SEL: Third Ward Intervention

Autor/inn/en	Malkemes, Mike; Waters, Joan
Titel	SEL: Third Ward Intervention
Quelle	In: Journal of Applied Research on Children, 7 (2017) 1, Artikel 10 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-5834
Schlagwörter	Social Development; Emotional Development; Student Behavior; Parent Participation; Poverty; Self Control; Behavior Problems; Barriers; Family Relationship; Well Being; Nonprofit Organizations; Parenting Styles; Child Development; Cognitive Development; Stress Variables; Family Environment; Parent Child Relationship; Physical Development; Family School Relationship; Trust (Psychology); Early Intervention; Educational Environment; Psychological Patterns; Texas (Houston) + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Student behaviour; Schülerverhalten; Elternmitwirkung; Armut; Selbstbeherrschung; Well-being; Wellness; Wohlbefinden; Nonprofit-Organisation; Kindesentwicklung; Kognitive Entwicklung; Familienmilieu; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Körperliche Entwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	A review of the effects of generational poverty on the development of children and the well-being of their families is compared with nine years of experience by Generation One, a non-profit organization that operates a school and a revitalization program in the Third Ward of Houston, Texas. Analysis of student behavior and the level and quality of parent involvement points to the children's lack of self-control (tantrums, disruptions, etc.) and their parents' limited engagement in school or the community as the key barriers to their learning. In the research of brain/cognitive, language/literacy, personal-social, emotional, and physical development, as well as parenting, and family well-being, generational poverty is shown to negatively impact all areas of child development (even prenatally) irritate family relationships, and create home environments of hopelessness and toxic stress. Six factors were identified by Generation One for ameliorating these negative effects: 1) hope, 2) early intervention, 3) social-emotional learning (SEL), 4) parent/caregiver relationships, training, and involvement, 5) home, school, and community environment, and 6) community awareness and collaborative action. Possible solutions are Social-Emotional Learning (SEL), School-Family Partnerships (SFPs), and comprehensive Community Coalitions. Early intervention is based on long-term commitment, one-to-one trust relationships, resident empowerment by awareness and skill training, and creation of environments of encouragement and support where positive mindsets and hopeful visions for the future thrive. (As Provided).
Anmerkungen	Children At Risk. 2900 Weslayan Street Suite 400, Houston, TX 77027. Tel: 713-869-7740; Fax: 713-869-3409; e-mail: jarc@childrenatrisk.org; Web site: http://digitalcommons.library.tmc.edu/childrenatrisk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01