Improving the Pro-Social Skills of Transitioning Urban Youth: A Summer Camp Approach

Allen, Korrie; Akinyanju, Kim; Milliken, Tammi; Lorek, Edward J.; Walker, Tamu Thomas

doi:10.1080/00940771.2011.11461770

Cited by 7 publications

(16 citation statements)

References 13 publications

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“…This result was also yielded by previous studies, which also underlines that activities like summer camp has an encouraging effect on awareness (Allen et al 2011;Bhattacharyya, Mead, & Nathaniel 2011;Dahl et al 2013;Marulcu et al 2014;Lakin 2006;Dillon et al 2006). Gaedicke et al (2016) organized a summer camp for increasing student interest towards construction management and its subcomponents of science, technology, engineering, and mathematics fields.…”

Section: Awarenesssupporting

confidence: 84%

“…Summer camps are made in different forms with different aims and contents for example, for those having medical problems (Westervelt, Johnson & Murril 1998) for those having low academic performance and wishing to learn a foreign language (Dahl., Hofstad & Salomon 2013) for different groups with the aim of discovering and improving skills (Das 1994;Jeffrey et al 2003;Bhattacharyya 2011;Allen et al 2011), for specific groups (Hırca 2013;Shabi & Ansari 2001) and disciplines (Richards, 2011). Summer camps serving for different aims are made in general for science and environmental awareness or for raising individual awareness of high school students and career orientation (Tekbiyik, Seyihoglu, Vekli & Konur 2013;Marulcu, Saylan & Guven 2014;Konur, Seyihoglu, Sezen & Tekbiyik 2011;Celik 2012;Foster & Shiel-Rolle 2011;Knox, Moynihan & Markowitz 2003;Es 2016;Smith, Steel & Gidlow 2010;Fields 2009;Shacter & Jo 2005;Doerschuk, Liu & Mann, 2007).…”

Section: Introductionmentioning

confidence: 99%

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Students’ Views about Enriched Summer Camp for High School Students

Kaplan-Sayı

2017

EURASIA J MATH SCI T

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In New Era high level thinking skills, personal development and network could be demonstrated as the keys of life success. Because of this, enrichment camps became very popular. This paper presents the layout and results of a summer camp project that aims to promote insight on high school students towards many disciplines of science, culture, develop their self-confidence and help high school students to choose the most appropriate job for themselves. The students introduced university lectures from different branches such as; molecular biology and genetics, solid works, international relations, forensic psychology, nano materials and x-ray analyses etc. The the core body of knowledge has been enriched with applications in a laboratory environment. The students have been assigned to learn by experience with the help of hands-on project design activities during the project. Drama, cultural tours, seminars, meetings, sports, dance and yoga have been used as social activities for introducing campus life and facilities. In addition to these, the students have also been informed about the importance of discovering their interests and talents within the scope of this camp. This program was in operation in summer term of 2015-2016 academic year at Istanbul Aydin University. The students were given semi-structured interview and the data were analyzed through descriptive analysis. The sample of the study consists of 39 students coming from different state and private schools in different cities. The results indicated that summer camp increased academic motivation, awareness of life and career also the socialization skills of the participants. Besides, the students stated that they were able to be recognize of a university, university environment, scientists and different professions.

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Section: Awarenesssupporting

confidence: 84%

Section: Introductionmentioning

confidence: 99%

Students’ Views about Enriched Summer Camp for High School Students

Kaplan-Sayı

2017

EURASIA J MATH SCI T

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“…Several studies are reported that have the purpose of evaluating whether education and training can develop such preferences (e.g. Allen et al 2011;Cheung and Lee 2010). An interesting theme that is implied in several articles concerns how much individuals can be held responsible, given how influenced they are by their contexts and the hegemonic discourses of these contexts (e.g.…”

Section: Moral Motivationmentioning

confidence: 99%

“…In the articles that have been more thoroughly analysed here, action research studies can be mentioned as examples where concrete moral actions are focused on (Araujo 2012), as well as quasi-experimental studies of individuals' actions with the aim of changing peoples' behaviours (Allen et al 2011). The importance of moral education that focuses on real-life dilemmas and actions has been stressed, and also the centrality of understanding these moral or immoral acts in relation to the social context where the students are active (Banerjee et al 2012;Thornberg 2010).…”

Section: Moral Implementationmentioning

confidence: 99%

Possible competences to be aimed at in ethics education – Ethical competences highlighted in educational research journals

Osbeck

Franck

Lilja

et al. 2018

Journal of Beliefs & Values

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The aim of this article is to present varieties of ethical competence that are highlighted in ethics and moral education research articles, and to discuss them in the light of competences stressed in the Swedish curriculum, understood as an example of ethics education in compulsory school. The material consists of 1,940 educational research articles published between 2000 and 2015, and the method of analysis is inductive, focusing on ethical competence. One finding is the similarity between the study's tentative formulation of identified ethical competences in four categories, and Rest's understanding of acting morally, captured in the four components: sensitivity, judgement, motivation and implementation. Based on the analysis of the articles, broader understandings of these focuses are developed, and later discussed in relation to Swedish ethics education, characterised as both a conservative and liberal values education. The analyses and comparison show the importance of the components of moral sensitivity and moral implementation and their relative absence in the Swedish curriculum, but also how moral judgement must include a competence to evaluate moral motivations, where empirically testable reasons are also central. Moreover, the risk of neglecting contextual, situational and knowledge-related aspects of ethical competence is highlighted.

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“…Their study specifically attributed the social and environmental factors of the camp, such as positive relationships with counselors, to self-esteem growth (Readdick & Schaller, 2005). Allen, Akinyanju, Milliken, Lorek, & Walker (2011) found that urban at-risk students entering middle school significantly improved their responses to situations requiring sound character after attending a two-week summer character education program. Allen, Cox, and Cooper (2006) studied youth resilience following participation of economically at-risk youth in a summer day camp focusing on outdoor adventure and community volunteering.…”

Section: Summer Campmentioning

confidence: 99%

The Effects of a Summer Camp Experience on Factors of Resilience in At-Risk Youth

Merryman¹,

Mezei²,

Bush³

et al. 2012

The Open Journal of Occupational Therapy

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This pilot study addressed the impact of a summer camp experience on at-risk middle school youth by exploring self-reported growth in skill development and resilience. Campers who attended a five-week summer day camp were compared to a control group who maintained typical activities throughout the summer. Results showed statistically significant differences in the campers' belief of a good future for themselves (U = 179.40, P = 0.05). Campers reported sustained or positive growth in domains of social skills and positive values from the baseline to a six-month follow up. Three significant themes emerged from individual in-depth interviews including: (a) engagement influences skill competence, (b) the camp environment expands positive choice and availability of positive occupations, and (c) males developed skills and resilience from informal physical activity while no equivalent existed for females. Middle school aged at-risk youth can benefit from occupation-based summer camp programs that promote active engagement in an enriched environment and sustain gains once they return to high-risk environments. This research contributes to a growing understanding of the potential contribution of occupational therapy in the design and delivery of effective summer camp experiences for at-risk youth.

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Improving the Pro-Social Skills of Transitioning Urban Youth: A Summer Camp Approach

Cited by 7 publications

References 13 publications

Students’ Views about Enriched Summer Camp for High School Students

Students’ Views about Enriched Summer Camp for High School Students

Possible competences to be aimed at in ethics education – Ethical competences highlighted in educational research journals

The Effects of a Summer Camp Experience on Factors of Resilience in At-Risk Youth

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