创建高校全程化就业指导课程体系

当前，为了教育引导大学生全面认识我国的就业形势，树立合理的择业观，许多高校都开设了就业指导课程。但从实践来看，其不能很好地适应我国就业形势发展的需要，存在教学对象单一、教学内容枯燥乏味等问题。因此，各高校要结合就业市场的现状以及学生的实际情况，将就业教育内容按学年融入了解阶段、探索阶段、实践阶段、准备阶段，以创建全程化的就业指导课程体系。     

A NATIONWIDE SURVEY OF PROGRAMS FOR CHILDREN OF DIVORCING AND SEPARATING PARENTS

This article surveys programs for children of separation and divorce throughout the United States. It provides an overview of their development and discusses some of the research which has been performed to measure the efficacy of them. It focuses on some specific programs, and it provides information about the types of programs which are available in each state. Finally, it provides insights into the next steps for such efforts.     

Determinants and Evaluation of Local Energy‐Efficiency Initiatives from the American Recovery and Reinvestment Act

This article examines variation in local‐level energy‐efficiency grants and corresponding initiatives from the American Reinvestment and Recovery Act (ARRA) in the United States. The analysis is based upon a hurdle model of counts of energy‐efficiency grants received by 348 local governments that received these grants from 2009 to 2013, as well as 348 matched local governments that did not receive such funds. City‐level characteristics including amount of federal financial support, per capita income, signaling of preferences for sustainability policies, manufacturing, and political influences are shown to be empirically important determinants of variation in local energy‐efficiency initiatives. The evidence suggests that all else held equal, the $21.8 billion in ARRA funds expended with the intent of increasing local energy‐efficiency programs and policies successfully led to this end.     

Is an Early Start the Best Start?: Evaluating the Effectiveness of a Political Science Summer Bridge Program

Summer bridge programs are supposed to connect a graduating high school senior’s summer to their first semester in college, easing the transition away from home and into a university setting. Although research is plentiful on the programs, assessments regarding the overall effectiveness of such programs have been mixed (e.g., Cabrera, Miner, and Milem 2013 Cabrera, Nolan, Danielle Miner, and Jeffrey Milem. 2013. “Can A Summer Bridge Program Impact First-Year Persistence And Performance?: A Case Study Of The New Start Summer Program.” Research in Higher Education 54(5): 481–498.[Crossref], [Web of Science ®] , [Google Scholar]; Douglas and Attewell 2014 Douglas, Daniel, and Paul Attewell. 2014. “The Bridge and the Troll Underneath: Summer Bridge Programs and Degree Completion.” American Journal of Education 121(1): 87–109.[Crossref], [Web of Science ®] , [Google Scholar]; Grayson 2003 Grayson, J. Paul. 2003. “The Consequences of Early Adjustment to University.” Higher Education 46(4): 411–429.[Crossref], [Web of Science ®] , [Google Scholar]). As Cabrera, Miner, and Milem (2013 Cabrera, Nolan, Danielle Miner, and Jeffrey Milem. 2013. “Can A Summer Bridge Program Impact First-Year Persistence And Performance?: A Case Study Of The New Start Summer Program.” Research in Higher Education 54(5): 481–498.[Crossref], [Web of Science ®] , [Google Scholar]) note, many of the studies collect data from participants in a one-time satisfaction survey and/or do not have an equivalent group of students who did not participate in the program from which to compare effectiveness. Our proposed study mitigates these flaws by employing a nonequivalent-groups quasi-experiment (NEG). Our bridge program—called Early Start (ES)— tapped into social, emotional, and academic engagement, as we sought to integrate the students into the university and school communities while holding high expectations and actively involving them in their own learning (Tinto 2004 Tinto, Vincent. 2004. Student Retention and Graduation-Facing the Truth, Living with the Consequences. Washington, DC: The Pell Institute for the Study of Opportunity in Higher Education. [Google Scholar]). Results suggest that not only were students enrolled in our program better socially and emotionally integrated into the university during their first year but they also scored better on content-based political science questions at the end of the fall semester, compared to their non-Early Start peers. Finally, aggregated data indicate an increase in retention for Early Start participants.     

Organizational factors that contribute to youth workers' promotion of youth voice

The term youth voice has been identified as a mechanism that helps youth who are participating in out-of-school time programs (e.g., 4-H, Boys & Girls Club, Big Brother/Big Sister) achieve successful outcomes such as improved academic and social functioning. Youth voice promotion is commonly enacted in out-of-school time programs when youth workers extend opportunities to youth to provide feedback and make key program decisions. To date, scant research has focused on organizational factors that contribute to program staff (e.g., youth workers) willingness to promote youth voice. A structural equation model using person-environment fit theory within a Positive Youth Development theory framework was constructed to test organizational factors that contribute to youth voice promotion among youth workers. Data from 569 frontline youth workers within out-of-school time programs across the United States indicated that youth workers' abilities to form positive relationships with youth, professional efficacy, and ability to make decisions in their own jobs directly predicted youth workers' endorsement of youth voice. In addition, positive relationships partially mediated the effects of professional efficacy on youth voice promotion. Implications for theory and practice are discussed.     

Learning and teaching to care for young people

“What is youth work, and what are the best ways to teach someone to be a high quality youth worker?” This is a thorny and contested question that many scholars (Emslie, 2013 Emslie, M. (2013). Toward a youth work profession. Child and Youth Services, 34, 125–138.[Taylor &; Francis Online] , [Google Scholar]; Fusco &; Baizerman, 2013 Fusco, D. &; Baizerman, M. (2013). Professionalization deconstructed: Implications for the field of youth work--guest editors' comments. Child and Youth Services, 34, 85–88.[Taylor &; Francis Online] , [Google Scholar]; Magnuson &; Baldwin, 2014 Magnuson, D. &; Baldwin, C. (2014). In defense of professionalism: A response to Fusco and Baizerman. Child and Youth Services, 35, 4–15.[Taylor &; Francis Online] , [Google Scholar]; Starr, Yohalem &; Gannett, 2009; Walker &; Larsen, 2012 Walker, K. &; Larsen, R. (2012). Youth worker reasoning about dilemmas encountered in practice: expert-novice differences. Journal of Youth Development, 7(1), 5–23. [Google Scholar]) and directors of higher education programs in youth work (VanderVen, 2015 VanderVen, K. (2015, March 24-25). Advancing child and youth work through professional preparation: Proceedings of the summit on higher education in child and youth work at the University of Pittsburgh. Milwaukee, WI: The Association for Child &; Youth Care Practice. Retrieved from: http://www.acycp.org/advancing-child-and-youth-work-through-professional-preparation [Google Scholar]) have been asking as youth work has emerged as a field of higher education study in the U.S. and other countries. Although there are many positions within the professionalization debate, most agree about the importance of better defining a knowledge base that describes youth work (Emslie, 2013 Emslie, M. (2013). Toward a youth work profession. Child and Youth Services, 34, 125–138.[Taylor &; Francis Online] , [Google Scholar]). This base includes defining both content knowledge and context-dependent practices. For instance, Walker &; Gran (2010 Walker, K. &; Gran, C. (2010). Beyond core competencies: Practitioner expertise as a critical component of quality. St. Paul, MN: University of Minnesota Extension Center for Youth Development. [Google Scholar]) distinguish between competencies, which are discrete skills and content knowledge, and competence, which is the practice of knowing how to apply multiple skills and knowledge in particular situations and contexts. She writes that competence, “... is the knack for doing youth work skillfully, gracefully; for doing the right thing at the right time...While most of us know it when we see it, as a field we don't have a very reliable way of identifying it, let alone intentionally producing it” (p. 3). In this article, I name and describe one youth work practice, caring for, towards developing reliable ways that youth work professionals can engage and develop competence in learning and teaching to care for young people.     

(Dis)Empowering New Immigrants and Refugees Through Their Participation in Introduction Programs in Sweden,Denmark, and Norway

This article sets out to critically examine whether and how different ideas of (radical and liberal) empowerment are embedded in policy documents and texts pertaining to the introduction programs in Scandinavia. All three countries have several elements in the program that have the potential of being empowering, viewed from both a radical and liberal empowerment ideology. However, the liberal empowerment ideology is more present in the programs, to various degrees, compared to the radical empowerment ideology, which is more difficult, if not impossible, to live up to within the framework of all three programs.     

Competency in Establishing Positive Relationships With Program Youth: The Impact of Organization and Youth Worker Characteristics

Frontline youth workers’ ability to form strong, positive relationships with program youth is a key element in maximizing the benefits of program participation. A recent National Collaboration of Youth (2006 National Collaboration for Youth. ( 2006 ). Capturing promising practices in recruitment and retention of frontline youth workers. Retrieved from http://www.nydic.org/nydic/documents/CompletePublication.pdf  [Google Scholar]) report identified six elements associated with youth workers’ competency to complete their professional roles: compensation, training opportunities, supportive work environment, clear work roles, sense that work is valued, and networking opportunities. The current study investigated whether having these elements predicted 459 youth workers’ self-reported job competency in forming positive relationships with youth. Regression analyses revealed that job efficacy, clarity of work roles, and benefits significantly predicted competency in forming strong relationships with program youth. Findings are discussed in relation to practice implications for the youth work field.     

After-School Programs as a Prosocial Setting for Bonding Between Peers

This study reports on the longitudinal analysis of a structured after-school arts program for Canadian youth, ages 9 to 15 years, from low-income communities where the relationship of peer social support, family interactions, and psychosocial outcomes is evaluated. Multi-level growth curve analyses suggest an increase in prosocial development with peer social support and a decrease in prosocial development when negative family interactions are present. Comparisons between matched controls, using estimated linear propensity scores, revealed significant improvement in prosocial behaviors for the intervention group. The structured after-school arts program was found to increase prosocial behaviors and bonding with peers for youth from low-income communities.