When is behavior part of normal child development and when is it a problem? How do after-school staff redirect the child who is misbehaving? What can after-school staff do to make a positive and engaging environment for children? Both child and adult behaviors figure into the equation of a positive after-school program.
Out-of-school program staff and administrators, youth workers, trainers, and others will learn about bullying and resources for bullying prevention use in out-of-school-time programs. The latest research and a resource guide will be presented.
The degree of rigor needed in an evaluation is determined by several factors: stakeholder and audience needs, time, budget, and expertise. Choosing the best evaluation design is more of a balancing act of choices than it is selecting a design from a pre-determined hierarchy of rigor.
How should we respond in times of tragedy? It is often difficult to know what to do or see. The Tragedy Assistance Program for Survivors (TAPS, see below for contact information) recommendations are listed below followed by several resources on CYFERnet.
This CYFAR Conference workshop presentation by Laura Bovitz, Rutgers Cooperative Extension, includes 10 steps for program development with Latino youth from building trust and rapport with the Latino community to making the program sustainable.
It’s a classic scene: the bully taunts then shoves the victim. The surrounding crowd of people does nothing, perhaps averting their eyes or watching in fascination, maybe walking more quickly to avoid the situation. This is the bystander effect in action. Why? Why does no one intervene to stop the violence?
Children and teens are not always kind to each other. In fact, they can be cruel and abusive. The bad news is that this is increasingly a significant problem in today’s society. The good news is that research-based information and practical steps exist that you can use to help both the bullies and their victims.