Healthy Pokes: After-school Education and Mentoring to Enhance Child Health

Gaudreault, Karen Lux; Shiver, Victoria N.; Kinder, Christopher J.; Guseman, Emily Hill

doi:10.1080/07303084.2015.1109491

Cited by 6 publications

(4 citation statements)

References 11 publications

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“…The success of HEPA standards is dependent on the staff's willingness and acceptability of self-refection of their own feelings of healthy eating and physical activity habits. Involvement in service-learning programs for staff such as HEPA can also serve as socializing agents as staff acquire the beliefs and knowledge about the role of frontline staff [19]. Staff need to have an accurate understanding of health nutrition before this understanding can be passed on the ASP participants.…”

Section: Current Research In Diabetes and Obesity Journalmentioning

confidence: 99%

Behaviors to Promote Healthy Eating and Physical Activity: Training Staff for After School Programs

Nerud

2018

CRDOJ

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Recent national directives called for investigations to identify effective approaches to sustain and integrate childhood obesity interventions in health, education, and care systems taking into consideration measures of equity and long-term impact [13][14][15]. Findings from studies involving multi-component interventions indicate that it is possible to achieve multiple health-promoting changes in school children [16][17][18]. However, studies are limited by lack of readiness of both leaders and staff to implement these interventions; it remains unclear which component(s) has the most impact on behavior change [14].

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Section: Current Research In Diabetes and Obesity Journalmentioning

confidence: 99%

Behaviors to Promote Healthy Eating and Physical Activity: Training Staff for After School Programs

Nerud

2018

CRDOJ

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“…Education scholars have drawn important attention to the merits of a “wrap-around” approach in afterschool youth programs to balance schoolwork, career training, and employment opportunities, with various other social activities, such as sports and other extracurricular activities (Kugler, 2001 ; Fashola, 2002 ; Lauer et al, 2006 ; Kremer et al, 2015 ; Gaudreault et al, 2016 ). Education scholars have also prioritized a results-orientated approach when evaluating the impacts of afterschool programming, privileging markers such as crime and gang prevention, reduced substance use and abuse, and various academic outputs over other qualitative outcomes (Taheri and Welsh, 2016 ; Budd et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

“Nothing Is Gonna Change If We Don't Care for Everyone”: A Narrative Inquiry Alongside Urban Indigenous Youth in an Afterschool Physical Activity Wellness Program

Lewis

Schaefer²,

Lessard³

et al. 2022

Front. Sports Act. Living

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In the fall of 2013, the authors received funding to help develop and implement an afterschool wellness program alongside Indigenous youth aged 6–10 years old in the North Central neighborhood of Regina, Saskatchewan, Canada. The Growing Young Movers (GYM) afterschool program was funded, in part, as a corrective response to a broader social trend in which Indigenous youth in this neighborhood reported declining health and wellness outcomes, as well as multiple other barriers to social inclusion. This article discusses the reflections of three senior high school Indigenous youth (16–18 years old) who participated in the afterschool program as peer-mentors over a 2-year period from 2015 to 2017. Our inquiry reveals how these youth viewed the program—and their role(s) within it—in far more complex, active, and even political terms, than the program's initial framing as a physical activity-based “intervention” had anticipated. Our analysis (re)positions youth according to their own personalized voice and narratives as: cultural leaders, knowledge holders, and as agents of change in their community.

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“…They are conducted away from school premises, are informal, focused on social or sporting activities and are run by volunteers, youth workers or religious organisations. One such example is the Healthy Pokes programme in Laramie, Wyoming, USA (Gaudreault, Shiver, Kinder, & Guseman, 2016). Run by undergraduate university student volunteers, it calls upon the support of the broader community, including a university, a school district authority, a local hospital and shops.…”

Section: Introductionmentioning

confidence: 99%

Building Bonding and Bridging Capital through the ‘China Club’

Santoro

Cassidy²,

MacDonald

2017

International Journal of Adolescence and Youth

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Out-of-school activities offered to young people can be discrete activities, completely divorced from school life and school curriculum, or they can offer extensions to normal school curriculum. This article reports on an ethnographic case study that investigated the effectiveness of a particular out-of-school activity, the 'China Club'. It offered secondary school pupils in the West of Scotland opportunities to learn about Mandarin language and Chinese culture, and facilitated the development of Bonding Capital between the group members and Bridging Capital between individual group members and people outwith the group. In working with those with whom they would not normally have engaged, and in visiting China as part of the 'China Club' , the young people's peer relationships were positively impacted upon, as was their willingness to take risks by moving beyond familiar and predictable social and learning environments to those that challenged and tested them, socially, and as learners.

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Healthy Pokes: After-school Education and Mentoring to Enhance Child Health

Cited by 6 publications

References 11 publications

Behaviors to Promote Healthy Eating and Physical Activity: Training Staff for After School Programs

Behaviors to Promote Healthy Eating and Physical Activity: Training Staff for After School Programs

“Nothing Is Gonna Change If We Don't Care for Everyone”: A Narrative Inquiry Alongside Urban Indigenous Youth in an Afterschool Physical Activity Wellness Program

Building Bonding and Bridging Capital through the ‘China Club’

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