Youth Development Practitioners and Their Relationships in Schools and After-School Programs

Autor/inn/en	Noam, Gil G.; Bernstein-Yamashiro, Beth
Titel	Youth Development Practitioners and Their Relationships in Schools and After-School Programs
Quelle	In: New Directions for Youth Development, (2013) 137, S.57-68 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-8916
DOI	10.1002/yd.20048
Schlagwörter	After School Programs; School Personnel; Interprofessional Relationship; Social Cognition; Individual Characteristics; Teacher Characteristics; Adolescent Development; Teacher Student Relationship; Mentors; Barriers; Youth Programs + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Schulpersonal; Soziale Kognition; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Teacher student relationships; Lehrer-Schüler-Beziehung; Jugendsofortprogramm
Abstract	This article examines the kinds of relationships that nonteacher educators, especially youth development practitioners working in after-school settings, have with students. It addresses the fact that these adults in schools have an explicit youth-oriented and relational approach, find out many productive and anxiety-provoking facts about their students, and often do not have sufficient training and supervision to deal with the problems that emerge. It also examines the issue that the roles of these practitioners are varied and differ from the often very defined roles of other school personnel. The article divides the typical functions of the youth development practitioner into three main domains: educator, mentor, and connector. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10