Integrating Service Learning into a Curriculum to Reduce Health Risks at Alternative High Schools

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Journal of School Health (Impact Factor: 1.43). 06/2005; 75(5):151-6. DOI: 10.1111/j.1746-1561.2005.00015.x
Source: PubMed


Service learning has been identified as a promising approach to reduce sexual risk behavior, among other outcomes. This study used qualitative data analysis to offer suggestions for optimally integrating service learning into a program to reduce sexual risks among alternative school students. Data were collected from student participants in the All4You! Project using classroom materials, focus groups, and individual interviews. Project educators and project staff also provided data through summary forms and field notes. Qualitative data analysis revealed 5 strategies for creating positive service experiences for alternative school students: (1) find appropriate service-learning sites, (2) create staff support, (3) maintain appropriate student participation and behavior; (4) enhance student reflection on service-learning experiences, and (5) address students' self-images.

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    ABSTRACT: The following review of literature explores the origin of Service Learning back to John Dewey and Paulo Friere and connects it to the more recent phenomenon of campus community partnerships. Service Learning in health education, as well as many other academic disciplines, is designed to engage the university with the community in ways that enhance students' academic experiences, and simultaneously serve the needs of the community. The review identifies a compilation of research that has been conducted on Service Learning and how it affects students, faculty, communities, and institutions. Service Learning is, however, far from being standard on our college and university campuses, and barriers to its institutionalization will be explored. The implications regarding the integration of Service Learning in the development of entry-level health educators is reviewed in relationship to the important standards set by the National Commission for Health Education Credentialing.
    02/2006; 37(2):97-102.
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    ABSTRACT: This study used the areas of responsibility developed by the National Commission for Health Education Credentialing (NCHEC) as a framework for the assessment of Service Learning experiences of undergraduate health education students. In the present study, six Service Learning projects involving 12 students were evaluated using multiple strategies, including (1) students' written reflections, (2) a survey, and (3) annotated portfolios. Written reflections focused on students' impact on the target population, progress during the project, and development of skills associated with the areas of responsibility. The survey assessed students' perceptions regarding their development of competency, and annotated portfolios documented tangible evidence of students' work related to each of the seven areas of responsibility. Triangulation of these data sources demonstrated that students' written reflections and perceptions of their development of competency are solid indicators of how well they will be able to produce tangible evidence of their progress in the areas of responsibility. Therefore, assessment and reflection conducted early in the Service Learning experience and often throughout will provide essential information regarding the students' likelihood of producing documentation regarding their development of competency. The early assessment may allow for the modification of a project to increase its likelihood of developing the students' professional skills.
    04/2006; 37(3):137-145. DOI:10.1080/19325037.2006.10598893
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    ABSTRACT: Adolescent pregnancy prevention remains a high priority issue for communities, schools, and service agencies that work with adolescents. Since the early 1990s the United States has provided funding for pregnancy prevention programs with an emphasis on abstinence only education programs. Also during this time, prevention programs with youth development and service learning foundations have been developed and empirically studied. Current programs found to be effective through rigorous evaluation and that are included in best-practice lists by five research and advocacy groups are identified in the article. As well, strategies are discussed for program planning and implementation, and for strengthening goodness-of-fit between the program and the local community.
    Children and Youth Services Review 12/2009; 31(12-31):1314-1320. DOI:10.1016/j.childyouth.2009.06.002 · 1.27 Impact Factor
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