| In a 90 minute Roundtable session, the first
rotation uses the first 45 minutes and the second rotation uses the last 45 minutes. |
| Roundtable Rotation I:
Teen Interactive Theater Education: Evaluation of a Youth Development Approach to the Reduction of Risk Behaviors |
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Roundtable Presentation 815 to be held in Douglas Boardroom on Saturday, November 10, 1:50 PM to 3:20 PM
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| Presenter(s):
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| Ruth Carter,
University of Arizona,
rcarter@cals.arizona.edu
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| Daniel McDonald,
University of Arizona,
mcdonald@cals.arizona.edu
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| Abstract:
TITE is an innovative youth development program that engages young people through the use of experiential activities on pertinent topics in today's society and employs a cross-age teaching strategy. The evaluation of the program adds to the knowledge-base of the effectiveness of youth development approaches, particularly among underrepresented populations (63% of respondents identify themselves as Hispanic and 21% as Native American). This roundtable discussion will show how evaluation results have been used to inform the development and implementation of the TITE curriculum. Issues relating to the evaluation will be discussed including obtaining human subjects approval and working with alternative high schools and youth detention centers.
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| Roundtable Rotation II:
What Exactly are Life Skills Anyway? |
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Roundtable Presentation 815 to be held in Douglas Boardroom on Saturday, November 10, 1:50 PM to 3:20 PM
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| Presenter(s):
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| Benjamin Silliman,
North Carolina State University,
ben_silliman@ncsu.edu
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| Daniel Perkins,
Pennsylvania State University,
dfp102@psu.edu
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| Abstract:
This roundtable discusses key issues in defining, measuring, and evaluating life skills in youth. Presenters illustrate these issues with a critique of two models and two measures of life skills. Discussion focuses on issues relevant to theory and practice: how much life skills such as goal setting, leadership, or communication is learned (and how much born-in)? Who is the best judge of life skills? What methods work best for documenting growth of life skills? (How) should measurement methods be integrated with educational methods? When and how often should life skills be evaluated? (How) do individual differences affect mastery of life skills?
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