Educating Urban At-Risk College Students on Aspects of Life Skills and Personal Management While Enrolled at Borough of Manhattan Community College

Autor/in	Holland, Rochelle A.
Titel	Educating Urban At-Risk College Students on Aspects of Life Skills and Personal Management While Enrolled at Borough of Manhattan Community College
Quelle	(2005), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	High Risk Students; Intervention; Family Problems; College Students; Wellness; Family Life; Coping; Community Colleges; Urban Schools; Daily Living Skills; Academic Persistence; School Holding Power; Social Influences; Interpersonal Relationship; Learning Modules; New York (New York) + Suchen Sie Ihr Suchwort? Problemschüler; Familienkrise; Collegestudent; Well being; Well-being; Wohlbefinden; Bewältigung; Community college; Community College; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Alltagsfertigkeit; Sozialer Einfluss; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Learning module; Lernmodul
Abstract	This research report was written on the premise of devising an intervention module for wellness among at-risk community college students, which can enhance retention within the group. Barriers to retention cannot solely be eradicated by didactic remedial services of a core curriculum; there must be a dichotomy of intervention, which includes building academic competency as well as intervention strategies for enhancing social functioning with an emphasis on life-skills that incorporates the family-life cycle. This report was structured into three sections, entitled the breadth, depth, and application. The breadth discusses how community colleges have historically been on the forefront for educational opportunity for many urban dwellers and how these institutions have awarded degrees to numerous individuals. The depth is a review of some contemporary research that indicates that students have reported that family-life was an impeding factor for retention. Currently, there is a need for social intervention strategies to be devised and implemented among at-risk students who attend these institutions. The application explores a proposed intervention module that can be implemented to assist with restoring wellness among at-risk community college students with an emphasis on family-life, which can enhance retention. This wellness module was devised from a family systems theory perspective, which states that if one family member is experiencing a problem, then all family members are affected by that problem, and the problem is deemed as a family-problem. This intervention module can build resilience among many community college students who have barriers to retention, on the basis of having multi-tasking roles from family-life, employment, and academia. Students will be taught coping skills for multi-tasking as well as how to utilize resources. Last, based on current literature in higher education, counselors and educators will need to devise more intervention strategies for effective communication skills and understanding behavior dynamics among students within a multicultural global community. (Author).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10