The New Stories/New Cultures After-School Enrichment Program: A Direct Cultural Intervention

Abstract

This article describes the organization, curriculum, and outcomes for New Stories/New Cultures, an activity-based program for after-school enrichment in five schools in the low-income neighborhood near a major American university. The program encourages students (70% Hispanic-American, 30% African-American) to experience themselves as producers of culture, not just as consumers. Its methods include (a) creative team use of video equipment and other expressive media and (b) lessons about media literacy (i.e., making critical choices about images and activities depicted in popular culture and commercials). Outcome measures with the cohort of fifth and sixth graders support the programs occupation-based philosophy. They show that students are more likely to experience themselves as building skills when engaged in activities that are both challenging and enjoyable. The students reported greatest engagement and enjoyment in activities that were creative, team-based, and involving media production. These same activities were correlated with increased self-esteem. The term direct cultural intervention is used to describe the application of occupational principles and critical perspectives to provide a population with conceptual tools and skills for interpreting and successfully navigating the social world.

Occupational Justice, School Connectedness, and High School Dropout: The Role of Occupational Therapy in Meeting the Needs of an Underserved Population

“…For example, a photo voice exhibition would allow students to tell their own story and explore their own circumstances through the use of photography and story-telling to attain connectedness to others, including school, community, family, and peers (Lal, Jarus, & Suto, 2012). Engagement programs can positively influence key attributes related to school success and are typically activity-based, meaningful, skill building, vocationally oriented, community realistic, promote citizenship, and encourage problem-solving (Frank et al, 2000;Kaseff & Rogers & Victoria, 2012). An in-progress example comes from a school-based occupational therapist in Baltimore, Maryland who recruited several students who were not eligible for therapy services but needed social skills group intervention.…”

A Model of Occupational Empowerment for Marginalized Populations in Community Environments

“…A number of viable avenues for community-based occupational therapy practice have been posed (Loukas, 2000;Follis & Nolen, 2001;Berryman, 2001;Frank et al, 2001;Murphy et al, 1999;Rebeiro, Day, Semeniuk, O'Brien, & Wilson, 2001;Merryman, 2002;Gourley, 2001, Dec. 17;Gourley, 2001, August 20;Scott, 1999;Jackson, Carlson, Mandel, Zemke, & Clark, 1998;Marterella, 2001). A number of viable avenues for community-based occupational therapy practice have been posed (Loukas, 2000;Follis & Nolen, 2001;Berryman, 2001;Frank et al, 2001;Murphy et al, 1999;Rebeiro, Day, Semeniuk, O'Brien, & Wilson, 2001;Merryman, 2002;Gourley, 2001, Dec. 17;Gourley, 2001, August 20;Scott, 1999;Jackson, Carlson, Mandel, Zemke, & Clark, 1998;Marterella, 2001).…”

A Model of Occupational Empowerment for Marginalized Populations in Community Environments

“…A nurnber of viable avenues for community-based occupational therapy practice have been posed (Loukas, 2000;Follis & Nolen, 2001;Berryman, 2001;Frank et al, 2001;Murphy et al, 1999;Rebeiro, Day, Semeniuk, O'Brien, & ' Wilson, 2001;Merryman, 2002;Gouriey, 2001, Dec. 17;Gouriey, 2001, August 20;Scott, 1999;Jackson, Carlson, Mandel, Zemke, & Clark, 1998;Marterella, 2001). However, many community centers, including homeless shelters, still do not provide occupational therapy services.…”