Program Development
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ANSWERING THE NEED FOR AN ART CENTERED AFTER-SCHOOL PROGRAM
Answering the Need for an Art Centered After-School Program
Rhonda Bush
Program Development HS 3375, Kennesaw State University
Abstract
The need for after-school programming within the city of Marietta was investigated due to a genuine curiosity that was sparked within me while driving one after-noon. The destination that day was to simply arrive at a friends house to watch a movie or two. In route, I noticed a few things that I did not like to see. I noticed young people, walking up and down the street with seemingly no where to go; a few were just standing around on a corner. I researched the area, and decided that a structured, after-school program was needed to provide a positive impact in the community.
Answering the Need for an Art Centered After-School Program
During this day and age, many children are being raised by a single parent, head of household. Mothers, as well as fathers, are trying to work, provide, and protect a way of life for their children. In order to do this, parents find themselves working long hours, and children are sometimes forced to stay home alone during the afternoon, as well as the evening. An environment where children and teens are left alone without adult supervision leaves the door open for something to go terribly wrong. Abuse, accidental house fires, abductions, and a myriad of other things could happen during unsupervised hours after the school day is over.
Current research has shown that at least sixty-five percent of mothers with pre-school age children are working, and seventy-five percent of all unmarried mothers are in the work force as well (Larkin, 1999). The children of these families are left without adult supervision after school on a regular basis. Unsupervised time during after -school hours could possibly lead to dangerous behavior in childrens lives. These students could be hurt, experiment with drugs or alcohol, and could possibly commit a crime. However, with quality after-school care, these hours could be viewed as a golden opportunity to provide enrichment and positive development in our nations children.
While attempting to address the need of extended care, many parks and recreation departments of the nations largest cities are developing after-school programs (Klitzing and Sprouse, 2005). Most of the programs focus on recreation and prevention (www.usmayors.org). Many parents involved in these programs feel that the programs have a positive outcome. The reason that parents wanted their children to participate in these programs include: having an alternative to being left home alone, being involved in a structured program that is goal oriented, parents also found that after-school programs helped their child feel accepted (Klitzing and Sprouse, 2005).
During the summer of 2003, the National School Boards Association (NSBA) found that after-school programs provide the opportunity to enhance the learning capabilities, and communication skills of students. Without after-school programming, research has shown that youth may engage in detrimental behavior such as promiscuity, experimenting with drugs, and other crimes.
This associations research has shown that in order to make a positive impact in the lives of students, programming must have an engaging effect, and rely upon in-sight from families and teachers in the community that is being served (
Results of clinical studies show that some form of intervention in teen-agers lives has a positive impact on their quality of life. The Oregon Social Learning Center conducted a study concerning girls who had prior records of juvenile delinquency. This study included a type of treatment known as the Multidimensional Treatment Foster care. The objective of this type of foster care is to provide an alternative to incarceration for youth with a repetitive delinquency history. This treatment was community-based, and the components of it included: weekly support group meetings, individualized therapy for each participant, monitoring of school attendance, and clinical staff to handle the case management aspect of the treatment program (Chamberlain, Leve, and Reid, 2005). The students in this program were also taught how to handle aggression, ways to deal with their emotions, coping strategies, and problem solving skills. Overall, the results of this study suggested that this form of treatment was effective.
In Cobb County Georgia, there is also a need for after-school programming. Normally, when citizens think of Cobb County, they only picture the higher income level area, East Cobb. However, there are specific areas within the city of Marietta that are not as affluent. The neighborhoods located near downtown Marietta, specifically the 30060 zip code will be the focus area of this study. Simply by driving through this neighborhood, one immediately notices a different type of environment. Young males are outside, standing on the street corners. Young teen-age women are walking in groups throughout the street, just waiting for time to pass. After observation, some of the teen-agers drift into a local recreation center, the majority just continue walking.
During the year 2004, 128 inmates under the age of 21 from Cobb County were admitted into the Georgia Department of Corrections System (
After-school care is a growing need in our society. This programming is not only needed locally, but nationally as well. The success of our youth is dependent upon quality after-school
care. As a result of this research,