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McGinty, S. (1999). Resilience, Gender, and Success at School. Adolescent Cultures, School, and Society, Vol. 1. This book was written in an attempt to understand the experiences of young women who struggled and compromised to succeed at school, and in doing so, created new pathways to success. Chapter One introduces the five young women whose stories form the basis of the book. It discusses multiple definitions of success and risk. Chapter Two presents a mini-ethnography of the school environment in which the students functioned. Chapters Three through Seven tell the stories of the young women. Chapter Eight looks at the commonalties and differences in the young women's stories, and where possible, relates them to current theories of school success. It describes how success for these young women was created by new pathways and supported at the personal, family, and school/community levels. Chapter Nine summarizes the influences on success, resilience, and gender. It concludes with suggestions for establishing school environments that are conducive to success for students with difficult lives. Appendix One "Methodological Appendix," describes the ethnographic methods used in the research. (Contains 4 tables and 138 references.) (Author/JDM) ED445282
McGinty, S. (1999). Resilience, gender, and success at school. New York: P. Lang. Lc1755.m34 1999 373.18235/2
McGoldrick, M. (1998). Re-visioning family therapy: race, culture, and gender in clinical practice. New York: Guilford Press. Rc451.5.a2 r4 1998 616.89/156/08900973
McGrath, H. (2000). The BOUNCE BACK! Resiliency Program: A Pilot Study., Paper presented at the Annual Conference of the American Educational Research Association (New Orleans, LA, April 24-28, 2000). Page Length: 19. This paper investigates the impact of the BOUNCE BACK! Resiliency Program on teachers and students. The program teaches coping skills to students, 11-12 years old, to help them resist the use of substances and other risk-taking behaviors. The program contains five elements: (1) the core component of coping skills; (2) a supportive social skills program; (3) a SCARF classroom chapter, based on values of support, cooperation, acceptance, respect, and friendliness; (4) an anti-bullying program which includes coping strategies for bullying; and (5) a "Success Thinking" program. Core components of the program are based on four types of coping skills: optimistic thinking and humor, rational interpretation of events, normalizing, and help seeking and self-disclosure. Eight schools participated in the pilot study, which questioned whether the program could help students learn the BOUNCE BACK! acronym, increase students' coping skills, improve teacher resilience and counseling, and determine teacher satisfaction with the program. Results indicate that the BOUNCE BACK! Resiliency Program appears to be an effective and user-friendly program for teaching students strategies for coping with negative events in their lives. Teachers reported an increase in their coping skills and their skills in counseling students. (Contains 27 references, 4 tables, and 2 figures.) (JDM) ED440334
McIntosh, R. J. (1998). The peoples of the Middle Niger: the island of gold. Malden, MA: Blackwell Publishers. Gn652.m25 m35 1998
McIntyre, K., & Others (1990). Resilience among High Risk Youth., 53p. This report focuses on children who are at risk for abusing alcohol and other drugs. It notes that the concept of risk factors is only one component necessary to understanding the range of youth drug-related behaviors. A second component, protective factors, is identified and defined as those aspects of a person's biology, psychology, and environment which serve to mediate or mitigate against substance abuse. These protective factors serve as the basis of this report. It begins by discussing protective factor research and providing an overview of the contributions derived from the mental health field. The analysis and research of several individuals and teams are highlighted in order to provide an understanding of how the concept of protective factors has been approached, the direction their insights have taken them, and the results they have achieved. Following this, the report considers the status of protective factor research in the alcohol and other drug abuse field. It is noted that several factors have been strongly identified in the literature as protective against the development of alcohol or other drug abuse; personal, social, and familial factors are listed. A third section explores issues related to protective factor research. The concluding section considers the implications of protective factor research for social policy and for prevention programming. (NB) ED333278
McKinney, J. D., & Others (1993). Academic Consequences of Learning Disability: Longitudinal Prediction of Outcomes at 11 Years of Age. Paper presented at the Special Issue: Risk and Resilience in Individuals with Learning Disabilities: An International Focus on Intervention Approaches and Research. The Carolina Longitudinal Learning Disabilities Project identified 42 first- and second-grade students with learning disabilities (LD) and compared their development over 5 years with that of randomly selected peers. Different variables were predictive for the two groups. Teacher perceptions of intelligence, measured intelligence quotient, grade retention, and task-oriented behavior predicted outcomes for LD children. (Author/DB) EJ465469
McLean, T., Jill, & Others (1996). What Gets Me Into Trouble Is "My Big Mouth:" Women and Girls, Race and Relationship. Paper presented at the Special theme issue on "Courage for Troubled Girls.". Follows 26 at-risk girls for a three-year period, pursuing the research that many girls find their voice muted in adolescence. Explores the dynamics of girls' resilience and resistance (some are "loud" in protest, others adopt a strategy of silence). Emphasizes the role of relationships in girls' lives. (LSR) EJ540527
McMillan, J. H., & Others (1992). A Qualitative Study of Resilient At-Risk Students. Review of Literature., 74p. This review of literature organizes and categorizes recent research on at-risk students, concentrating on resilient at-risk students. Programs that have been effective in promoting the success of at-risk students are reviewed, and a file of resources on at-risk students has been compiled. The 61 resources located in this study are organized in the following ways: (1) summary of the literature; (2) summary of characteristics of at-risk students; (3) summary and analysis of effective programs; (4) summary and analysis of research on resilient students; (5) index of literature by grade level and resource type; (6) an annotated bibliography of 61 resources; and (7) a file of resources that contains copies of manuscripts local school divisions can use. Research shows that effective programs that help at-risk students are characterized by early intervention, a positive school climate, a central role for the teacher, small class size, and parent involvement. Other important components are self-esteem and support building, guidance and mental health counseling, social and life skills education, perhaps coupled with vocational education, and peer involvement. (SLD) ED389779
McMillan, J. H., & Reed, D. F. (1994). Resilient At-Risk Students: Student Views about Why They Succeed. Paper presented at the Journal of At-Risk Issues, 1, 2, 27-33 Fall 1994. Studied perceptions of at-risk students in elementary, middle, and high school who were academically successful. Findings from 62 students from urban, suburban, and rural Virginia show the personality characteristics, dispositions, and beliefs that promoted academic success, regardless of background. Internal locus of control and a strong sense of self-efficacy were very important. (SLD) EJ564752
McMillan, J., & Reed, D. (1993). Defying the Odds: A Study of Resilient At-Risk Students., 91p. Qualitative, in-depth interviews of resilient at-risk students were used to identify factors that these students believe contributed to their success in school. Resilient students in six urban, suburban, and rural school divisions in the Richmond (Virginia) area were nominated by principals and guidance counselors. Of the 115 identified, 62 were interviewed in individual sessions by 8 interviewers using a standard interview protocol. Findings from these interviews indicate that these students were busy with activities and other positive uses of time. They tended to have clear and specific long-term goals that they were confident of achieving, and they were optimistic about their futures. Many of the older students had experienced severe "reality checks" that turned them around. These resilient students had an internal sense of control about their lives and took personal responsibility for their actions. Most were from dysfunctional home environments, but did not find this a hindrance to school success. Most admired some adults they knew, and these relationships helped them believe in themselves. Implications for teaching and for the educational environment are discussed. Appendixes contain the interview protocol and a coded interview transcription. (Contains 40 references.) (SLD) ED389780
McNamee, A. S. (1994). Women and War, Children and War: Stretching the Bonds of Caregiving., 55p. Many things stretch the bonds between caregiver and child, such as war, stress, and trauma. This paper reviews the literature on children who are in direct contact with war or indirect contact with war through television or others' conversations. It also describes the effects of war on children and their families, and children's psychological response. The introduction discusses the effects of war on women and caretaking, how children create for themselves the illusion of safety, and how stress or trauma disrupt those illusions. This section also provides a rationale for the literature review. The next sections review the literature on children as passive victims of war and as active/warrior victims of war. The paper frequently quotes from Anna Freud and Dorothy Burlingham's "War and Children," a book written on the psychoanalytic understanding of children, and presents a discussion of the authors' viewpoints and the importance of their work. The lives and work histories of Freud and Burlingham are also described. The paper also discusses the work of many other early childhood educators, such as Ernst Papanek's work on children's fears, Mass's work on the psychology of young adults, Heinicke and Westheimer's study on children who are separated from parents, and Morris Fraser's writing on children's response to disaster. The paper's conclusion touches on resilience and the long-term effects of war on children. This section also notes that the point of understanding the works of Freud and Burlingham Others related to child caregiving is to work harder in public life to prevent war and in private life to maintain the illusion of safety. Contains 25 references. (MOK) ED397960
Mercogliano, C. (1996). Fixing a Desk, Mending a Mind. Paper presented at the SKOLE: The Journal of Alternative Education, 13, 2 p93-107 Spr 1996. A teacher at a nontraditional school describes how a 12-year-old boy with a background of personal loss and school failure was helped to find his way by an apprenticeship experience in which he reconstructed his school desk. The pivotal contribution came from the boy's mentor, while the school's contribution lay in what it didn't do. (SV) EJ526485
Meyer, A. L. F., Albert D. (1998). Social Skills Training To Promote Resilience in Urban Sixth-Grade Students: One Product of an Action Research Strategy To Prevent Youth Violence in High-Risk Environments. Paper presented at the Education and Treatment of Children, 21, 4, 461-88 Nov 1998. Describes efforts to apply the action-research process to design and evaluate a theory-based program of intervention to reduce and prevent youth violence in high-risk urban environments. Twelve objectives were developed to design and evaluate "Responding in Peaceful and Positive Ways," a violence-prevention curriculum for sixth graders. (Author/CR) EJ583768
Mick, L. B. (1994). Risk Factors for Adolescent Depression: Building Resilience in School Settings through Team Learning. Paper presented at the Journal available from Auburn Univ., College of Education, 3084 Haley Center, Auburn, AL 36849-5218. Genetics, family dysfunction, separation/loss, learning disabilities, and lack of social support in school place adolescents at risk for depression. The article shares evidence that documents a link between structured cooperative learning and the resulting stronger social support relationships that evolve as peers help support, respect, and trust one another. (SM) EJ502314
Miller, D. B. (1999). Racial Socialization and Racial Identity: Can They Promote Resiliency for African American Adolescents? Paper presented at the Adolescence, 34, 135, 493-501 Fall 1999. Posits that racial socialization and racial identity protect urban African American adolescents against some of the harmful effects of a discriminatory environment. These factors are hypothesized to influence academic achievement - an indicator of resiliency that has been used in many studies. Provides a theoretical framework that combines character development in a hostile environment, bicultural identity, and urban stress models. (Author/MKA) EJ610950
Miller, D. B., & MacIntosh, R. (1999). Promoting Resilience in Urban African American Adolescents: Racial Socialization and Identity as Protective Factors. Paper presented at the Social Work Research, 23, 3, 159-69 Sep 1999. Discusses findings of a study on resilience and protective factors among 131 urban African American adolescents. Identifies stressors related to environmental conditions that adolescents must overcome. Findings suggest that significant interaction does occur among stressors and protective factors in such a manner that they enhance educational involvement. (Author/JDM) EJ610973
Miller, G. E., Brehm, K., & Whitehouse, S. (1998). Reconceptualizing School-based Prevention for Antisocial Behavior within a Resilience Framework. Paper presented at the Special topic: "Resilience Applied: The Promise and Pitfalls of School-based Resilience Programs." For related documents see CG 555 208-213. Article examines selected school-based prevention programs that represent a dual focus of risk attenuation and competency promotion, and exemplify a shift from risk to resilience in the prevention of antisocial behavior. Identifies characteristics of improved outcomes and draws conclusions for enhancing future efforts. Stresses the urgent need for preventive school-based efforts that increase resilience in this critical population. (Author/JDM) EJ606144
Miller, M. (1996). Relevance of Resilience to Individuals with Learning Disabilities. Paper presented at the International Journal of Disability, Development and Education, 43, 3, 255-69 1996. Research and literature on resilience characteristics are reviewed for applicability to individuals with learning disabilities. The lack of agreement in defining or describing resilience is noted and risk factors for a lack of resilience are identified. Strategies which successful, resilient individuals use are identified, with suggestions for developing these characteristics in children with learning disabilities. (DB)
Miller, M. (1997). Resilience in University Students Who Have Learning Disabilities. Paper presented at the Learning Disabilities: A Multidisciplinary Journal, 8, 2 p89-95 Spr 1997. Seven college students who were achieving academically but had been identified as having learning disabilities ("resilient" subjects) and four similar "nonresilient" subjects were interviewed. Common themes between groups were success in a group/team experience, particular areas of strength, an encouraging teacher, a special friend, self-determination, acknowledgement of learning disability, and distinctive turning points. (DB) EJ552088
Milstein, M. M., & Henry, D. A. (2000). Spreading Resiliency: Making It Happen for Schools and Communities. This book is dedicated to helping readers modify environmentsclassrooms, schools, communitiesin ways that move away from resiliency depletion and toward resiliency building. The book is organized with emphasis on the concept of community. Part one, which includes the first two chapters, explores the meaning of resiliency and why it is so important for school and community well-being. Part two, which includes four chapters, addresses specific issues and strategies related to promoting resiliency for students, educators, schools, and communities. Part three includes two chapters which present strategies to help schools and communities bring their resources together in ways that support resiliency initiatives, and provides examples of communities currently engaged in this important work. The book is designed to be interactive and includes activities to assist in developing a better understanding of the concepts and strategies presented. The book concludes with 18 handouts intended to provide further information and assist in community self-evaluation. (SD) ED437191
Monsour, F. (1999). Fostering Resiliency through Service-Learning. Paper presented at the Community Education Journal, 26, 3-4, 23-24 Spr-Sum 1999. Preservice teachers, social workers, and counselors studied resilience while performing service-learning projects in Wisconsin elementary/middle schools. Middle school teachers conducted service-learning projects in their classrooms. The college students gained valuable knowledge about teaching and ways to foster resilience in children. (SK) EJ610843
Morrison, G. M., & Cosden, M. A. (1997). Risk, Resilience, and Adjustment of Individuals with Learning Disabilities. Paper presented at the Learning Disability Quarterly, 20, 1, 43-60 Win 1997. Uses the concepts of risk and resiliency to frame discussion of how a learning disability affects nonacademic outcomes such as emotional adjustment, family functioning, adolescent problems, and adult adaptation. A learning disability is viewed as one risk factor which interacts with other risk and protective factors including individual internal characteristics, family characteristics, and school/community environments. (Author/DB) EJ539244
Muldoon, O. T., Trew, K., & Kilpatrick, R. (2000). The Legacy of the Troubles on the Young People's Psychological and Social Development and Their School Life. Youth in Northern Ireland. Paper presented at the Theme issue. Discusses the impact of the troubles in Northern Ireland on the psychological and social well-being and school lives of youth. Although some have suffered great trauma, recent research highlights the resilience of young people exposed to the stress of political conflict. For the majority of youth growing up in Northern Ireland, the future may be more optimistic than previously predicted. (SM) EJ612409
Mullings, L., & Wali, A. (2001). Stress and resilience: the social context of reproduction in Central Harlem. New York: Kluwer Academic/Plenum Publishers. Rg103.m85 2001 362.1/982/0097471
Mulry, G. (1993). Resilience and Vulnerability in Children of Problem Drinkers: A Review and Proposal for Further Research., 76p. This document presents a conceptual framework within which to view variability in parental alcoholism and children's exposure to alcoholism. The framework considers both individual characteristics of the children and ecological factors. A review of relevant literature on stress, coping, and adaptation among children and adolescents examines the literature on resilient children and on children of alcoholic parents. A study is proposed that would examine resilience and vulnerability in children from alcoholic families. The study design is described, the desired sample is discussed, and a variety of measures are suggested. Several parental alcoholism measures are considered. Two intervention measures are suggested, the Levine Task and the Embedded Figures Task. Physiological measures recommended include sphygmomanometer readings. A number of child and adolescent measures are considered, including measures of demographic information, the Life Events Checklist, the Adolescent Coping Orientation for Problem Experiences, and the Sentence Completion Test. Two measures are included for assessment of the family and social environment and another two measures focus on sibling relationships. Other measures suggested for the study include the Hassles Scale, the Child Behavior Checklist, and the Middle Childhood Temperament Questionnaire. A recommended procedure for the study and suggested analyses of data are included. (Contains over 125 references.) (NB) ED364791
Mundy, J. (1996). Tipping the Scales from Risk to Resiliency. Paper presented at the Parks and Recreation, 31, 3, 78-86 Mar 1996. Review of the research on at-risk youth and resilient youth (successful youth despite adverse family and environmental situations) focuses on environmental protective factors such as positive relationships and youth participation. Application to park and recreation systems suggests leisure systems can provide such positive factors as a caring supportive environment, positive adult relationships, high expectations, leadership opportunities, and community service. (DB) EJ528594
Munns, G., McFadden, M., Simpson, L., & Faulkner, K. (1999). "Do I Beat 'Em or Join 'Em?" Individual and Collective Adaptations Leading to School Success among Minority Group Students in Australia., Symposium presented at the Joint Conference of the Australian Association for Research in Education and the New Zealand Association for Research in Education (Melbourne, Australia, November 29-December 2, 1999). Page Length: 26. A symposium compared the nature and experiences of schooling for Aboriginal Australians and Vietnamese immigrants to Australia. An introduction draws on John Ogbu's distinction between voluntary and involuntary minorities, provides background on the situations of indigenous peoples and Vietnamese immigrants in Australia, and suggests that cultural differences and the different relationships among these groups and the dominant population have implications for the pedagogical strategies used with these groups. "The Polarisation of Academic Achievement and Behaviour among Vietnamese Australian Students" (Karen Faulkner) looks at a striking contrast: Vietnamese youth in Australia are overrepresented among university, medical, law, and engineering students and also among prison inmates and the unemployed. Four waves of Vietnamese refugees and immigrants since 1975 had different settlement experiences with differing impacts on their educational, occupational, and social mobility. In addition, different ethnic groups within the Vietnamese immigrant group may have responded in different ways to their minority status and experiences. "The Battle To Remain on Higher Ground: School Curriculum and Pedagogy versus Culturally Supported School Resistance" (Mark G. McFadden, Geoff Munns, Lee Simpson) discusses school rejection among indigenous Australian boys as a culturally supported masculine response embedded within a complex community and educational context. A study of Aboriginal high school boys who remained in postcompulsory education against seemingly overwhelming odds examined the complex social and cultural processes that supported their academic persistence and caused them to reject their peers' resistance to school. (Each paper contains references.) (SV) ED441643
Murdock, H. E. (1909). Resilience of steel intension with special reference to stresses above the elastic limit. 378.788b
Murry, V. M., & Brody, G. H. (1999). Self-Regulation and Self-Worth of Black Children Reared in Economically Stressed, Rural, Single Mother-Headed Families: The Contribution of Risk and Protective Factors. Paper presented at the Journal of Family Issues, 20, 4, 458-84 Jul 1999. Examines risk and protective factors to identify processes in rural, single-parent families that are linked with positive child outcomes. Protective domains promoted greater child self-regulation; parenting protective factors promoted greater self-regulation. Maternal risk had the greatest negative effect on child self-worth. Results also reveal that protective factors moderate the relationship between risk factors and child outcomes. (Author/MKA) EJ606174
Myers, W., & Boyden, J. (1998). Child Labour: Promoting the Best Interests of Working Children. Second Edition. In an effort to stimulate discussion and provide a tool for policymakers and practitioners in developing effective child-centered programs that protect children from hazardous and exploitative labor, this paper examines ways in which work can contribute to, as well as harm, children's development; it also aims to provide a conceptual framework for assessing whether work is helpful or harmful to children. The paper explains how involving working children themselves in policy and action to address their problems results in more effective action and contributes to children's development. Noting that treating working children as intelligent and resourceful, and developing solutions in conjunction with them, may strengthen their psychological development and ability to cope with difficulties, the paper maintains that child-centered action on child labor requires concerted action by governments to address poverty, provide quality education, and implement laws protecting children from abuse. Such action also requires public awareness-raising and changing attitudes so that employers and parents match children's responsibilities with their capacities; so that policymakers, practitioners, and consumers differentiate between developmental and harmful work; and so that working children's views are solicited and used. The paper concludes with a range of practical ways to ensure that any work that children do is safe and healthy for them and promotes their development. These include specific measures that employers can take, an enhanced role for trade unions in ensuring that children of legal working age are protected in the workplace, and suggestions for educational changes to increase its effectiveness for and relevance for working children. (KB) ED430712
MM
Maclean, J. (1999). Property and the constitution. Oxford ; Portland, Oregon: Hart. 346.04 Hb701
Male, T., & Daresh, J. (1997). Crossing the Border into School Leadership: Experiences of Newly Appointed Headteachers in England., 20pp. Paper presented at the Annual Meeting of the University Council for Educational Administration (Orlando, FL, November 1997). This paper reports on a small exploratory study of headteachers in England in 1997. Unstructured interviews were conducted with eight teachers who had been appointed to their first headship within the previous 2 years. The general theme of each interview was to explore the changes to individual perceptions that had occurred following teachers' transition to the headship. Headteachers worked at three elementary, three secondary, and two special education schools (one residential and one day school). None of the respondents had any formal preparation for the post, but seven of the eight demonstrated a career- development profile that was characterized by experiential learning through a number of senior-management positions. All respondents felt that they did not really know the breadth and scope of the headteacher role. They all had underestimated the personal resilience needed for the job, and all reported stress to a level beyond their expectations. These headteachers reported support from the local education agency to be minimal, with the support that was received concentrated on administrative and technical issues surrounding the headship. All of the headteachers reported that most useful personal support came from outside their immediate work environments. These British headteachers did not feel fully prepared for their roles because of their work experience. In contrast, studies of principals in the United States have shown that they do not feel fully prepared in spite of their academic training. The issue for real preparation would seem to be that of the appropriate blending of academic and work experience. (Contains seven references.) (SLD) ED412643
Malloy, W. (1997). Refocusing Drop-Out Prevention Initiatives: Neutralizing a Defensive Worldview within Small School Settings. Paper presented at the Educational Foundations, 11, 4, 5-24 Fall 1997. Educators working to improve dropout prevention programs should closely examine the development of defensive overlays in children's world views. Efforts to neutralize defensive world views within existing dropout prevention initiatives should refocus efforts to be more holistic. Such neutralization may best succeed in small schools. (SM) EJ557669
Manhal-Baugus, M. P. L. (1998). The Association of Personal-Related Variables to Length of Sobriety: A Study of Prognostic Indicators of Successful Treatment for Chemically Dependent Women. The idea of specialized treatment for chemically dependent women is a relatively new notion, and professionals charged with the responsibility of treating these individuals will find little in the way of empirical guidance. In this study a number of personal variables were assessed for their potential effect on the length of sobriety for women addicts in long-term, intensive, residential treatment. It was questioned how treatment programs can address the special needs of women in treatment in order to increase the likelihood of long-term sobriety. Participants consisted of 95 clients who received chemical dependency treatment in a long-term treatment program over a 4-year period. Clients were classified into three groups based on length of sobriety. Categorical data were accumulated for 16 personal-predictor variables and then analyzed for their association with length of sobriety. Two single predictor variables, support group experience and income source, were positively associated with long-term sobriety. A third variable, abuse history, was negatively associated with sobriety. The conclusion is made that the ultimate goal of all agencies is to provide the most appropriate treatment to each client. (Contains 1 table; 1 appendix; and 35 references.) (JDM) ED447374
Manlove, J., Mariner, C., & Romano, A. (1997). Positive Outcomes among School-Age Mothers: Factors Associated with Postponing a Second Teenage Birth., 49p. Recent research has identified several long-term negative life outcomes associated with teenage childbearing for parents and their children. To better understand teen births, data from the National Education Longitudinal Study of 1988 were used to examine factors associated with a second teen birth or a closely spaced second teen birth within 24 months. Results of this study are reported here. Out of a sample of 589 teen mothers, 34.5% had a second birth at any point in their teens, and among a sub-sample of young teen mothers (n=475, under age 18 at first birth), 27.6% had a closely spaced second teen birth. Factors associated with postponing a second teen birth included characteristics measured prior to the first birth (race/ethnicity and school type), at the time of the first birth (age at first birth, dropout status and marital status), and after the first birth (living situation, child care support, and educational and employment status). Among the full sample, younger teens were more likely to have a second birth at any point. Teen mothers who were involved in educational activities or (among older mothers) employment activities, even part-time, were more likely to postpone a second teen birth. (RJM) ED415481
Manrakhan, J. (1990). The university in search of past and future: a tale of unsurpassed resilience. Stanley, Rose-Hill, Mauritius: Editions de l'OcŽan Indien ; RŽduit: University of Mauritius. La174.m35 1990
Marek, L. I., Byrne, R. A. W., Marczak, M. S., Betts, S. C., & Mancini, J. A. (1999). The Children, Youth, and Families at Risk (CYFAR) Evaluation Collaboration. Paper presented at the Available at http://joe.org/joe/1999june/a4.html. The Cooperative Extension Service's Children, Youth, and Families at Risk initiative is being assessed by the Evaluation Collaboration's three projects: state-strengthening evaluation project (resources to help states evaluate community programs); NetCon (evaluation of electronic and other networks); and National Youth at Risk Sustainability Study (examining the resilience of projects funded during the first five years. (SK) EJ587096
Marley, A., Ed. (1998). Positive Youth Activities. Substance Abuse Resource Guide. Prevention Enhancement Protocols System (PEPS) Series., 46pp. For other volumes in the "Prevention Enhancement Protocols System" series, see CG 028 813-814 and CG 028 841-843. This resource guide was created to help readers incorporate positive activities into their drug abuse prevention strategies. It highlights prevention materials for positive activities, identifies national organizations that focus on youth activities, and provides additional resources for more information. Categories of resources listed are: (1) "Prevention Materials"; (2) "Studies, Articles and Reports"; (3) "Groups, Organizations, and Programs"; (4) "National Prevention Groups." Contact information is provided for all resources; for the first three sections a description of each program or study with its mission or purpose is provided as well. (EMK) ED424524 Available from: National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20847-2345; Tel: 800-729-6686 (Toll-Free); Tel: 301-468-2600; TDD: 800-487-4889; Web Site: http://www.health.org You may be able to order this document from the ERIC Document Reproduction Service.
Mason, K. (1997). The Emotional Transition of Twelve Year Olds from Home to a Boarding Situation., In: Celebrating Rural Education: Proceedings of the National Conference of the Society for Provision of Education in Rural Australia (SPERA) (13th, Adelaide, South Australia, July 6-8, 1997); see RC 021 953. Page Length: 8. Because of geographic isolation, many Australian families find it necessary to send their children to boarding schools for an appropriate secondary education. To determine the impact that leaving home has on young adolescents, and how they cope with the change, 38 year-8 boarding-school students from remote areas of Western Australia were surveyed. The director of the hostel where they lived and a school psychologist were interviewed concerning policies that aid student transition. Results indicate that the ease of making the transition from home to the boarding situation was heavily reliant upon expectations, which were derived from family ideology and the child's background. Personal attributes such as self-confidence and self-esteem, the ability to make friends, interest in sports, and previous experience with change contributed to ease of adjustment. How a child coped often had a lot to do with how well their parents were prepared for this eventuality. Factors that facilitated the transition were a high quality of care provided by the hostel, close staff and student relationships, opportunities to meet others and communicate effectively, an environment where facilities and opportunities stimulated and benefited the individual, the presence of siblings at the hostel, and programs and policies that considered each child's unique way of dealing with the move away from home and offered support. (TD) ED429797
Mason, W. E., & Butos, W. N. (1996). Classical versus neoclassical monetary theories: the roots, ruts, and resilience of monetarism and Keynesianism. Boston: Kluwer Academic Publishers. Hg220.a2 m354 1996 332.4/01
Massachusetts. Dept. of Education. (1995). Health education curriculum content chapter: building resilience: draft. Malden, Mass.: Massachusetts Dept. of Education. Lb1561.m4
Massey, M. S. (1998). Early Childhood Violence Prevention. ERIC Digest. Noting that all Americans are stakeholders in the quest to prevent violence in the critical early years, this Digest focuses on preventing violence in children's lives and suggests ways caregivers, parents, and teachers can reduce the damaging effects of violence. Even before a child is born, violence can have a profound effect upon its life. Studies show that battered pregnant women often deliver low birth-weight babies who are at risk for exhibiting developmental problems. Shaken baby syndrome, the shaking of an infant or child, can be devastating and result in irreversible brain damage, blindness, and even death. Violent children usually come from violent homes, where parents model violence as a means of resolving conflict and handling stress. Even if children are not abused physically themselves, they can suffer psychological trauma, including lack of bonding, from witnessing battering. Research also shows that chronic exposure to violence adversely affects a child's ability to learn. The relationship between violence and learning is significant because cognitive skills are crucial in terms of academic success, self-esteem, coping skills, and overall resilience. Parents, teachers, and other caregivers can practice specific steps to prevent violent behavior, including the following: (1) give children consistent love and attention; (2) ensure that children are supervised and guided; (3) model appropriate behaviors; (4) do not hit children; and (5) be consistent with rules and discipline. Directors of preschools and child care centers have an opportunity to address violence prevention in early childhood. Violence prevention methods that can make a difference in the lives of parents and young children include the following: (1) offer parenting classes that deal with effective parenting and child development; (2) conduct training for parents, expectant parents, and those who work directly with young children; and (3) provide educational opportunities concerning the prevention of shaken baby syndrome. (LPP) ED424032
Masten, A. S., Sesma, A., Jr., Si-Asar, R., Lawrence, C., Miliotis, D., & Dionne, J. A. (1997). Educational Risks for Children Experiencing Homelessness. Paper presented at the Journal of School Psychology, 35, 1, 27-46 Spr 1997. Investigates educational risks among 73 homeless children, 6 to 11 years old. Results indicate that access to school was not a problem, but significant school success problems (i.e., achievement and classroom behavior) were seen among the study's 59 African American children. Findings support the feasibility of studying at-risk children in highly mobile families. (RJM) EJ551714
Matejcek, Z., & Dytrych, Z. (1993). Specific Learning Disabilities and the Concept of Psychological Subdeprivation: The Czechoslovak Experience. Paper presented at the Special Issue: Risk and Resilience in Individuals with Learning Disabilities: An International Focus on Intervention Approaches and Research. The main outcomes of the Prague (Czechoslovakia) longitudinal studies following over 1,000 children for almost 30 years are summarized. The children were either born from unwanted pregnancies, with alcoholic fathers, born out-of-wedlock, or in divorced families. A theory of psychological subdeprivation is offered and applied to children with specific learning disabilities. (DB) EJ465472
Maxwell, J. C., & Liu, L. Y. P. L. (1999). Texas School Survey of Substance Use among Students: Grades 7-12, 1998. This report discusses results of the 1998 Texas School Survey of Substance Abuse among Students. Results for secondary students were based on responses of 158,324 students in 66 school districts. This book is divided into six chapters. Chapter 1 discusses the findings of the survey on a drug-by-drug basis to provide information on trends in the use of each substance and the characteristics of those students who reported using each substance. Chapter 2 examines this same information in terms of the relationship of substance use to demographic characteristics. Chapter 3 looks at protective or resiliency factors that can help students resist substance use despite the presence of risks for use. The negative consequences experienced due to substance abuse are examined in chapter 4. Chapter 5 discusses sources of assistance and information concerning substance abuse, including substance abuse education. The final chapter offers conclusions drawn from the survey. Appendixes provide a copy of the survey instrument, charts and tables depicting results of the survey, a description of the survey, and limitations of the study. (MKA) ED429256
Maxwell, J. C., & Wallisch, L. S. P. L. (2000). Texas School Survey of Substance Use among Students on the Border, 1998: Grades 4-12. This report presents the results of a survey on drug and alcohol use among students in elementary and secondary schools. Schools in 15 counties along the Texas-Mexico border were oversampled so that substance use among students could be looked at in detail. A total of 63,292 students (grades 7-12) and 43,915 students (grades 4-6) were sampled. Chapter 1 provides a general introduction along with a list of terminology. Chapter 2 discusses findings of the secondary school survey on a drug-by-drug basis in order to provide information on patterns of substance use and characteristics of students who use them. Chapter 3 presents some of the same information in terms of the relationship between substance use and students' demographic characteristics. Chapter 4 discusses risk and resiliency factors such as peer use, perceived availability and danger of substances, parental attendance at school events, and parental attitudes toward substance use. Chapter 5 discusses questions about the negative consequences of students' substance use. Chapter 6 reports on questions students were asked about their substance abuse education and resources they might use for help with a substance abuse problem. Chapter 7 discusses findings of the elementary school survey on a drug-by-drug basis. Chapter 8 examines substance use by demographic characteristics. Chapter 9 examines other risk factors among elementary students. Chapter 10 summarizes the data of the elementary and secondary school surveys and reports that students who live on the border appear to be remarkably resilient. (Contains 10 apendixes and 79 tables) (JDM) ED443067
McClain, D. (1998). Meeting the Needs of Homeless Children Who Live in Temporary Housing., 36p. This study investigated the strengths homeless children exhibit. Homeless children living in shelters and children of the same peer group living in low income housing were interviewed about home activities, interests, abilities, talents, character strengths, autonomous behavior, and interactions with adults. All children were selected from first, second and third grades of an inner city public school. Findings indicated that many of homeless children do exhibit a high degree of independence. The findings also highlighted many of the emotional, psychological, and learning problems that homeless children endure living in shelters. (JPB) ED424908 You may be able to order this document from the ERIC Document Reproduction Service.
McCormick, A. C. (1997). Changes in Educational Aspirations after High School: The Role of Postsecondary Attendance and Context. ASHE Annual Meeting Paper., 37pp. Paper presented at the Annual Meeting of the Association for the Study of Higher Education (22nd, Albuquerque, NM, November 6-9, 1997). This study used longitudinal data from the High School and Beyond study to examine how individuals' educational expectations change after high school, especially as related to postsecondary education. Data were from a nationally representative sample of high school seniors in 1980 and follow-up four years later. The dependent variable was students' expectation of amount of schooling. Independent variables included demographic characteristics, occupational expectations, parental support, duration of college plans, high school preparation, academic ability, high school grades, type of postsecondary institution attended, institutional selectivity, first enrollment as a full- or part-time student, and whether postsecondary enrollment was immediate or delayed after high school. Analysis indicated that change in educational expectations reflects two underlying dynamics: resilience, which contributes to stability of expectations; and isomorphism, which motivates adaptation. Among the specific findings were: any form of engagement in postsecondary education maintained or increased bachelor's degree expectations (though this was significantly less for students who attended two-year institutions); early expectations retained an independent effect; delayed entry and part-time attendance exhibited independent, depressant effects on educational expectations; women were less likely to maintain high expectations; and students at highly selective institutions were most likely to aspire to completing a graduate or professional degree. (Contains 41 references.) (DB) ED415808
McCubbin, H. I. (1998). Resiliency in African-American families. Thousand Oaks, Calif.: Sage Publications. E185.86.r46 1998
McCubbin, H. I. (1998). Resiliency in Native American and immigrant families. Thousand Oaks, Calif.: Sage Publications. E184.a1r448 1998
McCubbin, H. I. (1998). Stress, coping, and health in families: sense of coherence and resiliency. Thousand Oaks, Calif.: Sage Publications. Rc455.4.f3s79 1998
McCubbin, H. I. (1999). The dynamics of resilient families. Thousand Oaks [Calif.]: Sage Publications. Hq728.d95 1999
McCubbin, H. I., Ed., Thompson, E. A., Ed., Thompson, A. I., Ed., & Fromer, J. E., Ed. (1998). Resiliency in Native American and Immigrant Families. Resiliency in Families Series., 454p. This book is the first part of a two-volume collection devoted to issues facing racial and ethnic minority families. These chapters grew out of a conference at the University of Wisconsin, Madison, which focused on the strengths and resources of minority families. They represent an effort to share knowledge that can be used for the design of ethnically and culturally sensitive family services. The three chapters in Part I, "Overview and Theory," address theoretical issues and issues related to multiple ethnic groups. The introductory chapter gives an overview of theoretical developments on the Resiliency Model of Family Stress, Adjustment, and Adaptation. Authors of these chapters apply a resiliency framework to explorations of educational outcomes for students of different racial and ethnic backgrounds. Part II, "Native Americans," focuses on resiliency issues faced by Native Hawaiians and Native American Indians in seven chapters. In each case, the relationships of cultural, political, and situational factors and the resilient adaptation of families are explored in the context of the group's cultural heritage. Part III, "Immigrant Americans," contains 11 chapters that investigate the resilient factors specific to racial and ethnic immigrant families. This part is divided into sections on Asian Americans and Latino/Hispanic Americans. Among the themes explored are intergenerational support and the transmission of cultural heritage. Other chapters apply a resiliency perspective to discussions of caregiving, coping, and the availability of community and social support services. Each chapter contains references. (Contains 36 tables and 17 figures.) (SLD) ED419896 Available from: SAGE Publications, Inc., 2455 Teller Road, Thousand Oaks, CA 91320; e-mail: order@sagepub.com (clothbound: ISBN-0-7619-1398-X; paperback: ISBN-0-7619- 1399-8, $33.95).
McCubbin, H. I., Ed., Thompson, E. A., Ed., Thompson, A. I., Ed., & Futrell, J. A., Ed. (1998). Resiliency in African-American Families. Resiliency in Families Series, Volume 3., 355pp. For volume 2 in this series, see ED 419 896. ED420730 Available from: SAGE Publications, Inc., 2455 Teller Road, Thousand Oaks, CA 91320; e-mail: order@sagepub.com (clothbound: ISBN-0-7619-1392-0; paperback: ISBN-0-7619- 1393-9, $29.95).
MCFARLANE ALEXANDER C. Resilience, Vulnerability. Mg1 kn55
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National Research Council (U.S.). Building Research Institute. (1958). Installation and maintenance of resilient smooth-surface flooring: a research correlation conference conducted by the Building Research Institute, September 17 and 18 1958, at the Sheraton-Park Hotel, Washington, D.C. Washington,. 698.9N213i
Nelson-Le, G., Sharon, & Jones, E. (1991). Classroom Help-Seeking Behavior of African-American Children. Paper presented at the Theme issue with title "Resilience, Schooling, and Development in African- American Youth." For related documents, see UD 516 260-261 and UD 516 263-271. Social-cognitive, cognitive-motivational, and situational factors influencing children's effectiveness in using adults and other children as learning resources (help-seeking) are considered. Effective help-seeking can meet the dual developmental needs of minority students, specifically African-Americans, for autonomy and social support. (SLD) EJ437020
Nettles, S. M. (1991). Community Contributions to School Outcomes of African-American Students. Paper presented at the Theme issue with title "Resilience, Schooling, and Development in African- American Youth." For related documents, see SU 516 260-268 and UD 516 270-271. Community involvement protects students from the adverse impact of school failure in several ways that are particularly important for African Americans. Issues of program design, informal community involvement, and community contributions to school outcomes merit further study. (SLD) EJ437027
Nettles, S. M., & Robinson, F. P. (1998). Exploring the Dynamics of Resilience in an Elementary School. Report No. 26., 43p. This report describes a framework for exploring the processes of resilience in students at Stanton Elementary School, an urban public school in Washington, D.C. Investigators for the Center for Research on the Education of Students Placed at Risk invited Stanton to participate in a study of exposure to stress, including violence, and its relationship to psychosocial and school success, and agreed to become one of the school's community partners and provide information for purposes of professional development and continuous school improvement. The first section of the report describes the current environment in the school and the community; the second discusses Stanton's evolving resilience approach; and the third presents the conceptual framework that links school improvement to student resilience. The report concludes with reflections in the benefits of the approach for Stanton's community of students, family, and staff and considers implications for adapting the framework in other school settings. Three appendixes contain a report on a study assessing risk and protective factors for 263 of Stanton's children, a list of protective factors for Stanton students, and a table showing how Stanton students rate motivation for reading. (Contains 7 tables, 2 figures, and 30 references.) (Author/SLD) ED426172 You may be able to order this document from the ERIC Document Reproduction Service.
Nettles, S. M., Mucherah, W., & Jones, D. S. (2000). Understanding Resilience: The Role of Social Resources. Paper presented at the Special issue: "CRESPAR Findings (1994-1999): In Memory of John H. Hollifield, Jr." Research supported by the Office of Educational Research and Improvement through Grant R-117-D40005. Discusses research on the influence of social resources, such as parent, teacher, and school support, on the resilient outcomes of children and adolescents. Findings from the studies considered show the importance of social resources and the need for effective programs of intervention. (SLD) EJ602792
Nettles, S. M., & Pleck, J. H. Risk, Resilience, and Development: The Multiple Ecologies of Black Adolescents., 32p. This report examines protective factors and the process of resilience as they apply to Black adolescents. The report reviews risk factors at the individual level and at the community level, and reviews the incidence of health- and life- compromising risk outcomes in Black adolescents. It then discusses protective factors and resilience and their roles in interventions. Individual-level risk factors include personality, sociodemographic factors, and problem behaviors. Community-level risk factors include neighborhood factors, school characteristics, and racial discrimination. Health- and life-compromising risk outcomes in Black adolescents include health, school completion and school- related problems, employability, police involvement, risky sexual behavior, alcohol and drug use, psychological symptoms and suicide. Studies of resilience in Black adolescents are rare, but some attempts have been made to identify protective factors related to delayed childbearing and coping after childbearing, success in academic settings, and development in community settings. Black adolescents have been participants in many major social- and health-oriented programs, and an examination of the content of the various interventions suggests that programs may be defined as means whereby protective mechanisms are provided or set in motion. The report suggests adjustments to interventions that are needed to sustain favorable outcomes. (One figure illustrates the discussion. Contains 106 references.) (Author) ED362607
Nettles, S. M., Robinson, F. P., & Educational Resources Information Center (U.S.). (1998). Exploring the dynamics of resilience in an elementary school. [Baltimore, MD] [Washington, DC]: Center for Research on the Education of Students Placed at Risk Johns Hopkins University & Howard University ; U.S. Dept. of Education Office of Educational Research and Improvement Educational Resources Information Center. Ed 1.310/2:426172
Newberger, E. H. (1999). The Men They Will Become: The Nature and Nurture of Male Character. Noting that characteristics such as attachment, honesty, self control, sportsmanship, generosity, and courage may be nurtured or thwarted by parents, teachers, or society, this book examines the roots of male character from birth to late adolescence. It maintains that particular intrinsic biological drives combine with parenting styles and gender-polarizing cultural forces to create character. Highlighted with stories of boys' experiences, the book illustrates challenges that create character and offers guidance for nurturing and encouraging the qualities that make boys different from girls. The topics covered are: (1) "What Is Character?" (2) "The Roots of Character," providing a framework for understanding how relationships provide the foundation for character development; (3) "Infants and Toddlers," discussing infant senses, early self control, and sociability; (4) "Male Connection and Emotion," focusing on attachment relationships; (5) "Word Magic," highlighting the role of language to express emotions; (6) "Discipline and Punishment"; (7) "Preschoolers," including gender consciousness, play, guns, books, and television; (8) "Sharing," including parental and societal influences, and friendliness as sharing oneself; (9) "Curiosity"; (10) "Schoolboys," including school transitions, friendship, self esteem, and early tests of character; (11) "Honesty"; (12) "Self-Control"; (13) "Teasing and Bullying"; (14) "Early Adolescence," including father- and mother-son relationships and risk factors; (15) "Identity and Friendship"; (16) "Alcohol and Drugs"; (17) "Late Adolescence," discussing diverging tracks, delinquency, and sexuality; (18) "Enabling," including parental complicity in self-destructive behavior and positive ways to support character; (19) "Cheating"; (20) "Play and Sports"; and (21) "Giving Back," discussing idealism, the true self, and reciprocity. Each chapter contains references. (KB) ED438913
Newman, E. I. (1982). The Plant community as a working mechanism. Oxford ; Boston St. Louis, Mo.: Blackwell Scientific Publications ; Distributed by Blackwell Mosby Book Distributors. Qk911 Qk911.p56 1982 scienc
No, s. a. (1999). The State of Hispanic Girls. In 1998, a series of focus groups was held to explore the factors that promote resilience among Hispanic girls. At least 4 focus groups, composed of no less than 6 and no more than 15 participants, were conducted at each of the 6 urban sites. In spite of the variations in Hispanic subgroup membership of the focus group participants, the findings from these sessions suggested one clear, salient conclusion: cultural protective factors play a critical role in buffering Hispanic girls from risky and damaging behaviors, such as delinquency, depression, pregnancy, and substance abuse. This report also offers recommendations to address the serious risks facing Hispanic girls. Focus group participants confirmed the need to develop culturally appropriate programs and messages for Hispanic girls and their parents. They agreed about the importance of involving Hispanic community-based organizations in the design, implementation, and evaluation of any campaign to empower Hispanic girls. (Contains 131 end notes.) (SLD) ED439166
No, s. a. P. L. (2000). Keeping Kids Connected: How Schools and Teachers Can Help All Students Feel Good about School...and Why That Matters. Noting studies showing a critical link between students' relation to the school environment and their academic performance, attendance, attitudes, motivation, and post-high school success, particularly for at-risk students, this guide compiles widely recognized strategies to develop students' sense of connection to their school environment. The strategies are organized around four types of connecting experiences: (1) Belongingincluding creating schools within schools, promoting positive peer relations, building connections to the community, and providing special help for highly mobile students; (2) Competenceincluding holding high expectations for students, and providing opportunities for authentic learning and assessment; (3) Empowermentincluding providing opportunities for students to work together, and promoting meaningful participation in policy and decision making; and (4) Usefulnessincluding organizing service learning projects. The guide also includes strategies for fostering connections beyond the school day, in co-curricular activities, extended-day programs, and summer learning programs. The guide's appendices include a school resiliency-building assessment checklist, analysis of extended-day program models, and a brief annotated bibliography. Contains a 178-item bibliography. (HTH) ED446873
Noe, R. A., & Others (1990). An Investigation of the Correlates of Career Motivation. Paper presented at the Journal of Vocational Behavior, 37, 3, 340-56 Dec 1990. A survey of 840 employees received 273 responses (43 percent from managers/executives) demonstrating that the importance placed on work and career and perceptions of motivating job characteristics were significantly related to 3 aspects of motivation: career identity, insight, and resilience. Other significant variables were managerial support, career stage, and distance from career goal. (SK) EJ424044
Nsouli, S. M. (1995). Resilience and growth through sustained adjustment: the Moroccan experience. Washington, DC: International Monetary Fund. Hc810.r47 1995
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O'Neal, M. R. ( 1999). Measuring Resilience., Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Point Clear, AL, November 17-19, 1999). Locating and selecting an instrument that measures resilience is no simple task. This document provides information about several measures of resilience or hardiness that have been used in recent years. The discussion of each measure includes information about its origins, a description of the measure and its uses, and a discussion of the psychometric properties of the measure. The following are described: (1) Personal Views Survey III (Hardiness Institute, 1985); (2) Cognitive Hardiness Scale (K. Nowack 1989); (3) Psychological Hardiness Scale (S. Younkin and N. Betz, 1996); (4) Resilience Scale (G. Wagnild and H. Young, 1993); (5) Resiliency Scale (C. Jew, K. Green, and J. Kroger, 1999); (6) Personal Resilience Questionnaire and Organizational Resilience Questionnaire (D. Conner, 1993); and (7) Family Hardiness Index (H. McCubbin, A. Thompson, and M. McCubbin, 1996). (Contains 24 references.) (SLD) ED436574
Organization. (1993). NAEYC Position Statement on Violence in the Lives of Children (Adopted July 1993). Paper presented at the Young Children, 48, 6, 80-84 Sep 1993. Discusses the problem of violence and its effects on children. Elaborates on two major goals of the National Association for the Education of Young Children: to decrease violence in children's lives by advocating for public policies and actions at the national level, and to commit the early childhood profession to helping children cope with violence and promoting their resilience. (TJQ) EJ469385
Organization. (1993). Restructuring To Educate the Urban Learner: Invited Papers., 63pp. United Education Project. For related document, see UD 030 140. The Research for Better Schools Urban Education Project provides a different framework from current education-reform efforts for restructuring urban schools and improving educational quality. This volume organizes a set of invited papers according to the Urban Learner Framework themes of cultural diversity and learning, unrecognized abilities and underdeveloped potential, enhanced achievement through motivation, and effort, and resilience. The decisionmaking framework integrates the new vision of the urban learner, as expressed in four themes with four areas central to the functioning of schools, namely: curriculum, instruction, and assessment; staff development; school environment; and management. Papers and their authors are as follows: (1) "A New Vision of the Urban Learner" (Eric J. Cooper); (2) "Cultural Compatibility and Diversity: Implications for the Urban Classroom" (Roland G. Tharp); (3) "The New Age of Discovery: The Hidden Talents of America's Urban Youth" (Ernesto M. Bernal); (4) "Enhancing Achievement through Expectation and Effort" (Shin-Ying Lee); (5) "Developing Resilience in Youth in Urban America" (Linda F. Winfield); (6) "Linking Urban Students to the 21st Century" (Beau Fly Jones); (7) "Redesigning the 'Vision' through Staff and Professional Development" (Yvette E. Jackson); (8) "The Researching and Inquiring Manager: Responding to the Urban Learner; Working toward Culturally Appropriate Education" (James H. Lytle); and (9) "The Interconnections between Classroom, Cultural, and Natural Systems Ecologies: Understanding the Deep Characteristics of Culture as a Basis of Teacher Decisionmaking in Urban Settings" (C. A. Bowers). References follow each paper. (GLR) ED375220
Organization. (1994). Guidelines for Integrating Learner Experiences into Instructional Strategies., 76p. The Urban Education Project at Research for Better Schools has developed a conceptual framework, the Urban Learner Framework (ULF) that focuses on the central role of meaningful instruction that values the experiences and backgrounds of the learners. This new view of the urban learner presents them as capable, motivated, and resilient learners who can build on their cultural strengths. It rejects the view that they are at-risk, lacking ability, unmotivated, and culturally deprived. This is a guide to integrating learner experience into instruction and is organized into two sections. The first explores the ideas that support using student background experiences as an integral part of learning and explains the construct of learner experience. The second section clarifies how to use learner experience in the classroom through lesson infusion, a process by which traditional lessons can be transformed into lessons relevant to the urban learner. Six appendixes describe the framework and provide additional information about urban learners, with a sample lesson. The appendixes contain two figures, one table, and 43 references in addition to the 36 references from the text. (SLD) ED385664
Organization. (1994). The New Vision of the Urban Learner. Four Staff Development Modules., 102p. The Urban Education Project at Research for Better Schools, Inc. has developed an integrated knowledge base that incorporates and disseminates the most current and promising research for improvement and reform in urban schools. This knowledge base has been organized into a decision-making framework, the Urban Learner Framework (ULF), that challenges generalizations of urban learners as deprived, underachieving, unmotivated, and at-risk. It presents instead a view of the urban learner as culturally diverse, capable, and resilient. The ULF is a paradigm shift in research and educational theory. This document, which provides an overview of the ULF, also describes the four research-based themes that are its foundation, and the ramifications of these themes for practice in the schools. Following the overview are four staff development modules that represent each of the themes: (1) cultural diversity and learning; (2) unrecognized ability and underdeveloped potential; (3) enhancing ability development through motivation and effort; and (4) resilience. Each module includes a training guide and handouts. One figure illustrates the ULF concept. (Contains 42 references.) (SLD) ED385662
Organization. (1994). Year of the Family. Paper presented at the 49pp. A special issue of "California Agriculture", in commemoration of the 1994 International Year of the Family. Individual articles have been entered in CIJE (RC 510 501-508). This special issue focuses on problems and challenges confronting the California family and on research and extension efforts to provide at least partial answers. Research briefs by staff include "Challenges Confront the California Family" (state trends in poverty, divorce, single-parent families, child abuse, delinquency, teen births, limited English proficiency, and academic achievement); "Lead Poisoning Continues To Pose Threat"; "UC Offers Lead Test around State"; and "EFNEP: 25 Years' Worth of Sound Advice" (about the Expanded Food and Nutrition Education Program). Articles are (1) "Hunger in the Midst of Affluence: Task Force Combats Hunger in Contra Costa County" (Mary Lavender Fujii); (2) "Farmworker Housing in Crisis: How Rural Communities Can Learn from the Arvin Experience" (Patricia Harrison); (3) "Does Mothering School-Age Children Mix with Paid Employment?" (Brenda K. Bryant); (4) "Helping Youth at Risk: 4-H and Cooperative Extension Venture into Child Care" (Sharon Junge, Dave Riley, Jill Steinberg, Chris Todd, Ina McClain); (5) "For Children Facing Adversity: How Youth Programs Can Promote Resilience" (Marc T. Braverman, James M. Meyers, Lynn Bloomberg); (6) "In-Home Treatment of Child Abuse: Healing at Home Can Be Effective and Cost-Effective" (Keith Barton); (7) "Project 4-Health Develops Program To Curb Youth Tobacco Use" (Marc T. Braverman, Joel M. Moskowitz, Carol N. D'Onofrio, Valodi Foster); and (8) "Gang Identity or Self-Expression? Researchers Look beyond the Surface of 'Gang Clothing' and Appearance" (Janet Hethorn). Contains many photographs. (SV) ED380260
Organization. (1995). Saturday Institute for Manhood, Brotherhood Actualization. Replication Manual and Blueprint Resource Manual., 163p. The Saturday Institute for Manhood, Brotherhood Actualization (SIMBA) is a collaborative effort of 12 community organizations that combine resources and ideas to reduce risk factors and increase resilience for young African American males. The program offers youth, aged 9 to 16, who reside at the Lorenzo Benn Youth Development Campus, training that focuses on health education, vocational development, African American history, and aesthetic arts. The SIMBA acronym is a Kiswahili word that means "young lion." Since the program began in August 1991, over 250 incarcerated young men have been served each year. This Replication Manual and the accompanying "Blueprint Resource Manual" are guided resources for organizations and institutions across the country that want to implement the SIMBA model program with at- risk youth as a community intervention or prevention program. The first two parts of the replication manual provide a detailed procedure and description of the program implementation to replicate the SIMBA model. Part III discusses the challenges of working at a detention facility. Parts IV and V address public relations strategies and program evaluation. Part VI describes program modifications that have taken place since the end of the initial federal funding period in April 1994. Twenty-three attachments for Parts I though VI follow this section. These documents include an organizational chart, documents used in the program, and instruments for measuring outcomes. The last section, Part VII, is the African American history curriculum and its appendixes. The appendixes are 35 profiles of African American leaders. The "Blueprint Resource Manual" contains information on establishing a SIMBA program. The following sections are included: (1) "Initiating the SIMBA Coalition"; (2) "Organizing the SIMBA Coalition"; (3) "Evaluating the Effectiveness of the SIMBA Coalition"; and (4) seven appendixes that contain forms used in the establishment and evaluation of a SIMBA coalition. (SLD) ED423356 Available from: Wholistic Stress Control Institute, Inc., P.O. Box 42481, Atlanta, GA 30331; phone: 404-755-0068 or 404-755-2976.
Organization. (1995). The Coping Project: Outreach Training Project. Final Report., 32p. This final report describes a 16-state project designed to enhance the coping effectiveness of young children with special needs and to support their families through training and technical assistance. The project had validated models, products, and training procedures to expand the adaptive behavior and resilience of children with limited coping resources. In collaboration with the lead agency and/or department of education, a state training plan was developed which described the outreach activities to be conducted within each state. The project's primary objective was to provide training to parents and professionals through awareness activities, on-site workshops at early intervention and preschool programs, and specialized training and technical assistance. Unique features of the project included: (1) an intervention frame of reference based on a theoretical model of the coping process; (2) a personalized decision-making model that was used to foster parent-professional collaboration in the development of a functionally oriented education plan; and (3) a proven service approach that was responsive to families of diverse economic and cultural backgrounds and was tailored to meet the needs of children with a wide range of disabling or at-risk conditions. An appendix includes a list of sample training activities. (Contains 14 references.) (Author/CR) ED404824
Organization. (1996). Is Youth Violence Just Another Fact of Life? Some Kids Resilient; Some Kids at Risk. Clarifying the Debate: Psychology Exmaines the Issues., 13pp. A joint project of the APA Office of Public Communications and the Office of Public Policy. Psychological research has demonstrated that violence is learned, and it has identified some factors that put children at risk of perpetrating or being victimized by violence. Because aggression is often learned at an early age, prevention programs that start early in childhood and continue throughout adolescence have the best chance for success. Some children demonstrate resilience, almost from birth, that protects them from becoming violent or that makes them less vulnerable to the effects of violence. Psychological research suggests that resilience can be cultivated by early experiences that counter the negative effects of violence. These experiences, which include positive role models and events that develop self-esteem and hope for the future, promote a sense that one is in control of one's own life and can cope with whatever may happen. Research has indicated that exposure to televised violence is one of the significant causes of violence in our society. Exposure through television is but one of the ways violence is taught, but in any case, the process by which violence is taught is circular, beginning with the family and coming home to the next generation. Youth violence prevention programs must start early, educate parents and other caregivers, consider the spectrum of antisocial behavior, and include numerous components of the child's environment. (Contains 14 references.) (SLD) ED411331
Organization. (1996). The Case for Kids. Community Strategies for Children and Families: Promoting Positive Outcomes., 33pp. Articles in this publication are excerpted and adapted from presentations and discussions at the Symposium, "Community Strategies for Children and Families: Promoting Positive Outcomes" (Atlanta, GA, February 14-16, 1996). Why, despite society's common understanding of the problems of children, have individuals failed to act decisively and powerfully to bring them security and hope? This report, which includes articles excerpted and adapted from presentations and discussions at a 1996 symposium, addresses this question. After an introduction by Rosalynn Carter, the first article (Charles Bruner) presents the symposium's vision for children, families, and neighborhoods that requires new forms of family supportive front-line practice; reconstructing public systems to embrace new principles; building social capital through collective action; and creating economic opportunity and hope. The second article (John Gates) suggests that "resiliency"as a concept and goalmay be the easy-to-understand rubric needed to bring programs for children and families to scale. The third article (Frank Farrow) makes the case for neighborhood networks of family support, based on the premise that conditions will not improve for many families unless they receive the help they need closer to home. The fourth article (Bob Friedman) notes the need for "leadership teams," people who can transcend an individual vision and work together over the long term to create and sustain meaningful change. The report concludes with a summary of group discussion at the symposium, particularly the need for cultural sensitivity, and of "next steps" in implementing the symposium's vision. Contains a list of symposium participants and sponsors. (EV) ED404017
Organization. (1996). When Disaster Strikes. Paper presented at the Our Children, 22, 1, 36-37 Sep-Oct 1996. With the right support and guidance from adults, even very young children can become resilient enough to weather the most traumatic disaster and grow stronger from the experience. Adults must provide support (love, discussion, and stability) and help their children build inner strength and learn to communicate and cope. (SM) EJ536834
Organization. (1997). Family Violence & Sexual Assault Bulletin, 1997. Paper presented at the 147p. These two issues contain reviews of legal/legislative issues, research and treatment issues, book and video materials, and on-line resources and websites relating to family violence and sexual assault. The first issue, contains "Empowering African American Children To Become Resilient: Early Success in Overcoming Violent Families and Communities (A. Leavelle Cox), a feature article that describes a study of 15 successful African American adults who found they felt empowered as children to set goals and to decide within themselves to separate early, both psychologically and physically from their hostile, chaotic, and violent environments. The second issue contains the following feature articles: "Helping Sexually Abused Children through Using Strengths and Resiliency Approaches" (Kim M. Anderson), which presents the strengths perspective in social work and the resiliency literature in developmental psychopathology as an alternative conceptual framework for practitioners working with sexually abused children; and "Domestic Violence as a Contributing Factor in Divorce: Perspectives of Divorcing Parents" (Frederick Buttell), which reports the results of a study of 155 divorcing parents that found the subjects reported a significant level of domestic violence as having occurred in their marital relationship and that these abusive behaviors led to their decision to divorce. (CR) ED418563 Available from: Family Violence & Sexual Assault Institute, 1121 ESE Loop 323, Ste. 130, Tyler, TX 75701; telephone: 903-534-5100; fax: 903-534-5454; e-mail: fvsai@iamerica.net.
Organization. (1997). School Staff Guide to Risk and Resiliency., 57p. School staff can use information on risk factors to identify student needs and assess the ability of the school to address these needs. It is also important to identify protective factors that promote successful development or buffer risk factors that might otherwise compromise development. Three key factors that have been identified as fostering the development of resiliency: (1) caring and support; (2) high expectations; and (3) opportunities for meaningful participation. Research on risk and protective factors is invaluable to schools in this era of educational reform as they try to provide arenas in which children can and want to learn. There is a definite link between risk and protective factors and Goal 5 of Blueprint 2000, the Florida state parallel to Education 2000. This goal states that communities must provide an environment that is drug- free and protects students' health, safety, and civil rights. Gauging risk and protective factors and working to diminish risk and promote protection are discussed. Schools cannot succeed working alone, since it is clear that both risk and protective factors operate outside the school as well as within it. Collaboration across agencies and within communities is an essential strategy to improve service delivery and allow for best use of resources. The discussion of risk and protective factors contains the following sections: (1) "Identification of Risk and Protective Factors"; (2) "Link between Risk and Protective Factors and School Performance"; (3) "Link between Risk and Protective Factors and Blueprint 2000 Goal 5"; (4) "How To Gauge the Presence of Risk and Protective Factors"; (5) "Strategies That Help Diminish Risk Factors and/or Promote Protective Factors"; (6) "Collaboration To Enhance Resiliency"; (7) "Bibliography" (50 sources); (8) "Resources" (14 individuals and programs); and (9) "Appendix" (the Florida Performance Measurement System and a sample School Climate Profile from that system). (SLD) ED416264
Organization. (1998). ED430177
Organization. (1998). Effects of Worksite Closure on Children's Academic and Psychological Adjustment. Final Report. This project examined children's academic performance and psychological well-being in rural communities affected by mass layoffs. In one study (Study A), school level data were compared from similar communities where worksite closing had or had not occurred. Study B explored risk and resiliency processes in a sample of 55 rural Asian Pacific Island American children whose families were affected by the demise of a major sector of the local economy. Study C provided a qualitative view of changes in children's home and community experiences, parents' and children's visions for their future, and suggestions from parents, youth, and teachers about desirable forms of support for children in families affected by job loss. Results indicate little change in school-level indicators of student achievement and behavior during the lay-off and post lay-off years. However, when students were the unit of analysis, widespread difficulties were found in the areas of problem behavior, especially internalizing behavior, and school attendance. Resilience in the face of job loss was predicted by: (1) effective coping strategies; (2) authoritative parenting; (3) social network support; and (4) a safe and positive school and community climate. In general, schools were perceived as making minimal responses to the community crisis. Parents and children wanted greater emotional support as well as stronger academic and career preparation to assist with both current psychological needs and long-term employment viability. Implications of these findings for the school's role in supporting children affected by parental job loss are discussed. Three attachments contain the interview questions for Study B and Study C and a list of project products and presentations. (Contains 5 tables, 10 figures, and 58 references.) (SLD) ED437497
Organization. (1998). Keeping Children Drug Free: Using Family-Centered Approaches. Parent and Community Guide. Prevention Enhancement Protocols System (PEPS) Series., 12pp. For other volumes in the "Prevention Enhancement Protocols System" series, see CG 028 813-815 and CG 028 842-843. This paper and community guide is based on the recommendations of a panel of nongovernmental experts who systematically reviewed the current research on the family's role in reducing substance abuse among youth. This booklet answers questions such as: (1) "Why focus on families?"; (2) "How big is the problem? What are the facts?"; (3) "What puts children at risk for substance abuse?"; (5) "What protects children from substance abuse?"; (6) "How do we know what works?" It provides lists of "What you can do " for parents and community members. The recommendations are intended to enhance local efforts to reduce substance abuse by minors. (EMK) ED424531 Available from: National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20847-2345; Tel: 800-729-6686 (Toll-Free); Tel: 301-468-2600; TDD: 800-487-4889; Web Site: http://www.health.org You may be able to order this document from the ERIC Document Reproduction Service.
Organization. (1998). Preventing Substance Abuse among Children and Adolescents: Family-Centered Approaches. Practitioner's Guide. Prevention Enhancement Protocols System (PEPS) Series., 86pp. For other volumes in the "Prevention Enhancement Protocols System" series, see CG 028 814-815 and CG 028 841-843. 028 841-843. This guideline summarizes state-of-the-art approaches and interventions designed to strengthen the role of families in substance abuse prevention. Topics discussed are: (1) "Why Use Family-Centered Approaches? Aren't Our School and Community Efforts Sufficient?"; (2) "How Big a Problem Is Substance Abuse Among Youth?"; (3) "What Puts Children and Adolescents at Risk for Substance Abuse?"; (4) "Family-Centered Approaches to Prevention of Substance Abuse - What Works," which presents three major approaches; (5) "General Recommendations on Family-Centered Approaches"; and (6) "Program Development and Delivery of Family-Centered Approaches," which covers program development and planning issues. "An Afterword: Emerging Areas of Research and Practice" includes discussion of the constructs "Resilience" and "Family Support." Appendixes are: "Criteria for Establishing Levels of Evidence of Effectiveness," "Abbreviations and Glossary of Terms Used in Family-Centered Approaches to Substance Abuse Prevention," and "Resource Guide." Ideas and data in this guide were organized by means of the Prevention Enhancement Protocols System (PEPS), a systematic process for evaluating evidence from prevention research and practice, then developing recommendations for practice. (EMK) ED424532 Available from: National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20847-2345; Tel: 800-729-6686 (Toll-Free); Tel: 301-468-2600; TDD: 800-487-4889; Web Site: http://www.health.org You may be able to order this document from the ERIC Document Reproduction Service.
Organization. (1998). Preventing Substance Abuse among Children and Adolescents: Family-Centered Approaches. Reference Guide. Prevention Enhancement Protocols System (PEPS) Series., 296pp. For other volumes in the "Prevention Enhancement Protocols System" series, see CG 028 813-815 and CG 028 841-843. Intended for use on national, state, and local levels, the ideas and data in this reference are organized by means of the Prevention Enhancement Protocols System (PEPS). This is a systematic process for evaluating evidence from prevention research and practice, which can then be developed into recommendations for practice. Chapter topics are: (1) "Substance Abuse Problems and the Status of the American Family," including "the extent of the problem" and "critical issues for families and children"; (2) "Risk and Protective Factors and Developmental Models in the Etiology of Substance Abuse"; (3) "Analysis of Evidence and Recommendations for Practice," which discusses "classification of preventive measures and description of approaches," and presents three major approaches with abstracts and recommendations for practice and reviews both research and practice evidence for each approach; (4) "Program Development and Delivery of Family- Centered Prevention Approaches"; (5) "Emerging Areas of Research and Practice," which includes a discussion of the constructs "Resilience" and "Family Support." Appendixes are: "Research and Practice Search Protocols," "Methodology," "Collateral Areas of Interest," "Abbreviations and Glossary," and "Resource Guide." (EMK) ED424523 Available from: U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328 You may be able to order this document from the ERIC Document Reproduction Service.
Owens, M. R. (1991). Epilogue. Paper presented at the Theme issue with title "Resilience, Schooling, and Development in African- American Youth." For related documents, see UD 516 260-270. The 11 articles in this issue present the message that African-American students can succeed and that a significant body of knowledge already exists to help them. The Institute for the Education of At-Risk Students proposed by Congress would be the optimum vehicle for continuing the research highlighted in the 11 articles. (SLD) EJ437029
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O'Gorman, P. A. (1994). Dancing backwards in high heels: how women master the art of resilience. Center City, Minn.: Hazelden. Hq1206.o35 1994 155.6/33 norst
O, B., ill, DO, nall P., Ed. (1992). Acquisition of Irish as a First Language (Insealbhu na Gaeilge Mar Chead Teanga)., 103p. The results of ongoing research on the acquisition of Irish as a first language are presented in this collection of four papers from a 1991 seminar and a fifth paper specially commissioned for this volume. The study of Irish syntax is of particular interest because of its contribution to the ongoing search for a Universal Grammar. The papers and authors are as follows: "The Acquisition of Irish as a First Language: What Do We Know?" (Tina Hickey); "Irish Language Acquisition and Speech/Language Therapy: Principles and Needs" (J. L. Kallen and Martine Smith); "Resilience and Versatility in an Urban Gaeltacht" (Gabrielle Maguire); "Developmental Stages in the Acquisition of Irish Phonology and Initial Mutations" (Donall P. O Baoill); and "Lan Beil" (Diarmuid O Donnchadha), which is in Irish. (Contains 110 references.) (LB) ED357643
Okulicz, K. (1999). Try! A Survival Guide to Unemployment. This book is a practical survival guide to unemployment that offers a thoughtful, step-by-step process for getting organized and getting the work one needs for a satisfying, productive, and happy life. It does not teach the reader how to set up a resume or how to interview. It does teach how to find out what the reader wants to do, what he or she wants to be, and how to survive some basic aspects of unemployment pitfalls. It also gives tips on how to set up the work search process. Eleven chapters cover the following topics: fault and unemployment; how to spend one's free time; emotional release and remaining positive; listening patiently to other people's advice; deciding what one wants to doa job, a career, or a life's work; making a personal wish list about oneself for employment hunting; trying different jobs, especially volunteer opportunities; organizing a grid that tracks activities on a weekly basis; saving as much money as possible; dealing with interviewing disasters; and being kind to oneself and using the time to learn about oneself. (YLB) ED433453
Organization. Revitalizing Inner Cities: Focusing on Children's Learning. Publication Series No. 7. This paper provides an overview of the research base on the influence of schools, families, and communities on the learning and educational resilience of children in at-risk circumstances, as well as illustrations of current policies and programmatic approaches that place health development and educational success as integral components of community revitalization. Implications for policy and practice are also discussed. Several policy and practical implications can be drawn from current attempts to institute broad-based efforts to improve the development and learning success of inner-city children and youth. First, program implementation must be a shared responsibility of all stakeholder groups at the grassroots level. Schools, however, must be the primary focus in attempting to improve urban education. Second, innovative programs evolve in stages of development, growth, and change. Programs that are useful in one city may be helpful in initiating similar programs elsewhere. Finally, it is noted that few educational reforms have generated the same level of support as the comprehensive approach to coordinated educational and related services for children as a focus for achieving significant improvements in student learning. More information is needed about program features, implementation, and evidence of effects. Educational reform and the reform of services delivery have been on somewhat separate tracks, but to ensure the long-lasting impact of collaborative programs, schools and other collaborating agencies must be committed to using powerful instructional techniques as an essential and active component. (Contains 4 tables, 1 figure, and 56 references.) (SLD)
On the Survival Stage. Paper presented at the 21pp. Paper presented at the Nevada Early Childhood Conference (Reno, NV, March, 1998). 243p. Discusses "career resiliency," a relationship in which the employer and the employee share responsibility for maintaining the individual's employability inside and outside the company. (Author/JOW) This paper annotates research "stories" on the development of infants, toddlers, and preschoolers and is intended to be used by early childhood professionals as a basis for teaching parenting courses and helping families in stressful situations. The references are organized by topic area: (1) child abuse; (2) attachment; (3) fathering; (4) infant development; (5) infant day care effects; (6) early intervention; (7) enhancing language development; (8) mental health; (9) enhancing motor development; (10) nutrition effects; (11) parent involvement; (12) preterm babies; (13) prosocial development; (14) resilience; (15) social class effects; (16) temperament; and (17) teacher-child interaction. There are 45 references, with publication dates ranging from 1935 to 1997; included are both classic and contemporary studies. (KB)
Organization. (1992). Doing What It Takes To Make Schools and Communities Drug Free. Conference Proceedings (2nd, Chicago, IL, March 26-28, 1992)., 95p. Keynote addresses, issues forums, workshops, and panel discussions from a conference on making schools and communities drug free are summarized in this document. Keynote addresses by Jonathan Kozol, Protase Woodford, and Jeff Howard are summarized. Issues forums are included on the topics of building successful school and community partnerships; building knowledge about children prenatally exposed to drugs; understanding the diversity of culture; and gang awareness and violence prevention strategies. Twenty-three workshops are summarized. Some of the topics covered include: (1) self-esteem; (2) innovative strategies to reach urban families at risk; (3) resilience; (4) cultural diversity in planning youth programs; (5) disabilities and juvenile justice and substance abuse; (6) developing tobacco, alcohol, and other drug policies that work; (7) collaboration among state education agencies, schools, and communities to prevent alcohol and other drug use by children; (8) strategies for community mobilization; (9) peer helpers/leaders; (10) student assistance programs; (11) curriculum infusion; and (12) the forgotten addiction of tobacco. Panel discussion from six winning schools are presented, including three elementary schools, one middle school, one junior high school, and one high schools. (ABL) ED352585
Organization. (1992). Organizing a Knowledge Base for Urban School Restructuring. Restructuring To Educate the Urban Learner. A Decisionmaking Framework., 13p. The Urban Education Project developed by Research for Better Schools, Inc., has focused on meeting the needs of urban students in a changing and demanding society. In the second contract year of a 5-year contract, the project developed the Urban Education Restructuring Framework by categorizing relevant literature and school-oriented experiences into four themes to guide restructuring decision making. These themes, cultural diversity and learning, unrecognized abilities and underdeveloped potential of urban students, enhancement of ability development through motivation and effort, and resilience, constitute a new vision of the urban learner. The new vision is then integrated with the following areas that are central to the functioning of schools: (1) curriculum, instruction, and assessment; (2) staff development; (3) school environment; and (4) effective management. Urban students should not be seen as the problem, they should be viewed as a major ingredient of the solution to the problems of educational achievement, a strong economy, and a productive society. One figure illustrates the discussion. (Contains 27 references.) (SLD) ED375236
Organization. (1992). Restructuring To Educate the Urban Learner: A Decisionmaking Framework. Study Guide. An Invitation To Dream, Think and Learn., 32pp. For related documents, see UD 030 122 and UD 030 139. The Urban Education Project developed by Research for Better Schools, Inc., has focused on meeting the needs of urban students in a changing and demanding society by creating the Urban Education Framework, which presents a new vision of the urban learner as culturally diverse, capable, motivated, and resilient. This vision suggests that urban educators build on the strengths of the urban learner. This study guide contains a series of readings that can help educators prepare for the restructuring that is necessary to address the needs of the urban learner. Questions follow each of the following selections: (1) "Russell: A Maverick?" (case study); (2) "Cultural Diversity and Learning"; (3) "Unrecognized Abilities/Underdeveloped Potential"; (4) "Enhancing Ability Development through Motivation and Effort"; and (5) "Resilience." One figure illustrates the restructuring model. Contains a 96-item bibliography that provides suggestions for further reading. (SLD) ED375237
Organization. (1992). The Mentoring Relationship in Action. Paper presented at the 6pp. For related documents, see UD 029 071-072. Mentoring is now a very popular, but loosely defined, feature of many programs for youth. The heart of mentoring is the relationship between the youth and the mentor, but little is actually known about this relationship. Mentoring should not be limited to at-risk youth, since many average students or underachievers from stable backgrounds may benefit from the boost that mentoring can provide. As it exists now, mentoring expresses two basic ideals and meets two basic social agendas: (1) to take care of youth, and (2) to make youth more resourceful. In the mentoring relationship, the youth and the mentor engage in joint activities in which an interpersonal attraction makes it possible for the youth to learn something from someone he or she has come to trust and admire. The relationship has social and psychological dimensions. A essential aspect is the identification with the adult that the youth experiences, an identification that helps the youth build a sense of self. It has been argued that the minority youth needs a minority mentor. It is true that a mentor outside the youth's ethnic and cultural world cannot easily understand that world, but this does not mean that he or she cannot be a good mentor. Relationships with unrelated adults outside the immediate family can help youth become more psychologically and emotionally resilient. If youth today cannot bring resilience to the relationships they form naturally, it can be brought to them through mentoring experiences. (SLD) ED356287
Organization. (1993). Connections Kit., 274pp. The non-print components of this kit (i.e., audiotapes and videotapes) and the two posters are not included with the ERIC copy. Children of alcoholics (COAs) generally experience high levels of anxiety and depression, particularly those in grades five through eight. The materials in this program intend to help these children by improving their group environments and by helping them grow in developmentally healthy ways. The components of the program are research based and designed to foster resiliency among all young people, not just COAs. The information attempts to be culturally relevant and sensitive and aims at mobilizing "all available healing potential." The kit's printed components include: (1) "Making the Connection: A Program Guide"; (2) "Leader's Guide"; (3) activity worksheets; (4) "Building Resilience in Children of Alcoholics, a Reference for Teachers of Grades 5 through 8"; (5) "Marta's Choice: Making the Connection"; (6) "Life is Belonging: an American Indian Photo Album." The kit's non-print components include: (1) a VHS videocassette that teaches basic facts about alcohol, alcoholism, and the risks encountered by COAs; (2) a companion audio-cassette tape, which builds on the tradition of story telling and tries to foster a sense of community, the importance of rituals, and the special value of children to the community; (3) a VHS videocassette about two boys from two different African American families suffering from alcoholism; in addition, the kit includes two wall posters. (RJM)
