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|a 10.1007/978-3-319-59132-2
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|a After-School Programs to Promote Positive Youth Development
|h [electronic resource] :
|b Integrating Research into Practice and Policy, Volume 1 /
|c edited by Nancy L. Deutsch.
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| 250 |
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|a 1st ed. 2017.
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|a Cham :
|b Springer International Publishing :
|b Imprint: Springer,
|c 2017.
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|a XIV, 71 p. 1 illus.
|b online resource.
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|a Advances in Child and Family Policy and Practice,
|x 2625-2546
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|a Springer eBook Collection
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|a Executive Summary: Overview of Brief and Recommendations for Practice and Policy.- Chapter 1. Why After-School Matters for Positive Youth Development -- Chapter 2. Understanding What Makes the "Magic" Happen: Key Components of Engaging After-School Programs for Children and Adolescents -- Chapter 3. Measuring Youth Participation, Program Quality, and Social and Emotional Skills in After-School Programs -- Chapter 4. Let's Talk After-School: The Promises and Challenges of Positive Youth Development for After-School Research, Policy, and Practice. .
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| 520 |
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|a The first volume of this SpringerBrief presents a series of papers compiled from a conference about how after-school programs may be implemented to promote positive youth development (PYD) hosted by Youth-Nex, the University of Virginia Center to Promote Effective Youth Development. This volume reviews the importance of after-school programs for PYD and discusses key components of effective after-school programs. It also discusses issues related to the evaluation and measurement of quality in after-school programs. In addition, the brief presents suggestions for how researchers, policy makers, and practitioners can move the field forward and maximize the potential of after-school time and programs for promoting positive youth development for children and adolescents. Topics featured in this brief include: The history of the relationship between after-school programs and positive youth development. Specific features of programs that are important for advancing positive youth development. Issues in and approaches to measuring quality in after-school programs. The Quality, Engagement, Skills, Transfer (QuEST) model and its use for measuring effective after-school programs. A case study evaluation of the Girls on the Run program. After-School Programs to Promote Positive Youth Development, Volume 1, is a must-have resource for policy makers and related professionals, graduate students, and researchers in child and school psychology, family studies, public health, social work, law/criminal justice, and sociology. .
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|a Loaded electronically.
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|a Electronic access restricted to members of the Holy Cross Community.
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|a Child psychology.
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|a School psychology.
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|a Families.
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|a Families—Social aspects.
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| 650 |
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|a Public health.
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| 690 |
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|a Electronic resources (E-books)
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|a Deutsch, Nancy L.
|e editor.
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