Lessons Learned from an After-School Program: Building Personal and Social Responsibility

Abstract

Drawing from the physical activity and positive youth development literatures, this paper describes a novel after-school effort designed to enhance youths’ life skill development outcomes across school, family, and community settings. This program, which is derived from the Teaching Personal and Social Responsibility (TPSR) model, is a university-assisted effort serving 1st through 5th graders attending a low-income elementary school. As a part of this model’s approach, pre-service physical education teachers engage in a yearlong course sequence and practicum that enables them to deliver the program. University graduate students and faculty then provide ongoing support, facilitation, and training to the pre-service teachers at the same time they conduct field-based research on the effort. The preliminary data indicate that the program can successfully impact several teaching and life skill development outcomes. However, additional interventions appear to be needed to extend youths’ outcomes to settings outside of the program.

Optimizing Education: A Mixed Methods Approach Oriented to Teaching Personal and Social Responsibility (TPSR)

“…(TARE) by Escartí et al (2015) was used to obtain teacher and student behaviors coding 3-min intervals. This instrument has already been applied in previous studies (Escartí et al, 2015; Ivy et al, 2018) and has a Likert scale: 0 (Absent), 1 (Weak), 2 (Moderate), 3 (Strong), and 4 (Very strong), and consists of a two-part observation scale:…”

What Lies Behind Teaching and Learning Green Chemistry to Promote Sustainability Education? A Literature Review

“…Here, environmental psychology aims to achieve a better understanding of the interaction between human behavior and the physical environment [116], which would facilitate embedding the philosophy and consciousness of green chemistry into students' perspectives and work by enabling them to learn the corresponding subjects. In addition, teaching personal and social responsibility (TPSR) [121] can be designed and applied in achieving the personal responsibility goals of participation, effort, and self-direction, and the social responsibility goals of respecting and caring for others [159]. This educational focus will help green chemistry students and youth learn how to transfer these competencies to other areas of their lives.…”

Assessment of Preschool’s Inclusive Participation in Social Responsibility Program Under Institutional Pressure: Evidence From China

“…The kindergarten complies with national laws and regulations/legal operations Kelley et al, 2008;Merchant et al, 2012;Ivy et al, 2018;Zhou et al, 2020 The The kindergarten has a good understanding of the development and operation rules in the field of preschool education Colwell and Joshi, 2013;Ismail et al, 2014;Shafi et al, 2019;Hoffman et al, 2020;Wigmore-Álvarez et al, 2020;Schwab et al, 2021 The kindergarten is fully aware of the changes and trends in the environment and plans to respond well in advance The kindergarten can frequently communicate with peers, students, and parents to get useful information from them in time The kindergarten can detect changes in industry trends before most competitors Inclusive participation…”