A Community Service for a Rural High School.

Autor/in	Gonzales, Linda R.
Titel	A Community Service for a Rural High School.
Quelle	(1983), (14 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adolescents; Case Studies; Community Services; Extracurricular Activities; Faculty Organizations; Grade 8; Graduate Students; High Schools; Higher Education; Intervention; Models; Psychology; Rural Schools; Self Esteem; Social Support Groups; Stress Variables; Student Attitudes; Teacher Attitudes; Unemployment; Oregon + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Case study; Fallstudie; Case Study; Gemeindenahe Versorgung; Außerunterrichtliche Aktivität; School year 08; 8. Schuljahr; Schuljahr 08; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Psychologie; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Self-esteem; Selbstaufmerksamkeit; Social support; Soziale Unterstützung; Schülerverhalten; Lehrerverhalten; Arbeitslosigkeit
Abstract	The case study illustrated how the principles of the ecological paradigm guided the entry, assessment, design, implementation, and evaluation of three collaborative interventions in a rural Oregon high school. A core group of faculty and administration at the small high school serving 370 students in grades 8-12 requested four University of Oregon psychology graduate students to work with them to raise student self-esteem. In the entry and assessment phases, the graduate team established a working relationship with the core group and gained entry with resource people and social settings. A comprehensive longitudinal assessment of the community revealed that while teachers and students both had low self-esteem, both groups desired to change the school atmosphere. The core group and graduate students designed student activity clubs to provide more opportunities for students to develop personal competencies, a transition program to provide positive relationships between eighth graders and upperclassmen, and a teacher support gorup for promoting socializing and faculty peer support. After one year, the first two interventions were considered successful and continued. The third was considered unsuccessful because it increased divisiveness among the faculty. Paradigm principles which influenced the intervention are discussed. (SB)
Anmerkungen	Palo Alto VAMC, 182C, 3801 Miranda Avenue, Palo Alto, CA.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC