Zimmerman Marc A, Stewart Sarah E, Morrel-Samuels Susan, Franzen Susan, Reischl Thomas M
Prevention Research Center of Michigan, University of Michigan School of Public Health, Ann Arbor, Michigan 48109-2029, USA.
Health Promot Pract. 2011 May;12(3):425-39. doi: 10.1177/1524839909357316. Epub 2010 Nov 8.
This article describes the development and evaluation of an after-school curriculum designed to prepare adolescents to prevent violence through community change. This curriculum, part of the Youth Empowerment Solutions for Peaceful Communities (YES) program, is guided by empowerment and ecological theories within a positive youth development context. YES is designed to enhance the capacity of adolescents and adults to work together to plan and implement community change projects. The youth curriculum is organized around six themed units: (a) Youth as Leaders, (b) Learning about Our Community, (c) Improving Our Community, (d) Building Intergenerational Partnerships, (e) Planning for Change, and (f) Action and Reflection. The curriculum was developed through an iterative process. Initially, program staff members documented their activities with youth. These outlines were formalized as curriculum sessions. Each session was reviewed by the program and research staff and revised based on underlying theory and practical application. The curriculum process evaluation includes staff and youth feedback. This theoretically based, field-tested curriculum is designed to be easily adapted and implemented in a diverse range of communities.
本文介绍了一门课后课程的开发与评估，该课程旨在让青少年通过社区变革预防暴力。这门课程是“和平社区青年赋权解决方案”（YES）项目的一部分，在积极的青少年发展背景下，以赋权和生态理论为指导。YES旨在提高青少年和成年人共同合作规划和实施社区变革项目的能力。青年课程围绕六个主题单元展开：（a）青年领袖；（b）了解我们的社区；（c）改善我们的社区；（d）建立代际伙伴关系；（e）变革规划；（f）行动与反思。该课程是通过一个迭代过程开发的。最初，项目工作人员记录了他们与青少年开展的活动。这些大纲被整理成课程单元。每个单元都经过了项目和研究人员的审核，并根据基础理论和实际应用进行了修订。课程过程评估包括工作人员和青少年的反馈。这门基于理论且经过实地测试的课程旨在便于在各种不同社区进行调整和实施。
