SEARCH FOR RESOURCES
This journal article describes the Center for Study of Social Policy's Youth Thrive Framework that is based on how the research on resilience, positive youth development, neuroscience, and trauma can help lead to healthy development and well-being for youth. There are multiple examples of how the Framework can be used to modify frontline practice, policy, and organizational culture. The examples rely on strong relationships and strategies based on neuroscience to alleviate the effects of trauma and especially to guide youth in foster care. This resource supports resilience.
This national study explores how low-income children's access to early childhood education might differ from their higher-income peers and how child care subsidy policies can close the gap. The study assigned states to one of five profiles based on a package of subsidy policies to produce findings about which packages provide equity in access to high quality programs.
This brief identifies evidence-based prevention tools that are low-cost targeted strategies for SEL. These "kernels" of practice are easy to implement and helpful for afterschool and summer programs that would be challenged to bring a full SEL curriculum to scale due to time or financial constraints. For example, to promote emotional self-regulation, staff can help children learn deep breathing, positive self-talk, yoga, and exercises. This resource supports resilience.
This video introduces a framework for a more collaborative and effective evaluation approach for Tribal child welfare programs. This approach modifies the evaluation process from what can feel like externally applied judgement from the dominant culture to one that taps the knowledge of non-dominant cultures. This approach incorporates best practices in continuous quality improvement to engage the community in meaningful program planning and improvement which could be applied to any program.
This issue brief offers an overview of risk factors and symptoms associated with opioid abuse and a list of interventions that can improve outcomes for children and teens affected by opioid exposure. Geared for parents, schools, and programs, each entry includes a description of the intervention, examples of associated actions, and quality indicators that can be expected when the intervention is implemented successfully.
This report by the Search Institute highlights the importance of healthy, supportive relationships to positive youth outcomes. It articulates the Search Institute’s Developmental Relationships Framework and includes sections on why developmental relationships matter; how developmental relationships grow; activating relationships in organizations; 55 ideas for deepening one-on-one relationships (for parents, teachers, and youth workers); and imagining strong and flexible webs of relationships. This resource supports resilience.
This interactive learning series is intended for professionals in Head Start and child care, including school-age programs. There are 8 modules with background information, resources, and scenarios with suggested responses. The modules include an overview of homelessness and the McKinney-Vento Homeless Assistance Act, how to identify and reach out to homeless families, and how to connect with families and community resources. This resource supports resilience.
This issue brief explores American Indian Alaskan Native (AIAN) perspectives on "self-regulation," a key concept in the emerging social and emotional learning field. The article suggests a more holisitic definition of self-regulation, recognizing that in AIAN communities individual existence is understood as inseparable from family and community. Included are "snap shots" of self-regulation skills and lessons learned at various developmental ages. This resource supports resilience and is relevant to all races. See also related briefs on self-regulation in elementary-aged children (https://www.acf.hhs.gov/opre/resource/self-regulation-snap-shot-3-a-focus-on-elementary-aged-children) and middle-school-aged youth (https://www.acf.hhs.gov/opre/resource/self-regulation-snap-shot-4-a-focus-on-middle-school-aged-youth).
This issue brief provides a succinct overview of social emotional learning and why afterschool is a perfect place to focus on this and to achieve positive developmental outcomes. It includes examples of curriculum and activities for afterschool programs from SC, NC, GA, NH, and NY.
This resource defines the principles and practices that guide ethical decision-making strategies to ensure safe, nurturing environments and positive relationships in afterschool programs. Ethical responsibilities are organized into four sections: (1) children and youth, (2) families, (3) colleagues, and (4) community and society. It also includes an overview about ethical decision making, definitions, and a bibliography.