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Descriptors:
Child Abuse; Smoking; Adolescents; Child Welfare; Drinking; Depression (Psychology); Resilience (Psychology); Early Intervention; Caregivers; Sexual Abuse; Correlation; Symptoms (Individual Disorders); Young Adults; Welfare Services; Religion; Community Involvement; Prevention

Abstract:
Objective: It is well established that child maltreatment reflects a context of risk for multiple negative outcomes. Identifying factors that protect against negative outcomes is important for the development of strengths-based approaches that emphasize resilience, particularly for youth transitioning out of the child welfare system. The current study examined the relationship between an internal resilience measure, the Connor-Davidson Resilience Scale (CD-RISC; Connor & Davidson, 2003), and several external measures of resilience and behavioral outcomes (tobacco use and dependence, alcohol use and problems, and depression symptoms). In addition, two models of resilience were examined in the context of child maltreatment: a compensatory model and a risk-protection model. Methods: Ninety-three emerging adults (ages 18-25) who were making the transition out of child welfare completed self-report measures of child maltreatment, internal resilience (CD-RISC), external resilience (academic achievement, religious and community involvement, monitoring by caregivers, and presence of an adult mentor), alcohol and tobacco use, and depression symptoms. Results: Internal resilience was significantly associated with involvement in religion and community, and monitoring by caregivers. In addition, internal resilience was negatively associated with past year smoking and nicotine dependence, and with symptoms of depression. Hierarchical regression analyses were conducted to examine the direct and interaction effects of resilience on depression symptoms in the context of child maltreatment. When internal resilience was added to the model, it made a significant contribution to depression scores over and above child maltreatment (physical, sexual, and emotional abuse; emotional neglect). In addition, there was a significant Sexual Abuse x Resilience interaction, wherein high resilience was associated with a reduction in depression scores at higher levels of sexual abuse. Conclusions: These findings support internal resilience as both a compensatory and protective factor for depression symptoms in the context of sexual abuse among emerging adults transitioning out of child welfare. Prevention and early intervention within child welfare should include strengthening internal resilience, with continued monitoring of competencies through the transition from adolescence to emerging adulthood. (Contains 3 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Childrens Writing; Writing (Composition); Writing Processes; Family Literacy; Community Cooperation; Community Involvement; After School Programs; Emergent Literacy; Adult Literacy; School Community Programs; School Community Relationship; Writing Workshops; Meetings; Outreach Programs; Improvement Programs

Abstract:
What can family members learn about each other from writing together? What sense of community can develop between family members and across families as they write together? What areas of culture and community can be realized as families write together? These are the questions that fostered this current inquiry into a family writing project. Four families, connected through an urban community school, met together to write and share with one another. Excerpts of adult and children's writing is included and discussed along with the structure of developing a family writing project. Implications for classroom practices for teaching writing with children are discussed. (Contains 8 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Community Involvement; Social Networks; Community Influence; Elections; Housing; Ownership; Citizen Participation; Surveys; Neighborhoods; Comparative Analysis; Role; Correlation

Abstract:
Proponents of homeownership policies often argue that homeowners participate more actively in community life and civic affairs than renters. Although research suggests higher rates of participation among homeowners, the underlying mechanisms driving this relationship are unclear. On one hand, the locally dependent financial investments homeowners make in their communities could lead them to participate as a means of protecting their principal investment. On the other hand, homeownership could stimulate participation by increasing residential stability, enabling households to overcome the institutional barriers and to develop the social networks that drive community participation. The failure to differentiate between these pathways muddies our understanding of how homeownership matters for community life. Drawing on the November supplement of the Current Population Survey, this article investigates whether homeowners are more likely to vote in local elections, participate in neighborhood groups and join civic associations. A falsification strategy compares these outcomes to a set of placebo measures to address concerns that the findings are driven by selection. The research identifies an independent role for residential stability and locally dependent financial investments in explaining why homeowners participate in their communities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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School Location; Minority Group Students; Family Life; Rural Schools; Socioeconomic Status; Surveys; Teachers; Rural Education; Students; Teacher Student Relationship; Community Involvement; Parent Participation; Urban Areas; Urban Schools; Suburban Schools; Educational Improvement

Abstract:
MetLife has sponsored and Harris Interactive has conducted the annual MetLife Survey of the American Teacher series since 1984 to share the voices of teachers with educators, policymakers and the public. The series examines significant changes and trends over time, highlights important current issues, and explores topics relevant to the future of education, teaching and student success. Throughout the MetLife Survey series, reports have noted the important ways in which the experiences of teachers, principals and students can vary depending on the school setting, including such factors as school level (elementary, middle and high school), school location (urban, suburban, rural), and student population (proportion of low income students and/or minority students). This brief presents selected findings from recent survey reports highlighting views from rural schools. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Physical Education; Physical Activities; Children; Community Involvement; Certification; Administrators; Administrator Role; Communication Strategies; Computer Uses in Education; Outreach Programs; Community Programs; National Programs; School Community Relationship; Elementary Schools; Physical Education Teachers; Program Development; Program Descriptions; Guidelines; Family Involvement

Abstract:
Engaging families and communities in physical activities for the benefit of children is an extension of the role of a physical education instructor. Although it is possible for a physical educator to generate ideas that encourage families and communities to move, a certified director of physical activity (C-DPA) would be better trained to facilitate family and community involvement in physical activity. This article provides a brief review of existing research about the benefits of family and community involvement in creating a physically active environment for children and presents a number of strategies that a physical educator, especially a C-DPA, can implement to make family and community involvement a reality. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Stakeholders; Experiential Learning; Physical Education; Community Involvement; Family Involvement; School Community Relationship; Community Programs; Service Learning; After School Programs; Elementary School Students; Health Related Fitness; Physical Activities; College School Cooperation; Partnerships in Education; Program Development; Program Descriptions; Program Effectiveness; Program Implementation; Program Evaluation; Guidelines; Barriers; Educational Finance; Pretests Posttests

Abstract:
There is a need within health, physical education, recreation, dance, and sport programs to increase community engagement via experiential learning. The Chase Charlie Races are presented in this article as a model pedagogical strategy to engage community youths and families in a training program and running event to help promote fitness. Key considerations for conducting a community-based initiative are discussed, such as how to assess project needs, overcome financial and operational challenges, and evaluate the program. An analysis of the benefits for the community and the student stakeholders supports the implementation of this type of program. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Physical Education; Physical Activities; Community Involvement; School Restructuring; Physical Activity Level; Administrator Role; Health Promotion; After School Programs; Program Implementation

Abstract:
In response to concerns that children are physically inactive, a Centers for Disease Control and Prevention committee developed school-based implementation strategies centered on the components of a Comprehensive School Physical Activity Program (CSPAP), composed of the physical education program, physical activity during the school day, staff involvement, before- and after-school programming, and family and community involvement. The purpose of this article is to discuss the role of the director of physical activity in the implementation of the CSPAP component of physical activity during the school day. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learner Engagement; Learning Processes; Foreign Countries; Educational Change; Partnerships in Education; Middle School Students; Models; Case Studies; Community Involvement; School Community Relationship; Pilot Projects

Abstract:
The middle grades are a time of significant physical, social, emotional, and cognitive change. This article suggests a theoretical framework for engaging students at this critical stage through applied learning and community partnerships. Applied learning is defined as the immediate and purposeful connection between school-based and real-world learning. Community partnerships are underpinned by the social process of learning, extending beyond the formal school settings and classroom to the wider community, including parents, community groups, clubs, volunteer organizations, employers, and workplaces. These practical partnerships represent one means of providing innovative and engaging learning; including a genuine shared understanding of what is required for learners to be successful in a complex world. An Australian case study is presented, and implications drawn for curriculum and pedagogy in contemporary school settings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Identification; Identification (Psychology); Foreign Countries; Self Esteem; Perception; Community Involvement; Correlation; Psychology; Community Relations

Abstract:
Based on the Social Identity and Social Categorization Theory framework, this study investigated how identification with the physical component of a community (i.e., the place identity), the perception of a community (i.e., the ingroup) in terms of cohesion and entitativity, and the perception of one or more territorial communities as laying beyond a community's boundaries (i.e., the outgroup) affect a psychological sense of community (PSOC). A survey was conducted with 477 residents (55.1 & female; aged 16-80 years) in the Salento region, Italy. The results showed that the more individuals identified with the spatial community, the more they felt connected to their fellow residents and the more satisfied they were with their social relationships. More importantly, the findings highlighted the contribution of ingroup-outgroup relationships on shaping PSOC, which suggests that determinants of PSOC should include both the internal identification processes and the processes that lead communities to behave towards other communities. (Contains 2 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Systems Approach; Participatory Research; Community Involvement; Public Health; Drinking; Prevention; Case Studies

Abstract:
Community-based participatory research (CBPR) is being used increasingly to address health disparities and complex health issues. The authors propose that CBPR can benefit from a systems science framework to represent the complex and dynamic characteristics of a community and identify intervention points and potential "tipping points." Systems science refers to a field of study that posits a holistic framework that is focused on component parts of a system in the context of relationships with each other and with other systems. Systems thinking tools can assist in intervention planning by allowing all CBPR stakeholders to visualize how community factors are interrelated and by potentially identifying the most salient intervention points. To demonstrate the potential utility of systems science tools in CBPR, the authors show the use of causal loop diagrams by a community coalition engaged in CBPR activities regarding youth drinking reduction and prevention. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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