Teaching an Inner-City After-School Program

Williamson, Kay M.; Georgiadis, Nikos

doi:10.1080/07303084.1992.10609942

Cited by 14 publications

(10 citation statements)

References 7 publications

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“…Many physical activity instructors practice instruction in the affective domain (Chandler, 1988;DeLine, 1991;Glakas, 1991;Grineski, 1989;Hedlund, 1990;Hellison, 1987Hellison, , 1990aHellison, , 1990bHellison, , 1990cLifka, 1990;Masser, 1990;Williamson & Georgiadis, 1992). There is strong evidence that regular physical activity improves self-worth and confidence (Sonstroem, 1984), assists in coping with stress (Petruzello et al, 1991), and is related to physical activity participation in adult years (Wankel, 1993).…”

Section: The Wellness Programmentioning

confidence: 96%

Building Bridges between a University and an Alternative High School

Bluechardt

1995

Journal of Physical Education, Recreation & Dance

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Section: The Wellness Programmentioning

confidence: 96%

Building Bridges between a University and an Alternative High School

Bluechardt

1995

Journal of Physical Education, Recreation & Dance

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“…While the nature and specific curriculum of after-school programs are often heterogeneous across programs (Halpern, 1999), consensus generally exists that key program objectives regularly include development of scholastic abilities (e.g., Baker & Witt, 1996;Sanderson, 2003;Schlatter, Schahrer, & Pogue, 2003), improvement of social behavior (e.g., Davis, 2001;Miller, 2003), establishment of a caring environment (e.g., Davis, 2001;Reno & Riley, 2000;Sanderson, 2003); promotion of personal inspiration and positive self-concept (e.g., Sanacore, 2002;Sanderson, 2003;Williams, Yanchar, & Jensen, 2003), and enhancement of physical well-being (e.g., Collingwood, 1997;Cutforth, 1997;Williamson & Georgiadis, 1992).…”

Section: Program Quality and Evaluationmentioning

confidence: 98%

Enhancing the Quality of After-School Programs through Effective Program Management

Zhang¹,

Byrd

2005

Journal of Physical Education, Recreation & Dance

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“…The levels of responsibility have been implemented in a number of states and countries in a variety of physical activity settings including public school and alternative school physical education classes, extended day programs, organized sport, and even in public school classrooms (Hellison, 1995). A number of these programs are described in some detail in the literature-for example, a multicultural middle school program (Hellison, 1983), two inner-city high school programs (Hellison, 1978;Hellison & Georgiadis, 1992), several inner-city after-school programs (Georgiadis, 1990;Hellison, 1988Hellison, , 1995Lifka, 1990;Williamson & Georgiadis, 1992), an alternative high school program for at-risk youth (Hellison, 1986), an alternative elementary in-school program (DeBusk & Hellison, 1989), and several organized sport programs (Hellison, 1995). These descriptions reflect both the promise of this approach and the struggle to make it work.…”

Section: Specific Programsmentioning

confidence: 99%

Beyond violence prevention in inner-city physical activity programs.

Hellison¹,

Martinek²,

Cutforth³

1996

Peace and Conflict: Journal of Peace Psychology

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Chicago, the rate of serious assault increased 400% from 1974 to 1991. More than half the murders and aggravated assaults in the city take place in a few high-crime "war zonesm-neighborhoods that are poor, socially isolated, and often dominated by gangs. (Garbarino, Dubrow, Kostelny, & Pardo, 1992, p. xi) However, violence is only one of many problems associated with inner-city life. Young people who grow up in inner-city neighborhoods routinely interact with poverty, racism, a paucity of functional male adults, the attraction of teen pregnancy, the influence of gangs and drug trafficking, and related issues.Despite recent reports of the resilience of inner-city youth (Wang & Gordon, 1994), most need more help than they are now getting to fully develop their cognitive, emotional, social, and physical values and skills. They are underserved by overburdened and underfunded organizations such as schools, social agencies, and churches, many of which are also in need of reform. Weiner (1993) persuasively argued that urban schools and urban teacher education programs have to change in fundamental ways if they are to truly meet these youths' needs. Comer (1987) concurred: "The sources of risk are in the schools, as well as in societal and family conditions outside the school" (p. 14). This argument can be extended to other youth services as well. One longitudinal study (Cairns & Cairns, 1994) included this observation: "A major risk for the future is the abdication of responsibility by conventional institutions that borders on anarchy in some.. . communities" (p. 264).If the negative influences are greater and the services fewer and less effective, it is no wonder that many young people feel outrage and frustration (McLaughlin, Irby, & Langman, 1994).Rather than viewing inner-city youth as the problem, responsibility needs to be shifted to the policies and programs that serve inner-city youth. Focusing on programs, however, ignores the multitude of social problems just cited as well as the fundamental social, economic, and political ills of our society that underlie these problems. These forces will not be altered by offering youth better programs, but, as Dryfoos (1991) pointed out, such programs can help.Child advocates are admittedly hanging on the incremental edge, chipping away at those situations that are amenable to change with insufficient force to alter the social environment that generates many of these problems. Even so, there is much incremental work that can and must be done. (p. 634) PROGRAMS THAT WORKDespite this grim picture, some programs that effectively serve inner-city youth have been identified (Ianni, 1989;McLaughlin, Irby, & Langman, 1994; Villarruel & Lerner, 1994). Given the escalating incidence of violence in schools and neighborhoods, perhaps the most attention has been paid to conflict resolution This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be...

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Teaching an Inner-City After-School Program

Cited by 14 publications

References 7 publications

Building Bridges between a University and an Alternative High School

Building Bridges between a University and an Alternative High School

Enhancing the Quality of After-School Programs through Effective Program Management

Beyond violence prevention in inner-city physical activity programs.

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