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The Components Necessary in a Clinical Day Program for a Successful Transition to Traditional School
Direct linkErica D. Parker – ProQuest LLC, 2024
The purpose of this research was to determine what components of academic and therapeutic clinical day programs ensure success for students with mental health diagnoses as they transition back to conventional educational settings. This study focused on the importance of developing students' capabilities to fulfill their own needs within Maslow's…
Descriptors: Day Programs, Transitional Programs, Traditional Schools, Clinics
Download full textMillenky, Megan; Hossain, Farhana – MDRC, 2019
PACE Center for Girls is a Florida-based nonprofit organization that serves girls of middle school and high school age who are at risk of involvement with the justice system. PACE aims to get these girls back on track by taking a gender-responsive approach, providing a blend of academic and social services that are shaped by an awareness of girls'…
Descriptors: Females, At Risk Persons, Middle School Students, High School Students
Harris, Barbara; Fox, Lindsay – Mathematica, 2022
Nearly 30 years ago, Math Corps--a summer camp for middle school students in Detroit who could benefit from mentoring and positive influences--was started at Wayne State University (WSU). In 2015, the National Science Foundation awarded an Advancing Informal Science, Technology, Education, and Mathematics (STEM) Learning grant to WSU. As part of…
Descriptors: Summer Programs, Middle School Students, Mentors, Program Effectiveness
Peer reviewedFurrer, Carrie J.; Magnuson, Linda; Suggs, Joseph W. – Journal of Education for Students Placed at Risk, 2012
Over a decade of research has demonstrated the positive effects of extended school day programs on various elementary and middle school student outcomes, both in the short and long term. The efficacy of extended school day programs in promoting academic outcomes among high school students is less well understood. This study contributes to the…
Descriptors: Neighborhoods, Extended School Day, Community Schools, Academic Failure
McCombs, Jennifer Sloan; Augustine, Catherine H.; Unlu, Fatih; Ziol-Guest, Kathleen M.; Naftel, Scott; Gomez, Celia J.; Marsh, Terry; Akinniranye, Goke; Todd, Ivy – RAND Corporation, 2019
Research evidence suggests that summer breaks contribute to income-based achievement and opportunity gaps for children and youth. However, summertime can also be used to provide programs that support an array of goals for children and youth, including improved academic achievement, physical health, mental health, social and emotional well-being,…
Descriptors: Summer Programs, Access to Education, Elementary Secondary Education, Federal Legislation
A Comparison of Youth-Driven and Adult-Driven Youth Programs: Balancing Inputs from Youth and Adults
Larson, Reed; Walker, Kathrin; Pearce, Nickki – Journal of Community Psychology, 2005
This article examines the unfolding of experiences in youth programs that differed in the degree of youth and adult influence over program activities. In-depth qualitative data were obtained over a three- to four-month cycle of activities in two "youth-driven" and two "adult-driven" programs for high-school-aged youth. All had been identified as…
Descriptors: Youth Programs, Program Evaluation, Disadvantaged Youth, Comparative Analysis
