Responding to the Crisis: RALLY's Developmental and Relational Approach

Autor/inn/en	Noam, Gil G.; Malti, Tina
Titel	Responding to the Crisis: RALLY's Developmental and Relational Approach
Quelle	In: New Directions for Youth Development, (2008) 120, S.31-55 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-8916
DOI	10.1002/yd.284
Schlagwörter	Mental Health; Youth Programs; Advocacy; After School Programs; Academic Achievement; Student Development; Adolescent Development; At Risk Students; Developmental Stages; Interpersonal Relationship; Child Health; Health Promotion; Personality Traits; Social Development; Mentors; Middle School Students; Educational Environment; Family Involvement + Suchen Sie Ihr Suchwort? Psychohygiene; Jugendsofortprogramm; Sozialanwaltschaft; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Schulleistung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Soziale Entwicklung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	The authors introduce the RALLY (Responsive Advocacy for Life and Learning in Youth) approach. RALLY is a school- and afterschool-based approach addressing academic success, youth development, and mental health for youth. Based on developmental and relational principles, RALLY's main goals are to promote students' resiliency, development, and academic functioning, as well as to reduce the typical adolescent's risks. By implementing a new professional role of RALLY practitioners, who are developmental specialists and interconnect the different social worlds of students, RALLY creates the resources to provide social opportunities and quality practices to meet students' needs and facilitate their growth. A three-tiered system helps to implement mental health and educational practice, thus providing differential support for students with different needs. Early identification of risks and resiliencies helps to avoid chronicity and pinpoint adequate treatments as soon as possible. (Contains 1 table, 2 figures and 34 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10