Participants will learn:
(a) Why social responsibility (commitment to others and the greater good) and civic action (e.g.,
volunteering, community connections) are critical aspects of child and adolescent
(b) Malleable features of youth-adult relationships and program settings that nurture social
responsibility values and civic action; and
(c) Concrete activities and practices for leveraging youth-adult relationships to deepen youth’s
community connections, voice, and social and civic commitment.
The program focuses on decreasing dropout rates of immigrant Latino youth, which result in academic performance gaps that perpetuate poverty and create significant health disparities and costly social and economic impacts to the state as well as important concerns about the preparation of the future workforce. Primary outcomes include: decreasing absences and tardies and increasing GPA which show statistically significant increases in youth and parent academic expectations, youth self-efficacy, family cohesion and decreases in negative peer pressure, affiliations and youth drug use.
By emphasizing clear expectations, simple strategies for focusing on increasing good behavior and minimizing not-so-good behavior, increase your understanding of good behavior management techniques. Learn the various ways in which children tend to have difficulty with meeting adult expectations and how development and the environment can shape our understanding of child behavior.
The measurable goals and objectives of GEMS are to improve health related knowledge, attitudes, and behaviors among the
youth participating in our program. We aim to increase the youth's fresh fruit and vegetable consumption
by 50% during the program. We aim to create a sustainable model that propels engaged youth as leaders in
developing and applying 21st century skills to address local community needs as they work side-byside
with caring adults inspired by their passion for young people.
Date award was granted (first year):
Brief Site Description:
AUS, an Ohio school district, was established in 2011 as an educational institution with a mission to provide high quality education for under-served youth unable to attain a high school diploma in a traditional high school setting. AUS Columbus is in one of Ohio's Race to The Top (RiIT) regions and a federally registered Neighborhood Promise Zone.
Urban G.E.M.S. (Gardening Entrepreneurs Motivating Sustainability) is a multi-faceted 21st Century
positive youth development initiative designed to cross multiple skills domains through the
introduction of nutrition, health wellness; entrepreneurial business principles; and community
efficacy. GEMS program activities will enrich the science, health, personal and career development
curricula at two community schools that serve youth and families placed at high risk. Through
Outcomes are short-term, intermediate, or long-term benefits participants receive from involvement in a program. While determining short-term outcomes may be relatively straightforward, identifying long-term outcomes can be more challenging. An outcome considered to be intermediate in one program may be seen as long-term by another. The design of the program determines how short-term, intermediate, and long-term outcomes are defined.
Proceedings of the CYFAR Competency & Capacity Building Virtual Summit: Evidence-Based Practices and Strategies for Working with Vulnerable Populations. Engaging video presentations by experts pondering emerging issues and evidence-based strategies in the areas of economic stress, poverty, and programming with cultural competence, followed by lively discussion and links to related papers and resources.
Dr. Garbarino’s presentation focused on how a school’s social system plays a decisive role in the process of bullying, sexual harassment, and emotional violence in the lives of teenagers. One core message is to avoid the temptation to see bullying as a personal problem and instead to always look at the workings of the school as a social system. This implies a need for strategies for responding that include character education, better feedback from students, and more explicit demonstration of adult caring in the school.