The Honolulu Buddy System Project: Training, Evaluation and Research. Final Report, July 1, 1970 to September 30, 1973.

Institution	Hawaii Univ., Honolulu. Social Welfare Development and Research Center.
Titel	The Honolulu Buddy System Project: Training, Evaluation and Research. Final Report, July 1, 1970 to September 30, 1973.
Quelle	(1973), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Adolescents; Court Role; Cross Age Teaching; Delinquency; Delinquency Prevention; Delinquent Rehabilitation; Dropout Prevention; Elementary Secondary Education; Evaluation; Federal Programs; Individual Instruction; Individualized Programs; Juvenile Courts; Program Effectiveness; Success; Teaching Methods; Tutorial Programs; Tutors; Young Adults; Youth Problems; Youth Programs; Hawaii (Honolulu) + Suchen Sie Ihr Suchwort? Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kriminalität; Evaluierung; Individuelles Lernen; Individualisierte Ausbildung; Juvenile court; Jugendgericht; Erfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Förderlehrer; Lehrender; Tutor; Young adult; Junger Erwachsener; Jugendsofortprogramm
Abstract	A summary and highlight of the significant developments, major accomplishments and important research findings of the three years of operation of the Honolulu Buddy System Project is contained in this document. In addition, the implications that the research data have generated, along with further directions to be explored are included. Most importantly, the report specifies the exact ways in which the Family Court can incorporate the concept and techniques demonstrated by the Buddy System into the existing Family Court structure and how they may effectively be utilized by the present staff. Significant achievements that are identified include the following: (1) participation in the program does not in and of itself increase school attendance; (2) the utilization of the principles and techniques of behavior modification is effective in the treatment of youth participating in the project; and (3) nonprofessionals can be trained to become effective change agents when working with youth. Among the problem areas that are listed are the following: the administrative delays in processing contracts and hiring personnel, the inadequacies of the Youth Referral System, parental refusal to participate in projects due to labeling, the training of parents, and data collection by buddies and behavior analysts. A major consistent findings is that the Buddy System is most effective in reducing offenses than in preventing them. (Author/AM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC