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Browsing by Author "Gentle-Genitty, Carolyn"
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ItemAbsenteeism: School mental health: Define, spot, and deploy(Pivot Attendance Solutions, 2021) Gentle-Genitty, Carolyn; Taylor, James; Martin, Kristen ItemAt-risk students in middle school: Engagement before disengagement(2009-02) Gentle-Genitty, Carolyn ItemBest Practice Program for Low-Income African American Students Transitioning from Middle to High School(2009) Gentle-Genitty, CarolynOn the basis of systematic evaluation of three program databases, totaling 246 programs, this article provides a discussion on a best practice program for low-income African American students transitioning from middle school to high school in urban school settings. The main research question was “Of the programs touted as best practice, is there one that could produce positive middle school transition outcomes for low-income African American students in urban school settings?” To allow for the examination of as many programs as possible that targeted African American students, no subcategories of African American students were made, for example, low income. Using specific exclusion criteria, the author chose four programs as best practice (School Transitional Environmental Program [STEP]; Skills, Opportunity, and Recognition; Positive Action through Holistic Education; and Fast Track). These four programs were further evaluated with an eight-point inclusion criteria. The results suggested that STEP was the best best practice program, from those examined, for working with low-income African American transitioning from middle school to high school. ItemA Case Study of Extracurricular Activities in Central Indiana(Office of the Vice Chancellor for Research, 2015-04-17) Bah, Aissata; Dennis, Sheila; Hester, Nicholas; Hutcherson, Andricus; Kessler, Alexandra; Khalid, Ariba; Khalid, Umara; Gentle-Genitty, Carolyn; Kim, Jangmin; Karikari, Isaac; House-Soremekun, Bessie; Dennis, Shelia; Hutcherson, Andricus; Veal, BrittanyAlthough previous research noted that extracurricular activities are significantly associated with various students’ outcomes, little research to date has explored their current conditions. This case study examined the status and quality of extracurricular activities in 11 public schools around Central Indiana. Two sets of data were combined and matched by each school’s identification: the survey of extracurricular activities from schools and the schools’ characteristics from Indiana Department of Education. Of the sample, 67% were elementary schools and 42% were relatively low SES schools with a larger number of students receiving free meals. Our study showed that on average, schools provided 21 different extracurricular activities for their students. Academic activities were most prevalent (100%), followed by performing arts activities (83.3%), sports activities (83.3%), prosocial activities (75%), and school involvement activities (66.7%). For the quality of extracurricular activities, about 12% of students in each school participated in at least one activity and spent an average of 2.6 hours a week on extracurricular activities. The mean number of staff and volunteers who administered activities was 5. Approximately 39% of activities in each school were delivered by community partnerships. Our study also found that elementary schools had the lower mean scores in most measures of the quality of extracurricular activities, such as the frequency of the activities, hours spent per week, and the number of staff and volunteers. Furthermore, low SES schools tended to have lower levels of students’ participation in extracurricular activities, although they provided more frequent and diverse activities than high SES schools. These results may imply that more significant attention should be paid to elementary schools to improve the quality of activities as well as low SES schools to promote students’ active involvement. ItemA Change in the Frame: From Absenteeism to Attendance(Frontiers, 2020) Gentle-Genitty, Carolyn; Taylor, James; Renguette, Corinne; School of Social WorkSchool attendance is important for student long-term academic and career success. However, in the U.S., our current practice often disenfranchises more at-risk students than it helps. Students slated for suspension and expulsion are often recipients of these practices. This manuscript offers a recommended change in how we frame student absenteeism and attendance using attendance markers and conceptual information by identifying the discrepancies, proposing options, and recommending a new way to actively leverage attendance data (not absenteeism data) for proactive student support. Particular attention is paid to how excused and unexcused absences and in-school suspensions are treated. An emerging pivot program, the Evaluation and Support Program, engages students while they receive school services, community support, and complete consequences is discussed as a possible, promising intervention. ItemChronic truancy: Outsourcing care - understanding the role of schools and parents in social bonding(IU School of Social Work, 2009-11) Gentle-Genitty, Carolyn; Cowles, Hannah ItemCommon Predictors for Explaining Youth Antisocial Behavior: A Perspective From Ten Longitudinal Studies(2010) Gentle-Genitty, CarolynFor centuries humans have and continue to interact to bring change and homeostasis in their lives. Their interaction centers among roles played within the human developmental stages from toddler to preadolescent, to adolescent, to young adult, and thereafter to adulthood. Often the changes that occur take attitudinal, behavioral, and/or relational forms. These are often examined in research, using cross-section, prospective, or retrospective longitudinal study designs. Longitudinal research has enabled researchers to describe the emergence of violence in terms of two (and possibly more) life-course trajectories. In the early-onset trajectory, this is before puberty, and in the late-onset trajectory occurring after puberty. These two trajectories offer insights into the likely course, severity, and duration of antisocial behavior over the life span. They also have practical implications for the timing of intervention programs and strategies. These trajectories along with the results from longitudinal studies have generated causal relationships between early antisocial behavior and increases in crime and violence. This article conducts a brief, yet critical, evaluation of ten popular longitudinal studies to explain what factors can predict youth antisocial behaviors. It briefly presents a discussion on the study of antisocial behavior in the last five decades, a review of how antisocial behavior and factors relating to it have been studied, and findings on each of the ten longitudinal studies. It then discusses the common predictors found after pooling together similar factors found in each study, followed by recommendations for future study and use.