Tools

LEADER 04238cam 2200541Ii 4500

001 on1056953891;

003 OCoLC;

005 20190212034845.0;

006 m o d ;

007 cr unu||||||||;

008 181015s2018 ncua obm 000 0 eng d;

035 a| (Sirsi) o1056953891;

035 a| (OCoLC)1056953891;

049 a| EREE;

090 a| LC34;

100 1 a| Hilliard, Katina N.,e| author.?| UNAUTHORIZED;

245 10 a| Examining the relationship between supports for youth development and school connectedness in a Police Athletic League after school program /c| by Katina N. Hilliard.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2018.;

300 a| 96 pages :b| illustrations;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 817.4 KB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| M.S.c| East Carolina Universityd| 2018;

500 a| Presented to the faculty of the Department of Recreation and Leisure Studies;

500 a| Advisor: Clifton E. Watts, Jr.;

500 a| Title from PDF t.p. (viewed February 12, 2019).;

520 3 a| For the past twenty years, research and practice in recreation and after-school services have utilized the positive youth development (PYD) framework. PYD is guided by principles that emphasize investing in youth through the promotion of developmental assets; it steers clear of past models that view youth as risks (Benson, Scales & Syvertsen, 2011). Internal assets are outcomes for youth that include a commitment to learning, developing positive values and identity, and having social competency (Scales, Benson, Leffert & Blyth, 2000). Schools and after-school recreation programs affect internal assets by supporting external assets such as the establishment of boundaries and expectations, empowerment of youth, constructive use of time, and support from family, peers, schools, neighbors, and other adults (Scales et al.). Staff practices related to supporting developmental assets fall into four categories: (a) safe environment (e.g., psychological and physical safety; (b) supportive environment (e.g., skill building, conflict resolution); (c) interaction (e.g., mentoring, fostering belonging); and (d) engagement (e.g., opportunities to plan and lead) (Smith et al., 2012). While there have been several studies of school-based after-school programs, there is very little research on programs run under the Police Athletic League model. The current study seeks to investigate the following research questions: (1) What program practices do PAL participants identify as important? and (2) What is the relationship between PAL program practices and youths' report of school connectedness? Results suggest that the PAL staff were performing well in all areas; however, two areas, being able to talk to staff about important things and PAL staff treating students fairly, were determined to be practices areas in which the staff could improve upon. Additionally, the results determined that a safe and supportive environment were positively correlated with school connectedness.;

504 a| Includes bibliographical references.;

650 0 a| After-school programs.=| ^A708322;

610 20 a| Police Athletic League (U.S.)=| ^A468153;

650 0 a| Youth development.=| ^A574079;

650 0 a| School environment.=| ^A11755;

653 a| school connectedness;

655 7 a| Academic theses.2| lcgft;

655 7 a| Academic theses.2| fast0| (OCoLC)fst01726453;

700 1 a| Watts, Clifton E.,d| degree supervsior.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| Department of Recreation and Leisure Studies.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/6959;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 4931038;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 4931038-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 10/15/2018x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 4931038-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 10/15/2018x| ETDz| HERESOURCE;

Examining the relationship between supports for youth development and school connectedness in a Police Athletic League after school program / by Katina N. Hilliard.

Author/creator	Hilliard, Katina N. author.
Other author	Watts, Clifton E., degree supervsior.
Other author	East Carolina University. Department of Recreation and Leisure Studies.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2018.
Description	96 pages : illustrations
Supplemental Content	Access via ScholarShip
Subjects	Police Athletic League (U.S.) After-school programs. Youth development. School environment.

Summary	For the past twenty years, research and practice in recreation and after-school services have utilized the positive youth development (PYD) framework. PYD is guided by principles that emphasize investing in youth through the promotion of developmental assets; it steers clear of past models that view youth as risks (Benson, Scales & Syvertsen, 2011). Internal assets are outcomes for youth that include a commitment to learning, developing positive values and identity, and having social competency (Scales, Benson, Leffert & Blyth, 2000). Schools and after-school recreation programs affect internal assets by supporting external assets such as the establishment of boundaries and expectations, empowerment of youth, constructive use of time, and support from family, peers, schools, neighbors, and other adults (Scales et al.). Staff practices related to supporting developmental assets fall into four categories: (a) safe environment (e.g., psychological and physical safety; (b) supportive environment (e.g., skill building, conflict resolution); (c) interaction (e.g., mentoring, fostering belonging); and (d) engagement (e.g., opportunities to plan and lead) (Smith et al., 2012). While there have been several studies of school-based after-school programs, there is very little research on programs run under the Police Athletic League model. The current study seeks to investigate the following research questions: (1) What program practices do PAL participants identify as important? and (2) What is the relationship between PAL program practices and youths' report of school connectedness? Results suggest that the PAL staff were performing well in all areas; however, two areas, being able to talk to staff about important things and PAL staff treating students fairly, were determined to be practices areas in which the staff could improve upon. Additionally, the results determined that a safe and supportive environment were positively correlated with school connectedness.
General note	Presented to the faculty of the Department of Recreation and Leisure Studies
General note	Advisor: Clifton E. Watts, Jr.
General note	Title from PDF t.p. (viewed February 12, 2019).
Dissertation note	M.S. East Carolina University 2018
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.
Genre/form	Academic theses.
Genre/form	Academic theses.

Availability

Library	Location	Call Number	Status	Item Actions
	Electronic Resources	Access Content Online	✔ Available

Examining the relationship between supports for youth development and school connectedness in a Police Athletic League after school program / by Katina N. Hilliard.

Click here for more information about this title

Availability