Mentoring For Children Research Articles

Педагогические условия реализации ресурса общественной организации в социальном воспитании подростков

The model is considered and the pedagogical conditions for the implementation of the resource of a public organization in the social education of adolescents are highlighted, approaches to the disclosure of the potential of the activities of non-state actors contributing to the development of minors are determined. At the practical level, a program of social education of adolescents is presented, implemented by members of a public organization acting as mentors of children who are on various forms of preventive accounting.

Kids Farming for the Initiation of Love for Agriculture and the Environment

Community service programs through Kids Farming for the initiation of love for agriculture and the environment aim to, among others: (1) increase children's understanding and insight into the importance of agriculture in the future and modern agriculture, (2) improve children's skills in planting practices, (3) increase responsible attitudes and love for agriculture in children, (4) increase students' knowledge about the importance of environmental conservation, and environmentally friendly agriculture (zero waste), (5) increase responsible and environmentally loving attitudes in children. To achieve the expected goals and output targets, the implementation method used in this program is a fun learning method through training and mentoring of children. This program has stages in the implementation of activities, including: preparation, interactive learning, planting, mentoring, and follow-up. The results of the implementation of this program include: (1) the formation of teamwork in children students to strengthen togetherness and erode individualism, (2) the formation of student character expression by loving the world of agriculture more and environmental preservation through green lifestyle, (3) the formation of concern for the surrounding environment, (4) a change in mindset towards stereotypes of the agricultural world, so as to change ideals closer to the world of agriculture.

“How I like English Lords...” Perception of British Culture by Ukrainian Local Nobility of the 19th Century: The Case of the Galagan Family

The article deals with the attitude of the Ukrainian nobility (the landowners of Poltava and Chernihiv governorates) to the British culture of the Victorian era on the example of the Galagan family. Based on the study of diaries, correspondence, and memoirs, it was found that the perception of British culture by the Ukrainian nobility took place thanks to learning English and getting to know English literature and art. In particular, the aesthetics of English romanticism was attractive, which was perceived in a wide range, from admiration for J. G. Byron's poetry to affection for "English parks", according to the model of which the park in Sokyryntsy, the ancestral seat of the Galagans, was laid out. The British were invited to Ukrainian noble families as mentors of children. Communication between tourists from Ukraine and Britain was of great importance while travelling in continental Europe. After all, Ukrainian travellers visited Great Britain, where they could directly get acquainted with its economic achievements and sociocultural structures. Based on these communications Anglomania spread among the highest layers of the Ukrainian nobility, to which the Galagans belonged. It was an idealization of the socio-political system of Victorian Britain, which seemed attractive as an alternative to the bureaucratic absolute monarchy that existed in the Russian Empire. Thus, the Anglomania of the nobility was one of the forms of opposition to absolutism. At the same time, Anglomania could combine with other oppositional ideologies platforms, in particular with Slavophilism, as shown by the example of Hryhorii Galagan.

Peran Orang Tua dalam Membimbing Anak dalam Pembelajaran Daring di Era New Normal

This qualitative descriptive study aims to determine the role of parents in the learning process of children in the new normal era, to examine how children respond to treatments/actions that are made by parents when online learning is carried out. The research data were obtained using interview, observation, and documentation instruments. The data was then analyzed through several stages, namely data reduction, data presentation, and drawing conclusions. The validity of the research data was tested by using source and time triangulation techniques. The results showed that the model of parental guidance for children when learning online was parents as directors, acting as facilitators, motivators, and mentors for children. Some children perceive the presence of their parents beside them to ease the child's work in understanding the material given by the teacher. However, some of the other children thought that parents only restrained their children from studying and did not give them the freedom to learn.Keywords: Online learning, parents’ role, student’s perception

Analisis Peran Orang Tua dalam Proses Pembelajaran di Era Covid-19 pada Siswa Kelas II SDN Larangan 5 Kota Tangerang

The purpose of this study was to find out how the role of parents in learning in the Covid-19 era in grade II students of SDN Larangan 5. The research method used in this study was qualitative research with descriptive type. The results of this study indicate that in the implementation of learning that is using the Whatsapp application. Learning is done through chat in Whatsapp groups and the provision of learning videos from youtube. Sometimes the teacher uses voice notes to explain the material, but this is rarely done. In addition, the role of parents as caregivers and educators as well as mentors for children has been carried out well. Parents also provide motivation so that their children can complete their assignments on time, and parents also facilitate cellphones, WiFi and internet quotas to support learning so that learning can run well. There are also advantages to online learning, including more flexible time, and learning can be done anywhere. However, online learning also has drawbacks, including an unstable internet network and many working parents so that the child's learning process becomes hampered.

Online Learning Policies and Indonesian Language Learning Constraints during the Covid-19 Pandemic

This research aims to analyze online learning policies and the problems of obstacles of teachers, learners, and parents in learning Indonesian in the covid-19 pandemic. This type of research is a case study at Muhammadiyah 4 Yogyakarta Junior High School and literature study using secondary data collected through books, journals, websites, and other sources related to research problems. Data collection uses interview techniques and document analysis. Data analysis uses qualitative descriptive techniques, consisting of data collection and subtraction, data presentation, and conclusion withdrawal. The results showed that the distance learning policy implemented at Muhammadiyah Junior High School 4 Yogyakarya was in accordance with the Circular Letter (SE) of the Ministry of Education No. 4 of 2020 on the Implementation of Education Policy in the Emergency Period of The Spread of Coronavirus Disease (COVID-19). The policies implemented include policies to provide student learning experiences, provide life skills education, learning in accordance with student conditions, the process of awarding assessments, and the process of Admission of New Learners (PPDB) and School Operational Assistance (BOS). On the other hand, there are also learning obstacles for teachers, learners, and parents in Indonesian learning experienced during the diverse covid-19 pandemic. Teacher constraints are on aspects of the use of learning applications, weak internet network access, unpreparedness with online learning media, learning materials that cannot be applied optimally, and research to learners. Student constraints are on aspects of inadequate learning facilities, weak internet access, inactivity in following learning, psychological conditions of stress and boredom, many tasks, and difficulties in operating learning applications. Parental constraints are on socio-economic aspects and supervision or mentoring of children in online learning at home.

Evaluation of the SPARK Child Mentoring Program: A Social and Emotional Learning Curriculum for Elementary School Students

Social and Emotional Learning (SEL) programs seek to enhance social and emotional competencies in children, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. By means of direct instruction regarding social and emotional competencies, SEL programs have the potential to strengthen resilience in children and thus their capacity to effectively cope with life’s challenges. Strengthening resilience in children who are repeatedly exposed to adverse experiences, particularly those from economically disadvantaged minority backgrounds, is of particular importance and has implications for the prevention of a multitude of problems later in life. Our study reports the result of an investigation of the SPARK Child Mentoring program, a resilience-focused SEL program designed to reduce risk factors, uncover innate resilience, promote natural emotional well-being, and facilitate school success. We employed a randomized controlled trial comprising 94 elementary school students that included pre- and post-intervention measurements. After controlling for pre-intervention levels, we found a significant difference between students’ understanding of underlying program principles; communication, decision making, and problem-solving skills; emotional regulation; and resilience for students who received the intervention compared to students who did not receive the intervention. These results provide initial evidence for the efficacy of the SPARK Child Mentoring program with a diverse sample of elementary school students and adds to the existing literature base concerning positive outcomes associated with SEL programs. We discuss implications for future research focused on long-term preventive effects of the program and the characteristics of students most likely to benefit from it.

Pendampingan Orang Tua Siswa Melalui Penyusunan Media Alat Hitung Manual (ALHIMA) dalam Mendampingi Anak Belajar dari Rumah Selama Masa Pandemi Covid-19

The implementation of online learning in accordance with the Minister of Education and Culture Circular No. 4 of 2020 during the Covid-19 pandemic caused new problems among parents of grade I elementary school students in Sugihrejo village. The low participation and involvement of parents in learning assistance has resulted in 76% of 25 parents having difficulty in assisting learning numeracy materials. Training on the preparation of manual counting (ALHIMA) media is an absolute effort to improve the quality of parental learning assistance on numeracy material. The method used to achieve this goal is the service learning method. In its implementation, this service program is proven to be able to improve the quality of parent learning assistance on numeracy material which is marked by new skills that parents have, including: knowing the importance of using learning media, mastering the concept of addition and subtraction, using ALHIMA media for assistance in learning counting materials, and being aware of its importance. provide the best mentoring for children's academic success.

PEMBINAAN KENAKALAN ANAK OLEH YAYASAN SINAI DI SUKOHARJO

Juvenile delinquency is getting more worrying in both developed and developing countries over times. Juvenile delinquency is also a problem with which any family often complains. One of attempts to be taken to deal with juvenile delinquency is to conduct rehabilitation or mentoring. This research aimed to analyze the type of juvenile delinquency and its cause, to find out the form of building and the factors supporting and inhibiting the mentoring. This research employed Max Weber’s Social Action theory. This qualitative research with case study was conducted in Sukoharjo. The sampling technique employed was purposive sampling technique. The informant of research consists of Chairperson and Mentors of Children in SINAI Foundation of Sukoharjo, and children who have ever committed delinquency and live in SINAI Foundation. Data was collected through observation, in-depth interview, and documentation. To validate the data, source triangulation was used. Technique of analyzing data used was Miles and Huberman’s interactive analysis model. The result of research showed that type of delinquency committed by children residing SINAI Foundation is non-conform action including escaping from home or foundation and playing truant, and antisocial or asocial action including not paying transportation ticket or cost when going by public transportation and large vehicles crossing the road. The cause of delinquency committed by children residing SINAI Foundation included internal and external factors. Internal factor included wish coming from inside. External factor included family environment, economic condition, and friendship environment. The form of children mentoring conducted by SINAI foundation included mental spiritual building, skill building, and discipline building. The factor supporting the mentor was a belief inside assuming that mentoring the needy children was the form of worship to God and that fellow human beings should help each other. Meanwhile the factors supporting the child to attend the mentoring were the presence of complete and feasible facilities for residence and the fulfilled daily need, the access to education and the presence of friends or relatives living there. The factor inhibiting the Mentor included queer SINAI Foundation resident’s queer behavior and sometimes accident occurring during mentoring or treatment. The factor inhibiting the children attending the mentoring was the Mentor’s resoluteness making them sometimes upset and longing for seeing their parents.

THE IMPACT OF MEANINGFUL VOLUNTEER ENGAGEMENT IN AGING ADULTS: THE BALTIMORE EXPERIENCE CORPS TRIAL

Experience Corps was designed to embed cognitive, social, and physical activity into volunteer service by training older adults to serve in neighborhood elementary schools as mentors of children in Kindergarten-3 for 15 hours a week over two academic years. We incorporated cognitive activities through the intentional design of a variety of roles in reading, math, library support, and positive communication. Socially, volunteers engage with other volunteers, teachers, and children, and functional walking 3-4 days/week to and from as well as within the schools. The Baltimore Experience Corps Trial (BECT) is the largest randomized controlled trial (N = 702) examining the impact of volunteer engagement on cognitive functions in cognitively intact older adults, over sampling African Americans (91%) who have twice the risk of Alzheimer’s disease as whites. Findings will be summarized and demonstrate the dose-dependent cognitive, psychosocial, lifestyle activity, and brain benefits of volunteering for up to two years.

Adolescents as Coaches during Service-Learning: Teaching Children Social and Emotional Skills

Service-learning provides opportunities for adolescents to foster leadership skills, learn about those in different social circumstances, and enhance civic engagement. This pilot study described the implementation and evaluation of a service-learning project to train adolescents as coaches to teach social and emotional learning to elementary children. Reflection journals were used to document adolescent perceptions of the experience. Twenty-nine female and 16 male high school students participated. Adolescents delivered lessons focusing on emotional expression, learning emotions, and interpersonal problem solving. Adolescents used journals to reflect on their experiences. Coders used qualitative methods to analyze themes in adolescents’ answers to journal questions. Study findings indicated that several of the adolescents gained leadership and teaching skills, learned about children’s lives, and reported personal growth. Relatively more males described being in a teaching role as difficult, and they may require more support during teaching experiences. Keeping children focused and on-task was difficult for some students. However, adolescents reported feeling inspired by participating in the program and their positive influence as mentors for children. Adolescents understood the impact of poverty on children’s lives and some felt inspired and more willing to engage in future service. Adolescents were a valuable workforce as teachers for social and emotional skills for children. This was a summer program, and leaders need to continue to search for ways to incorporate similar character education programming during the school year. Future research should focus on assessment of change in children’s behaviors and future civic engagement of adolescents.

Impact of Soap Opera Show “Sports” Go Bmx on Social Behavior of Children

The purpose of this research is to describe the impact of soap opera show “sport” Go BMX on social behavior of children. The Method of research, this study was included as a descriptive qualitative research in a survey form. The result of research shows that the impact of Soap Opera show “sport” Go BMX to: (1) development a culture of movement (motor culture) “sport” biking in children that led to the improvement of physical fitness of children. (2) A growing number of children who liked cycling. It gave opportunities on improving the buying and selling bikes; (3) development the values of characters such as cooperative, joy, competitive, spirit, and other social attitude. While other negative impacts were: (a) the Al Quran reading time in the evening or course time was undisturbed, and children sometimes were being lazy for to do that activity; (b) Activities learning at night was disturbed because of fatigue playing bike in the afternoon. Then, the children directly went to bed; (c) children watched immediately the soap opera show Go BMX “sport” through You Tube when they got out of bed or came home from school; and (d) children insisted to buy a new BMX bike. The implications of research can be carried out (1) for parents are to provide a guidance and mentoring of children in watching time, as well as limiting the playing time for cycling, while (2) for the soap opera show producers or the likes are to make a soap opera show with consideration to the “spirit” of values that can foster the values of education, “Indonesian”, even the cultural values of the area and other local wisdom; and (3) it is needed more in-depth study related to a packaging of soap opera show “sport” with a number of variables including the children’ social behavior change, social, economic and others.

Lunch Buddy Mentoring for Children Victimized by Peers: Two Pilot Studies

The authors describe two pilot studies examining the potential benefits of Lunch Buddy (LB) mentoring, a manualized approach to school-based mentoring. LB mentoring takes place during the school lunch period and is designed to promote positive changes in children's peer relationships. In both studies, changes in peer victimization were assessed after one and three semesters of LB mentoring. In the first study, LB mentors were paired with elementary school children (N = 24) identified by child and teacher reports as victimized by peers. Results revealed significant declines in self- and teacher-rated victimization after one and three semesters of mentoring. In the second study, LB mentors were paired with victimized children who also engaged in bullying behavior (N = 23). Results indicated significant declines in self- and teacher-ratings of peer victimization after three semesters of mentoring. In both studies, ratings of perceived harm were low and ratings of satisfaction were high. Discussed are the implications of these findings for future research and for efforts to develop a nonharmful way to help children who are repeatedly victimized.

Medical Students as Mentors for Children in a School-Based Mental Health Program: Lessons Learned

Medical Students as Mentors for Children in a School-Based Mental Health Program: Lessons Learned

Evaluating a formalised peer mentoring programme: student voice and impact audit

Over the past 10 years, mentoring of children and young people has become an increasingly important feature of social policy in the United Kingdom. This is evidenced in the rapid growth in the number of mentoring schemes operating in a range of educational settings. In 2006 the Mentoring and Befriending Foundation was contracted by the Department for Education and Skills to pilot nationally a formal and sustainable peer mentoring scheme in 180 secondary schools in England, generating 3600 matched pairs. The evaluators, appointed by the Department for Education and Skills, had the overarching aim of supporting the development of evidence‐based peer mentoring and enhancing the capacity of those involved to engage in evaluation practice. This article reports the methodology and main findings of the evaluation of the programme. It was evident that schools engaged positively and productively with the project and with this structured form of mentoring. Qualitative interview evidence, self‐report data from the ‘About Me’ scale, and the teacher and mentee and mentor ‘voice’ attested to benefits, but impact data (attendance, attainment, behaviour) did not provide corroborative evidence of a positive effect.

Mentoring of children and adolescents for preventing drug and alcohol use

The objectives of the intervention are: To identify and systematically review all mentoring interventions in all languages to prevent drug and alcohol use by children and adolescents. Control and comparison groups may have received no intervention, or the standard health education curriculum, or the alcohol and drug education curriculum normally used in the school or institution the adolescent attends, or individual counselling or support groups. The primary clinical outcomes are never starting to use drugs and alcohol or reduction in consumption.

Child Mentoring as an Early Intervention and Prevention Framework for Children and Families At-risk: A Review of the Literature

Child Mentoring as an Early Intervention and Prevention Framework for Children and Families At-risk: A Review of the Literature

Teachers: Mentors of Children

Teachers: Mentors of Children

Out of the Woods and into the Light: O. L. Samuels' Mentoring of Children with At-Risk Tendencies

O. L. Samuels is a well-known folk artist who began carving wood twenty years ago to overcome personal despair. Since that day, he has credited art with saving his life. Recently, Samuels shared his belief in the healing powers of art with his students at Florida Arts and Community Enrichment (FACE), a community arts organization that serves children and young adults with at-risk tendencies. Although Samuels is illiterate, he is a natural teacher who has used recycled wood, personal history, and dialogue to teach children about art and the environment. Working with Samuels, FACE’s students have learned from his example (1) paying more attention to the environment, (2) becoming more patient, (3) using art to soothe the soul, and (4) developing positive relationships. Samuels has served as an excellent mentor because he has demonstrated care for FACE’s students, fostered their talents, and believed in their capabilities.

Child sexual abuse: a marker or magnifying glass for family dysfunction?

A report of child sexual abuse leads to a multi-agency investigation that often reveals other maltreatment and dysfunctional behaviors within the family. Due to recent developments in this field, the emphasis of the investigation has shifted to the child’s history rather than information from the parent or accused, or the presence of injuries. In the last 10 years Children’s Advocacy Centers have become a central component to the investigation of child sexual abuse and provide a means for long-term follow-up of referred families. The idiosyncrasies of this investigative and advocacy system have provided an in-depth view of the families of sexually abused children. Four family types emerge: safe and secure, safe and insecure, unsafe and enmeshed, and unsafe and insecure. The characteristics of child sexual abuse, the response to the child’s disclosure of abuse, and the prognosis for the child victim vary among the different family types. An innovative long-term program of wrap-around services for sexually abused children and their families provides counseling, peer activities, family mentoring, and child mentoring while tracking the symptoms and behaviors of the child victims. The identification of a child victim of sexual abuse can be a tragic crisis and an opportunity for intensive and timely intervention.