This case study examined coping strategies and support systems utilized by 33 children of Hispanic migrant farmworkers from Fabens, Texas. The youth participated in the summer 2011 Creative Kids Incorporated Migrant Program in El Paso, Texas. The study examined how socio-ecological factors, specifically within Creative Kids Inc., help youth to cope with risk factors and aid in the resilience process. This study applied both qualitative and quantitative approaches. The qualitative portion consisted of 12 in-depth program participant interviews, ages 9-15, and observations at Creative Kids Inc. The quantitative portion consisted of a survey that utilized the Brief Adolescent Life Event Scale, the Children Coping Strategies Checklist, and the Multi-Dimensional Support Scale. Thirty-four surveys were distributed, and 33 surveys were analyzed from program participants ages 10-15. The study found the youth were affected by various risk factors within their environment, such as poverty, separation from family, and school. When adapting to stress, most youth utilized behavioral-based distraction strategies (i.e., listening to music and playing outside) and cognitive-based avoidance strategies (i.e., not thinking about their problem) to cope. The youth did not use active coping strategies as often as avoidance strategies. However, some support seeking strategies were mentioned. Most often, youth sought support from parents and older siblings. While the youth sought support from their teachers, it was mainly in regard to school work. Similarly, youth sought support from Creative Kids Inc. staff concerning their art projects. Families were beneficial to youth in the coping process, because they provided youth with opportunities for distracting activities as well as some support. Although the youth strongly enjoyed participating in the Migrant Program, they rarely sought support for personal stressors or problems from the staff. Yet, the program provided youth with opportunities to participate in distracting activities, express their feelings, and seek out support. Despite the lack of literature on children of Hispanic migrant farmworkers and the factors that influence their resilience, this study provided an in-depth description of how they cope with daily life events, what support systems are available to assist in overcoming risks, and provided a basis for understanding the role of support systems in facilitating resiliency among this adolescent group.

Thesis (Psy. D.)--Wheaton College, 2007. / Abstract. Includes bibliographical references (leaves 56-60).

Every year, the US Conference of Mayors presents awards to mayors and their administrations for programs that enhance the quality of life in urban areas. In 2009, the City of Charleston won and was named America’s “Most Livable” City. The program that won them the honor was the Palmetto Artisan Program, an entrepreneurial skill program helping youth artisans become licensed business vendors. This report seeks to understand the potential for arts-based youth programs, like the Palmetto Artisan Program, to impact local economic development and enhance quality of life. I explore this issue through a literature review of workforce development, arts-related economic development, an analysis of five programs across the country, and an in-depth analysis of the Palmetto Artisan Program in Charleston, SC. The report concludes with recommendations and insights for cities and regions wishing to implement similar programs that benefit young people and their communities. / text

This study draws upon a wide range of research to examine underachievement in UK schools. With underachievement continuing to be present within the UK’s educational system, it is essential that a remedy is found. The notion that physical activity is linked to an increase in academic performance is not a new concept; however researchers are still trying to determine the scope of such a claim. There is a widespread belief that sport can be used as a vehicle to promote positive youth development. In particular, using sport to teach adolescents various life skills has become popular over the previous decade. However, little research has looked at the transfer of life skills into other academic and life domains. Therefore the overarching purpose of this study was to determine if an after-school, sports based life skills programme had any impact on male underachievement within the UK education system. The Transfer-Ability Programme (TAP) was a multi-faceted intervention, which sought to teach twenty underachieving, male students life skills through sport. The results have been presented in three phases with Phase 1 determining the impact of TAP on academic performance in Science, Phase 2 examined the perceptions of the twelve-thirteen year old participants on whether they transferred life skills from the sports hall into the classroom during TAP, and Phase 3 explored the enablers and barriers that facilitated or prevented life transfer. Statistical results indicate that the intervention groups’ academic grades significantly improved during the intervention to a level above teaching prediction. This suggests that teaching life skills through sport may reduce male underachievement. T-tests show that the participants in the intervention group perceived their learning of life skills to significantly increase pre-post TAP. Interview data also supports the notion that the intervention group participants perceived to have learnt the life skills and then transferred them into other academic domains. Phase 3 highlighted five themes that enable or prevent life skill transfer; Support from peers, Pride, Opportunities, Rewards and Transfer experience. These themes are collectively referred to as the SPORT model. The results show that young adolescent males can learn and transfer life skills if deliberately taught to do so. Finally, the findings are discussed with reference to how teachers and physical educators may teach life skills within their lessons, and how life skill transfer may be supported.

Physical activity programs are contexts that have the potential to foster adolescents’ development, yet researchers assert that the environment must be deliberately designed for this to occur (Danish et al., 2004). The Girls Just Wanna Have Fun (GJWHF) program was developed for this purpose and was implemented over the course of one year at a local Boys and Girls Club. The objective of this research project was to evaluate the GJWHF program as there is a dearth of evaluations of community-based programs (Salmon et al., 2007). Results identified successes, challenges, and practical recommendations for community programmers. Further, results found that GJWHF adhered to Petitpas et al.’s (2005) framework for planning youth sport programs that foster psychosocial development. Specifically, GJWHF was successful in providing a positive and supportive female-only environment for female youth that utilized positive leader support to foster the development of friendships and identity formation, and facilitate the development of a variety of life skills, including leadership and teamwork.

The purpose of this doctoral thesis was to develop, implement and evaluate the PULSE program, a community-based physical activity and life skills program for at-risk youth. The thesis is composed of four articles. The first paper describes the rationale and development of the PULSE program which was designed to help youth develop the skills to self-regulate and successfully perform physical activity. The second article presents a process evaluation of the PULSE program. This article examines how the youth progressed through the program with regards to the five levels of the Teaching and Social Responsibility (TPSR) model, one of the frameworks on which the PULSE program is based. A second purpose of this study was to understand the youths’ perceptions of the impact of the program on these five levels. The results indicated that the program led to slight increases in the five levels of the TPSR model and the youth reported transferring the skills they learned related to the levels in their lives outside of the program. The third paper represents an outcome evaluation of the PULSE program. Results showed that youth who participated in PULSE increased their fitness, physical activity levels as well as a number of positive youth development outcomes. Finally, the fourth paper examined how the PULSE program helps support the tenets of Basic Needs Theory. The results indicated that the program successfully nurtured the three basic needs of autonomy, competence and relatedness. The overall findings suggest that the PULSE program is a practical, evidence-informed program that may help youth understand and apply life skills to be physically active as they approach adulthood, and also more generally in their lives. The current findings show promise for both Physical Activity (PA) and Positive Youth Development (PYD) outcomes but further research is needed to make causal links.

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 97-107).

Thesis (MS)--Montana State University--Bozeman, 2008. / Typescript. Chairperson, Graduate Committee: Carl Igo. Includes bibliographical references (leaves 62-66).

Thesis (PH. D.)--Michigan State University. Curriculum, Teaching, and Educational Policy, 2008. / Title from PDF t.p. (viewed on Sept. 2, 2009) Includes bibliographical references (p. 192-195). Also issued in print.

Thesis (Psy. D.)--Wheaton College, 2007. / Abstract. Includes bibliographical references (leaves 56-60).