Transcript Programming Framework

Evidence-Based Practice: The Benefits
of an Intentional After-School Program
58th Annual Cortland Recreation Conference
“Reach for Recreation”
November 7, 2008
Eddie Hill, Ph.D.
SUNY Cortland
Learning Objectives
1. The audience will gain insight into resiliency theory and its
application in a youth recreation programming context by
demonstrating knowledge by participating in Jeopardy.
2. The audience will gain knowledge of Benefits-Based
Programming, including its four steps by a “practice
programming” exercise.
3. The audience will become aware of the innovative,
collaborative after-school program (RALLY) by
participating in Jeopardy.
Recreation and Youth
Development…
• Brat Camp
• Kid Nation
• Last Child in the Woods
• How do “we” and “they” benefit?
What is the
“Benefits Movement?”
The Benefits Movement
• The movement seeks
to shift the perception
of recreation as a
discretionary service
to an essential
preventive,
developmental, and
rehabilitative human
service (Allen,
Stevens, Hurtes, &
Harwell, 1998).
Benefits Literature
During the 1990s, the National Parks and Recreation
Association (NRPA) initiated the “Benefits are Endless”
campaign.
• Environmental
benefits…
• Community benefits…
• Economic benefits…
• Individual benefits…
Achieved through BBA,
BBM and BBP
Benefits-Based Programming
• BBP describes an
approach in which
recreation professionals
engineer theory-based
experiences that are
directed at specific,
targeted outcomes
(Hurtes, Allen &
Stevens, 2000).
Benefits-Based Programming
• As recreational
professionals and others
target societal concerns
such as providing youth
with beneficial
recreation programs, we
are provided with
empirically driven
frameworks that assist
in this process.
Benefits-Based Programming
• Often we are
concerned with
individual benefits…
– A common conceptual
framework that
addresses individual
benefits is resiliency.
Resiliency
• A resilient individual is one who has the
capacity to effectively cope, adjust and
respond to problems, issues, and
circumstances that face him or her in
everyday life.
Resiliency (Wolin & Wolin)
• Seven
components/skills of
resiliency:
–
–
–
–
–
–
–
Insight
Independence
Relationships
Initiative
Creativity
Humor
Values Orientation
Literature Review:
Seven Resiliency Traits
• Insight: Increasing self-awareness and
developing sense of identity
• Independence: Asserting oneself; making
healthy choices despite peers’ decisions.
• Relationships: Making and keeping healthy
relationships
(Wolin & Wolin, 1993)
Literature Review:
Seven Resiliency Traits
• Initiative: Making self-determined decisions;
proactive
• Creativity: Generating alternatives to help cope
• Humor: Looking at the lighter side of things
• Morality: Making decisions to live a good life
(Wolin & Wolin, 1993)
Literature Review:
Resiliency
• Although much of the literature shows that
resiliency is innate, many individuals need
exposure to “protective factors” that help combat
“risk factors” which may help foster their own
resiliency.
Literature Review:
Resiliency
• Risk Factors--issues that may lead to
undesirable, unhealthy behaviors,
increased levels of stress and inconsistent
parenting.
• Protective Factors--consist of individual
or environmental characteristics that
promote resiliency (Allen et al. 1998).
Benefits-Based Programming
• STEP 1: Outcomeoriented program goals
• STEP 2: Program
components
• STEP 3: The progress
toward the desired goals
must be assessed.
• STEP 4: Publicize its
accomplishments.
The need for healthy
youth…
•
Academics
– Standardized test scores
steadily improved
– Marked declines in their
students’ problems in the
classroom
•
Resiliency & Character
– RALLY students’ classroom
teachers reported marked
improvements
– improvements in their
relationships, both with
teachers and with their
parents
Last Child in the Woods
– Richard Louv
•
Benefits-Based Programming
• STEP 1: Outcomeoriented program
goals should be
identified that are
meaningful to the
agency, the
participants, and
other stakeholders.
Responsive Advocacy for Life
and Learning in Youth (RALLY)
Model
• Prevention in- and
after-school program
focused on the socioemotional part of the
youth
• Collaborative
partnership: ODU,
NPS, and Harvard
Benefits-Based Programming
• STEP 2: Program
components should
be intentionally
structured to address
the stated goals.
•
RALLY Individual Activity
Plan
Facilitators: __________________________________________
Date: __________ Week:_____
• Name of Activity (and page number if used from Training
Wheels©):
• Resiliency and Character Traits:
• Objectives:
• Materials Needed:
• Time needed:
• Activity Steps (1, 2, 3 etc.):
• Debriefing/Processing questions & activities:
RALLY and Outdoor Recreation:
Promoting Environmental Awareness in
Kids (PEAK)
Benefits-Based Programming
• STEP 3:
According to the
BBP model, the
progress toward
the desired goals
must be assessed.
Assessment
Pilot Year
• Pre- and post-test
• Resiliency and Attitudes
Skills Profile (RASP)
• Collective Responsibility
for Excellence and Ethics
(CREE)
• Child-Parent relationship
Scale
Measurement:
Resiliency Attitudes & Skills
Profile: Reliability and Validity
• Internal Consistency
– Cronbach’s alpha = .91
• Convergent Validity
– Significantly correlated with...
• MHI
– Psychological well-being = .47
– Psychological distress = -.22
(Hurtes & Allen, 2003)
Afterschool RALLY Participation
80
70
60
50
Series1
40
Series2
30
20
10
0
Benefits-Based Programming
• STEP 4: An
organization
should publicize
its
accomplishments.
BBP Exercise!
Recreation Jeopardy!
Questions and Answers
• Thank you for
sharing your
afternoon with
me!
Eddie Hill, Ph.D., Assistant Professor
Recreation, Parks & Leisure Studies Dept.
SUNY Cortland
P.O. Box 2000
Cortland, NY 13045
phone: 607.753.2448
[email protected]
http://facultyweb.cortland.edu/hille
www.cortland.edu/rec