A Model Mentor/Advisor Program Supporting Secondary School Youth with Emotional and Behavioral Challenges and Their Families within Rural Vermont (October 1, 1996-September 30, 2000). Final Report.

Autor/inn/en	Welkowitz, Julie; Fox, Wayne L.
Institution	Vermont Univ., Burlington. Center on Disability and Community Inclusion.
Titel	A Model Mentor/Advisor Program Supporting Secondary School Youth with Emotional and Behavioral Challenges and Their Families within Rural Vermont (October 1, 1996-September 30, 2000). Final Report.
Quelle	(2001), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavior Disorders; Conflict Resolution; Emotional Disturbances; High Risk Students; High Schools; Interpersonal Competence; Mentors; Modeling (Psychology); Prevention; Program Design; Program Effectiveness; Self Concept; Self Esteem; Service Learning + Suchen Sie Ihr Suchwort? Conflict solving; Konfliktlösung; Konfliktregelung; Gefühlsstörung; Problemschüler; High school; Oberschule; Interpersonale Kompetenz; Modeling; Modelling; Modellierung; Prävention; Vorbeugung; Programme design; Programmaufbau; Programmplanung; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Service-Learning
Abstract	This final report discusses the activities and outcomes of the Mentor/Advisor Project, a program designed to promote positive self-concept and school success for high school students at risk of or experiencing emotional and behavioral disabilities in rural Vermont. The Project involved small groups of heterogeneous students (i.e., those with and without behavior problems) facilitated by an adult mentor, who engaged in community service learning activities and individualized projects that built upon their strengths and interests. Through these applied activities, students learned skills in the areas of collaboration, problem solving, conflict resolution, and self-appraisal. The mentor/advisors were volunteers from the school staff and received on-going support and consultation. Evaluation of the model was conducted in 1 school over a 4-year period. The evaluation process consisted of quantitative and qualitative components. Students (n=102), parents, and teachers involved with the Mentor/Advisor Project were all included in the evaluation process, in addition to a matched control group. Students indicated that participation in the mentor groups had a positive effect on their relationships and increased their self-esteem, and parents noted their children gained skills as a result of their participation, particularly in the area of conflict resolution. (CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01