspectives appreciating and interacting with
  diverse groups.
• Self-Management being able to regulate ones
  own emotions conscientious perseverance.
• Relationship Skills Establishing and
  maintaining healthy relationships negotiating
  conflict seeking help when needed.
• Responsible Decision-Making Assessing risks and
  making good decisions respecting others taking
  personal responsibility for ones decisions.

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The Importance of Fostering Social Emotional
Competence

• Social emotional literacy reduces violence and
  promotes prosocial behaviours (Schonert-Reichl,
  Smith, Zaidman-Zait, 2002 Weissberg
  Greenberg, 1998).
• Prosocial behaviours exhibited by students in the
  classroom are better predictors of academic
  achievement than are standardized test scores
  (Wentzel, 1993).
• Academic achievement in Grade 8 can be better
  predicted from knowing childrens grade 3 social
  emotional competence than from knowing childrens
  grade 3 academic achievement (Caprara et al.,
  2000).

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Context for Change

• Prevention programs that work use a framework
  that involves families, peers, schools, and
  communities as partners to target multiple
  outcomes.
• What is needed is a set of coordinated,
  collaborative strategies and programs in each
  community (Dryfoos, 1997).
• It is importance to recognize the multiple
  spheres of influence on childrens development.

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Urie Brofenbrenners Contextual PerspectiveA
childs unique development cannot be viewed
without seeing the child in social and cultural
context

• Microsystem everyday environment (e.g., homes,
  friends, caregivers)
• Mesosystem connections between aspects of the
  microsystem (e.g., child to parent)
• Exosystem encompasses social institutions
  (e.g., government, community, schools)
• Macrosystem larger cultural influences (e.g.,
  society in general, religious systems, political
  thought)
• Chronosystem underlies all other systems (e.g.,
  historical events and changes)

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What Works in Prevention?Weissberg, R. P.,
Kumpfer, K. L., Seligman, M. E. P. (2003).
Prevention that works for children and youth, An
introduction. American Psychologist, 58, 425-432.

• Uses a research-based risk and protective factor
  framework that involves families, peers, schools,
  and communities as partners to target multiple
  outcomes.
• Is long term, age-specific, and culturally
  appropriate.
• Fosters development of individuals who are
  healthy and fully engaged through teaching them
  to apply social-emotional skills and ethical
  values to daily life.

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What Works in Prevention?(contd)

• Aims to establish policies, institutional
  practices, and environmental supports that
  nurture optimal development.
• Selects, trains, and supports interpersonally
  skilled staff to implement programming
  effectively.
• Incorporates and adapts evidence-based
  programming to meet local community needs through
  strategic planning, ongoing evaluation, and
  continuous improvement.

15
What are the Ingredients for Promoting Positive
Development in School-Aged Children?

• A Developmental Approach
• A Strengths-Based approach
• The Creation of a Caring Context
• Attention to Implementation and Evaluation

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Ingredient 1 A Developmental Approach

• Recognize the factors that influence students
  social emotional development and behaviour. A
  knowledge of developmental theory is essential
• Stages of cognitive/social development
• Mechanisms/processes that promote development
• The importance of scaffolding knowing where
  children are and where they can be
• Child centered
• Consider the students point of view
• Activities and lessons calibrated to childrens
  developmental level

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Developmental Tasks of Middle Childhood (Masten
Coatsworth, 1998)

• School adjustment (attendance, appropriate
  conduct)
• Academic achievement (e.g., learning to read, do
  arithmetic)
• Getting along with peers (peer acceptance, making
  friends)
• Rule-governed conduct (following rules of society
  for moral behavior and prosocial conduct)

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Ingredient Two The need for a Strengths-Based
Approach

• Recent years have witnessed a shift from a focus
  on risk to identifying factors that protect
  individuals and foster positive development.
• Resiliency -- successful adaptation despite
  adversity, or overcoming the odds.
• Resiliency Factors
• Individual characteristics
• Intelligence
• Personality (e.g., temperament, empathy, hope)
• Family and Peers (e.g., social support, cohesion)
• Schools (e.g., school belonging, significant
  adult)

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Shifting from a risk to a resiliency focus

• Recent years have witnessed a shift from a focus
  on risk to identifying factors that protect
  individuals and foster positive development.
• There is a regrettable tendency to focus
  gloomily on the ills of mankind and on all
  mankind and on all that can and does go wrong . .
  . The potential for prevention surely lies in
  increasing our knowledge and understanding of the
  reason why some children are not damaged by
  deprivation . . . (Rutter, 1979, p. 49).

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Fostering Competence

• It is critical to the future of a society that
  its children become competent adults and
  productive citizens. Thus, society and parents
  are a stake in the development of competence and
  in understanding the processes that facilitate it
  and undermine it (Masten Coatsworth, 1998, p.
  205)

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Defining Risk Conceptual Issues

• There is an increasing popularity of the at
  risk concept
• The term is used in psychology, education, social
  work, counselling, and medicine
• Not yet a universally agreed upon definition for
  the at risk term-- lack of clarity of the
  concept
• A term applied too often and too widely looses
  all meaning. (Tidwell Corona Garrett, 1994)

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Characteristics of the Resilient Child

• is good natured has affectionate disposition
  (resilient temperament)
• has nondistressing habits during infancy
• positive social orientation and activity level
• accurate processing of interpersonal cues
• good means-end problem solving skills
• an ability to evaluate alternative actions from
  instrumental and affective perspectives
• the capacity to enact behaviors that accomplish
  desired outcomes
• a sense of self-efficacy has sense of control
  over fate
• communicates effectively
• has sense of personal worthiness high
  self-esteem
• is effective in work, play, and love
• asks for help is assertive
• is above average in social intelligence
• has ability to have close relationships

• has healthy expectations and needs
• uses talents to personal advantage
• delays gratification
• has internal locus of control
• is flexible
• has desire to improve
• has interpersonal sensitivity
• has good problem solving and decision making
  abilities
• has future orientation (plans for the future)
• has trust and hope
• exhibits and manages a range of emotions
• has a sense of humor
• has relationship with caring adult
• has informal support network with friends and
  family
• engages in activities and hobbies

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Protective Factors

• Individual Assets
• Positive peer group
• Problem solving skills
• Communication skills
• Positive conflict resolution skills
• Positive sense of self
• Takes responsibility for own behaviours
• Empathy and sensitivity towards others

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Protective Factors

• Family Assets
• Positive adult role models
• Positive communication within the family
• Parental involvement in childs life
• Clear rules and consequences within the family
• Time with family

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Protective Factors

• School Assets
• Connectedness to school
• Supportive school environment
• Participation in after school activities
• Effective involvement in the school
• Relationship with one significant adult
• Community Assets
• Connectedness to community
• Positive and clear community norms and values
• Effective prevention policies

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Examples from research

• Evaluating the effects of the Roots of Empathy
  program on childrens social and emotional
  competence
• School Activity Participation and Childrens
  Social and Academic Success The Hastings
  Community School Study

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The Roots of Empathy An example of a
school-based social-emotional competence
promotion program

• ROE is a universal primary preventive
  classroom-based social emotional competence
  promotion program (Kindergarten grade 8)
  developed by Mary Gordon.
• The cornerstone of the program is a class visits
  by an infant, his/her parent and the instructor.
  It is during these visits that children learn
  about the babys growth and development via
  interactions and observations with the baby.
• The program was piloted in Toronto in 2
  classrooms in 1996.
• In the current school year, 20,000 children in
  classrooms across Canada are receiving the
  program. The program is being piloted in Japan.

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What are the Goals and Theoretical Framework of
ROE?

• Overall, the ROE program is designed
• To promote the development of childrens
  emotional and social understanding,
• To foster childrens prosocial qualities (concern
  for others, helpfulness, and cooperation),
• To reduce childrens aggression.
• Theoretical Framework
• View of empathy as multidimensional (Feshbach,
  1979)
• Identification of emotions,
• Understanding emotions,
• Emotional regulation.
• Ecological Focus -- creation of a positive social
  milieu that is, a caring community in the
  classroom.

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Theoretical Model of Social-Emotional Competence
Development
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Why focus on empathy?

• Empathy defined here as an individuals
  emotional responsiveness to the emotional
  experiences of another is increasingly being
  recognized as an important dimension of social
  competence.
• Research findings indicate that empathy is
  crucial in determining childrens social
  functioning in both academic and interpersonal
  domains.
• Empathy has been identified by some as the most
  important of all personality characteristics
  because of the critical role it plays in
• helping individuals desist aggressive behaviors
  and,
• fostering prosocial behaviors (e.g., sharing,
  helping).

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Description of 2000-2001 Evaluation Methodology

• Participants
• 132 primary grade children drawn from 10
  classrooms participated
• (ROE, n 74 Comparison, n 58).
• 61 ESL (majority Chinese, 21 languages)
• Comparison classrooms were matched on grade,
  gender, and race/ethnic composition.
• Constructs Measured
• Emotion Knowledge
• Social Understanding (e.g., perspective-taking)
• Social Behaviors (teacher-ratings)
• Procedure
• Children were individually interviewed at
  pre-test and post-test
• Interviews were transcribed and coded
• Teachers completed a modified version of the
  Child Behavior Scale (CBS Ladd Profilet, 1996)
  a measure assessing several dimensions of
  aggressive, withdrawn, and prosocial behaviors.

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Example Evaluating the Effectiveness of the
Roots of Empathy Program

• Findings from 2000-2001 Evaluation
• ROE children, relative to comparison children,
  demonstrated significant improvements in the
  following areas
• Increased emotion knowledge
• Increased social understanding
• Increased prosocial behaviors with peers
• Decreased aggression with peers
• Decreased proactive aggression (e.g., bullying)

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Finding of 2000-2001 Evaluation- Social
Behaviours Proactive Aggression
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Of those children who evidenced some form of
proactive aggression (bullying) at pre-test ROE
children 88 decreased Comparison children
50 increased
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2002-2003 Rural/Urban Evaluation Caring
Classroom
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2002-2003 Rural/Urban Evaluation Peer
AcceptanceStudents who you would like to be in
school activities.
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Fostering Resiliency in School The Hastings
Community School Study

• Involvement in School-Related Activities
• Previous research has linked involvement in
  school-related activities to
• More positive school adjustment (higher academic
  achievement)
• Lower drop-out
• Lower delinquency
• Better mental health (e.g., lower depression)
• These relations have not yet been examined among
  students in elementary schools.

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Fostering Resiliency The Role of Schools

• Non-Related Significant Adult
• Previous research has linked significant adults
  to at risk childrens resilience
• There is very little research that has examined
  this relation in the school context, especially
  elementary school.
• Almost no research has asked children to describe
  the characteristics of the adults whom children
  identify as significant.

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Research Questions

• Participation in school-related activities
• Do children who participate in school-related
  activities differ from those children who do not
  on dimensions of school and social/emotional
  adjustment?
• The role of the significant non-related adult
• Do children identify a significant non-related
  adult?
• If so, do children who identify at least 1
  significant adult differ on social and school
  competence than those children who do not
  identify anyone?
• What is the relation of academic dimensions to
  social and emotional dimensions (such as social
  responsibility, empathy, etc.)?

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Hastings StudyMethod

• Participants
• 236 students from the 4th-6th grades.
• 52 female,
• 48 first language English, 31 Chinese, and 21
  other,
• 98 of children participated in the study

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Measures

• Participation in School Related Activities
• Activity checklist to indicate all activities
  registered in during the 2002-2003 school year
• Activity consumer satisfaction scale (four point
  Likert-type scale)
• School Self-Concept (SDQ Marsh, 1998)
• General Self-Concept (SDQ Marsh, 1998)
• Academic Self-Efficacy (Academic Goals
  Questionnaire, Wentzel, 1998)
• Teachers ratings of
• Academic Achievement
• Social Competence

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Measures (contd)

• Sense of Classroom as a Community Scale
  (Battistich et al., 1997)
• Prosocial Classroom (Wentzel, 1994)
• Social Responsibility (Wentzel, 1994)
• Perspective-Taking (Davis, 1983)
• Empathy (Davis, 1983)
• Self-Report of Prosocial Behaviours (sharing,
  helping, cooperating Bandura et al., 1996)

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Important Adults from Hastings Community School
Questionnaire

• Make a list of the adults from Hastings Community
  School who are important in your life.
• Persons FirstName OR INITIALS.
• Is this person a man (M) or a woman (W)?
• What is this persons job at your school?
• Does this person make you feel good about
  yourself?
• Can you trust this person?
• Can you talk to this person about your problems?
• Do you like spending time with this person?
• Now choose one of the people from above.
• Person _______________________
• List all the ways in which this person is
  important in your life.

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Results School Participation

• Findings revealed that those students who
  reported participating in school activities, were
  higher than nonparticipating students on
• General self-concept (self-esteem)
• School self-concept
• Prosocial Behaviors (sharing, helping, etc.)
• Perspective-Taking skills
• Teacher-rated social competence

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School Participation and Self Concept
46
School Participation and Social Competence
47
Results Significant Adults and Competence

• Adults listed as significant
• Teachers 57
• Childrens descriptions of what makes an adult
  significant at Hastings, some examples
• She taught me how to read
• Nice
• She helps me with my work
• Cause he gives me a warm feeling
• Helps me with my feelings

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Significant Adults and Social Adjustment
49
Significant Adults and Social Adjustment
50
Relations of Academic Dimensions to Social Side
of Learning

• Academic Achievement was related to higher levels
  of students
• Self-Concept
• Social Responsibility
• Prosocial Behaviour (sharing, helping,
  cooperating)
• Academic Motivation
• Teacher-rated Social Competence and Behavioral
  Adjustment

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Conclusions

• It is critical to the future of our society that
  we identify the factors that assist children to
  become competent, caring adults and productive
  citizens.
• We all share a stake in the development of
  childrens emotional and social competence and in
  identifying the processes that facilitate or
  undermine it.
• These data support the need for coordinated
  efforts that attend to the promotion of
  childrens positive academic and social-emotional
  development in community schools.

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Conclusions

• Thank You!!
• Questions

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What Works in Prevention? Principles of Effective
Prevention Programs (Nation et al., 2003)

• Comprehensive
• Multiple interventions
• Multiple settings
• Varied Teaching Methods
• Interactive instruction
• Active, hands-on experience
• Sufficient Dosage
• Enough of an intervention to produce desired
  effects
• Follow-up

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What Works in Prevention?

• Theory Driven
• Theoretical justification
• Supported by empirical research
• Positive Relationships
• Provide exposure to adults and peers in a way
  that promotes strong relationships and support
  positive outcomes
• Appropriately Timed
• Initiate early enough to have a positive impact
• Sensitive to developmental needs of participants

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What Works in Prevention?

• Socioculturally Relevant
• Tailored to the community and cultural norms of
  participants
• Include the target group in program planning and
  implementation
• Outcome Evaluation
• Programs have clear goals and objectives
• Effort to systematically document their results
  relevant to goals
• Well-trained Staff
• Program staff support the program and provided
  with sufficient training to implement the program

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SEL Books and Readings

• Cohen, J. (Ed.) (2001). Caring Classrooms/Intellig
  ent Schools The Social Emotional Eduaction of
  Young Children (Social and Emotional Learning,
  2). New York, NY Teacher's College Press.
• Cohen, J. (Ed.). Educating minds and hearts
  Social emotional learning and the passage into
  adolescence. New York, NY Teacher's College
  Press, Alexandria, VA ASCD, co-publisher.
• Denham, Susanne A. (1998). Emotional Development
  in Young Children. The Guilford Press.
• Durlak, J. A. (1995). School-based prevention
  programs for children and adolescents. Thousand
  Oaks, CA Sage Publications.
• Elias, M. J., Zins, J. E., Weissberg, R. P.,
  Frey, K. S., Greenberg, M. T., Haynes, N. M.,
  Kessler, R., Schwab-Stone, M. E., Shriver, T.
  P. (1997). Promoting social and emotional
  learning Guidelines for educators. Alexandria,
  VA Association for Supervision and Curriculum
  Development.
• Ellison, L. (2000). The Personal Intelligences
  Promoting Social and Emotional Learning Elias,
  M.J., Arnold, H., Steiger C. (Eds.) (2002).
  EQIQ How to build smart, nonviolent,
  emotionally intelligent schools. Corwin Press
  Thousand Oaks, CA.
• Goleman, D. (1997). Emotional Intelligence Why
  it can matter more than IQ. New York, NY Bantam
  Books.
• Haynes, N., Ben-Avie, Ensign, J. (Eds.) (2003).
  How social and emotional development add up
  Getting results in math and science education.
  New York Teachers College Press.
• Kessler, R., (2000). The Soul of Education
  Helping Students Find Connection, Compassion, and
  Character at School. Alexandria, VA Association
  for Supervision Curriculum Development.
• Knoll, M., (2001). Administrator's Guide to
  Student Achievement Higher Test Scores. New
  Jersey Prentice Hall Trade.
• Novick, B., Kress, J.S, Elias, M.J. (2002).
  Building Learning Communities with Character How
  to Integrate Academic, Social, and Emotional
  Learning. Alexandria, VA Association for
  Supervision and Curriculum Development.
• Pasi, R.J. Elias, M. (2001). Higher
  Expectations Promoting Social Emotional Learning
  and Academic Achievement in Your School (Social
  Emotional Learning, 3). Patrikakou, E. N.,
  Weissberg, R. P., Manning, J., Walberg, H. J.,
  Redding, S. (Eds.) (In press). School-family
  partnerships Promoting the social, emotional,
  and academic growth of children. New York
  Teachers College Press.

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SEL Books and Readings (Contd)

• Patti, J., Tobin, J. (2003). Smart school
  leaders Leading with emotional intelligence.
  Iowa Kendall Hunt.
• Pianta, R. C. (1999). Enhancing relationships
  between children and teachers. Washington, DC
  American Psychological Association.
• Pollack, W. (1998). Real boys. New York
  Henry Holt and Company.
• Salovey, P., Sluyter, D. J. (Eds.). (1997).
  Emotional development and emotional intelligence
  Educational implications. New York Basic Books.
• Scales, P. C. Leffert, N. (1999). Developmental
  assets A synthesis of the scientific research on
  adolescent development. Minneapolis, MN Search
  Institute.
• Shelton, C.M. Stern, R. (2004). Understanding
  emotions in the classroom Differentiating
  teaching strategies for optimal learning
• Selman, R. L. (2003). The promotion of social
  awareness Powerful lessons from the partnership
  of developmental theory and classroom practice.
  New York Russell Sage Foundation.
• Shure, M. B., Digeronimo, T. F. (Contributor),
  Sheldon, A. (Ed.).(1996). Raising a thinking
  child Help your young child to resolve everyday
  conflicts and get along with others The 'I Can
  Problem Solve' Program. Pocket Books.
• Shure, M. B., Digeronimo, T. F. (Contributor).
  (2000). Raising a thinking child workbook
  Teaching young children how to resolve everyday
  conflicts and get along with others. Research
  Press.
• Shure, M. B. Israeloff, R. (2000). Raising a
  thinking preteen The 'I can problem solve'
  program for 8- to 12- year-olds. Henry Holt and
  Company, Inc.
• Sternberg, R. J. (1997). Successful intelligence
  How practical and creative intelligence determine
  success in life. New York Plume.
• Wood, C. (1999). Time to teach, Time to learn
  Changing the pace of school. Greenfield, MA
  Northeast Foundation for Children.
• Zins, J. E., Weissberg, R. P., Wang, M. C.,
  Walberg, H. J. (Eds.) (2004). Building academic
  success through social and emotional learning
  What does the research say? New York Teachers
  College Press. (forthcoming, April, 2004)

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A Few Useful Websites

• http//www.goodcharacter.com/ (some good teaching
  guides)
• http//www.esrnational.org/ Educators for Social
  Responsibility
• http//www.uicedu/Inucci/MoralEd/ Studies in
  Moral Development and Education
• This provides a very in-depth look at moral
  development. There are links to the latest
  practices and activities in the area moral
  development. It highlights featured articles on
  issues of moral development and books of
  interest. You can also visit this site to see
  some of the classroom practices that are
  associated with moral development or join the
  mailing list. It's all here!
• http//www.eiconsortium.org/ Consortium for
  Emotional Intelligence in Organizations
• http//www.prevention.psu.edu/ (prevention
  programs and research)
• http//www.colorado.edu/cspv/blueprints/Default.ht
  m (Blueprints for Violence Prevention - Model
  programs)
• http//www.devstu.org/ Developmental Studies
  Center
• This center is dedicated to children's
  intellectual, ethical and social development.
  This site is a great resource for teachers.

59
Websites (contd)

• Centre for Academic and Social and Emotional
  Learning (CASEL)
• http//www.casel.org
• CASEL is the best place in North American to
  obtain educator friendly materials and readings
  for promoting the social and emotional
  development of their students. You can download
  several articles and resources. Particularly
  useful is the newly published Safe and Sound
  Guide An Educational Leaders Guide for
  Evidence-Based Practice. In this guide, the
  authors provide a comprehensive review and
  evaluation of 85 SEL programs designed to promote
  students social and emotional learning. In the
  appendix for this guide, the authors provide
  descriptions of each program along with contact
  information for obtaining the program.
• Development Studies Center (Child Development
  Project)
• http//www.devstu.org/
• This center is dedicated to children's
  intellectual, ethical and social development.
  This site is a great resource for teachers. It
  outlines the centers school-based program as well
  as after school programs. Parents should check it
  out too. The center's website gives parents some
  direction in terms of their involvement in their
  children's development. It's a very comprehensive
  site.
• Studies in Moral Development and Education
• http//www.uicedu/Inucci/MoralEd/
• This website provides a very in-depth look at
  moral development. There are links to the latest
  practices and activities in the area moral
  development. It highlights featured articles on
  issues of moral development and books of
  interest. You can also visit this site to see
  some of the classroom practices that are
  associated with moral development or join the
  mailing list. It's all here!
• Roots of Empathy Primary Prevention Program
• http//www.rootsofempathy.org/
• What is Roots of Empathy?
• It's a rich, vital, and highly rewarding
  classroom parenting Roots of Empathy that
  teaches human development and nurtures the growth
  of empathy. A baby and parent(s) visit a
  classroom once a month for a 10-month period. A
  Roots of Empathy instructor works with students
  before, during, and after each visit. Students'
  learn about parenting, about themselves, about
  how others feel, and teachers almost always learn
  something new about their students. All the
  learnings springboard from visits with the baby.
• This website provides detailed information about
  a classroom-based prevention program designed to
  foster empathy and prevent antisocial/aggressive
  in children in grades Kindergarten to grade 8.

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Websites (contd)

• Children, Youth, and Families, Education and
  Research Network
• www.cyfernet.org
• ResilienceNet
• www.resilnet.uiuc.edu
• Resilience in Action
• www.resiliency.com
• Search Institute
• www.search-institute.org
• Taking Stock Growth through Resilience The
  post-traumatic growth interactive exercise
• www.helping.apa.org/resilience

61
Websites (contd)

• Youthnetwork Links and Ideas Advocacy and
  Prevention
• www.youthwork.com/advocacyprevresil.html
• Developmental Studies Center (Caring School
  Community Project)
• www.devstu.org
• Collaborative for Academic and Social and
  Emotional Learning
• www.casel.org
• Child and Adolescent Services Research Centre
• www..casrc.org
• Centre for Youth and Society (Univ. of Victoria)
• www.youth.society.uvic.ca
• Pan-Canadian Education Research Agenda
• Children and Youth At Risk Symposium (2000)
• www.cmec.ca

62
Coalition for Community Schools

• http//www.communityschools.org/index.html
• (From the description on the web)
• The Coalition for Community Schools works toward
  improving education and helping students learn
  and grow while supporting and strengthening their
  families and communities. Community schools bring
  together many partners to offer a range of
  supports and opportunities to children, youth,
  families and communities -- before, during and
  after school, seven days a week.  

63
Strategies for Success Strengthening Learning in
Out-of-School Time. Strategies for Success

• The result of a year-long research project by
  Bostons After-School for All Partnership, a 24
  million funding partnership launched in
  2001. This Partnership effort, led by Jennifer
  Davis, President of Massachusetts 2020 and Dr.
  Wilson of the Nellie Mae Education Foundation,
  commissioned seven research reports by respected
  institutions to develop a plan to improve
  learning in afterschool programs in Boston. The
  reports highlight the important contribution that
  afterschool programming can have on childrens
  academic achievement.

64
Comment on Critical Hours report.(part of
Boston After-School for all Partnerships)

• Our data tell us that children in after-school
  programs have made real progress in improving
  their learning and academics, said Wilson. At a
  time of scarce resources we must continue to
  invest in those programs that we know are making
  a difference for our children. Clearly
  after-school programming is near the top of that
  list.
• Dr. Miller noted, "Much of the current policy
  debate in Washington and on Beacon Hill misses
  the mark. There is a consensus in the research
  community that high-quality after-school
  programs--especially those that promote active
  learning and have consistent student
  participation--do increase student engagement.
  Increased engagement leads to positive,
  measurable academic outcomes."

65
Afterschool Education A New Ally for Education
Reform by Gil G. Noam(excerpt from)

• There is also growing evidence that good
  afterschool programming makes a difference in
  kids' lives. Studies in child development and
  education suggest that attendance at afterschool
  is associated with better grades, peer relations,
  emotional adjustment, and conflict resolution
  skills. Children who attend programs also spend
  more time on learning opportunities and academic
  and enrichment activities than their peers.
  Combine this evidence with the statistics we know
  all too well-that unsupervised time after school
  is associated with involvement in violence,
  substance abuse, and other risk-taking
  behaviors-and the necessity for high-quality
  afterschool programs becomes even clearer.

66
Effective School Community Partner Websites

• The Search Institute
• http//www.search-institute.org/
• (From the description on the web)
• Search Institute is an independent, nonprofit,
  nonsectarian organization whose mission is to
  advance the well-being of adolescents and
  children by generating knowledge and promoting
  its application. Search Institute conducts
  research and evaluation, develops publications
  and practical tools, and provides training and
  technical assistance. The institute collaborates
  with others to promote long-term organizational,
  and cultural change that supports the healthy
  development of all children and adolescents.

67
National Institute of Out of School Time (NIOST)

• http//www.niost.org/index.html
•  
• (From the description on the web)
• For over 20 years, the National Institute on
  Out-of-School Time, at the Center for Research on
  Women at Wellesley College, has successfully
  brought national attention to the importance of
  childrens out-of-school time, influenced policy,
  increased standards and professional recognition,
  and spearheaded community action aimed at
  improving the availability, quality and viability
  of programs serving children and youth. NIOSTs
  varied initiatives have moved the field forward
  using three paths
•         Research, Evaluation and Consultation
•         Policy Development and Public Awareness
•         Training and Curriculum Development
•  

68
UCLA School Mental Health Project

• http//smhp.psych.ucla.edu/
• (From the description on the web)
• It is not a new insight that physical and mental
  health concerns must be addressed if schools are
  to function satisfactorily and students are to
  succeed at school. It has long been acknowledged
  that a variety of psychosocial and health
  problems affect learning and performance in
  profound ways. Such problems are exacerbated as
  youngsters internalize the debilitating effects
  of performing poorly at school and are punished
  for the misbehavior that is a common correlate of
  school failure. More recently, the efforts of
  some advocates for school-linked services has
  merged with forces working to enhance initiatives
  for community schools, youth development, and the
  preparation of healthy and productive citizens
  and workers. The merger has expanded interest in
  social-emotional learning and protective factors
  as avenues to increase students' assets and
  resiliency and reduce risk factors.
• More recently, the efforts of some advocates for
  school-linked services has merged with forces
  working to enhance initiatives for community
  schools, youth development, and the preparation
  of healthy and productive citizens and workers.
  The merger has expanded interest in
  social-emotional learning and protective factors
  as avenues to increase students' assets and
  resiliency and reduce risk factors. 

69
Center on School, Family, and Community
Partnerships

• http//scov.csos.jhu.edu/p2000/center.htm
• (From the description on the web)
• The nations schools must improve education for
  all children, but schools cannot do this alone.
  More will be accomplished if schools, families,
  and communities work together to promote
  successful students. The mission of this Center
  is to conduct and disseminate research,
  development, and policy analyses that produce new
  and useful knowledge and practices that help
  families, educators, and members of communities
  work together to improve schools, strengthen
  families, and enhance student learning and
  development.
• Research is needed to understand all children
  and all families, not just those who are
  economically and educationally advantaged or
  already connected to school and community
  resources. The Centers projects aim to increase
  an understanding of practices of partnership that
  help all children succeed in elementary, middle,
  and high schools in rural, suburban, and urban
  areas.

70
Harvard Graduate School of Education - The
Program in Afterschool Education and Research
(PAER)

• www.gse.harvard.edu/afterschool/about/index.php
• (From the description on the web)
• Located at the Harvard Graduate School of
  Education (HGSE), is dedicated to making
  meaningful theoretical and practical
  contributions to the field of youth development,
  with a particular focus on afterschool time. The
  program was founded in 1999 by Dr. Gil Noam in
  response to the growing recognition that
  high-quality afterschool programs hold the
  promise of contributing to school reform,
  building resiliency, and preventing high-risk
  behavior in youth. PAER takes a developmental
  approach to the study of new models of effective
  afterschool programming, and incorporates
  educational, health, public policy, and
  psychological perspectives. PAER has established
  dynamic collaborations with other Harvard
  University departments, projects, and programs,
  and provided technical assistance to local
  communities and city-wide initiatives.
• "Afterschool Education deepens the understanding
  of anyone-policy makers, capacity-building
  organizations, program administrators, partnering
  educators, afterschool program leaders-who is
  invested in the effective use of afterschool
  resources to support young people's growth and
  progress."
• Sam Piha, LCSW, Director for Community School
  Partnerships

71
Afterschool Alliance

• http//www.afterschoolalliance.org/home.html
• (From the description on the web)
• The Afterschool Alliance is a nonprofit
  organization dedicated to raising awareness of
  the importance of afterschool programs and
  advocating for quality, affordable programs for
  all children. It is supported by a group of
  public, private and nonprofit organizations that
  share the Alliance's vision of ensuring that all
  children have access to afterschool programs by
  2010. The Alliance was formed on the belief
  that afterschool programs are critical to
  children and families today, and that the need
  for programs is not adequately addressed. As many
  as 15 million children have no place to go after
  the school bell rings. These children are more
  likely to be victims of crime or to participate
  in risky behaviors. Meanwhile, children in
  afterschool programs have improved grades,
  behavior and school attendance. They have
  important opportunities to learn and grow.
•  
•