Simple Interactions: Piloting a Strengths-Based and Interaction-Based Professional Development Intervention for Out-of-School Time Programs

Autor/inn/en	Akiva, Thomas; Li, Junlei; Martin, Kelly M.; Horner, Christy Galletta; McNamara, Anne R.
Titel	Simple Interactions: Piloting a Strengths-Based and Interaction-Based Professional Development Intervention for Out-of-School Time Programs
Quelle	In: Child & Youth Care Forum, 46 (2017) 3, S.285-305 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Akiva, Thomas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-1890
DOI	10.1007/s10566-016-9375-9
Schlagwörter	Professional Development; After School Programs; Pilot Projects; Cohort Analysis; Classroom Observation Techniques; Video Technology; Teacher Student Relationship; Intervention; Interaction + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Pilot project; Modellversuch; Pilotprojekt; Kohortenanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion
Abstract	Background: Adult-child relational interactions constitute an essential component of out-of-school-time programs, and training staff to effectively interact with children is key to improving program quality. Efficient staff training, that meets the limited time availability of out-of-school time staff, is particularly needed. Objective: This pilot study introduces Simple Interactions (SI), an innovative, strengths-based, and interaction-based professional development approach. Rather than attempting to teach generic competencies or targeting weakness areas for improvement, SI is designed to help program staff build from their strengths. Methods: In two cohorts over the course of 10 months, ten afterschool programs (N = 70 staff) participated in a pilot of SI. Program staff watched short video clips of themselves working with children and used the intuitive, 1-page SI Tool to guide discussion of adult-child interactions; specifically, connection (affective intune-ness), reciprocity (balanced roles of engagement), participation (involving all children), and progression (incremental challenge). Results: Results suggest that participants valued the professional development process, the strengths-based approach, and the use of self-video despite initial apprehension, and reported perceived improvements in their professional learning communities. Pre-post videos of Cohort 2 staff (n = 20), coded blind to time point (pre or post), indicate significant and substantive improvements in staff-child connection, reciprocity, and participation. Conclusion: These results support the use of this simple, practical, and potentially effective model of supporting quality improvement for and by local staff. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01