National Guild for Community Arts Education supports. Arts Programs from Urban Youth and. A Cost-Benefit Analysis of Arts Education. Benefits of Arts Education. But what are the deeper benefits from these programs? The clearest benefits of school-based sports programs can be. Relationships Between Youth Sport. Benefits for Youth, Families, & Communities. Effective afterschool programs bring a wide range of benefits to youth, families and communities. 5 Ways Arts Projects Can Improve Struggling Communities. Project for Public Spaces notes that 80 percent of the success of a public space.
Arts Programs for Juvenile Offenders in Detention and Corrections. Arts Programs for Juvenile Offenders in.
Detention and Corrections. Purpose. To develop and implement arts- based programming for juvenile offenders in juvenile detention and corrections facilities.
Background. This program implements Section 2. Juvenile Justice and Delinquency Prevention Act of 1.
25 Benefits of Martial Arts for your Child. 25 Benefits of Martial Arts The Youth Leadership Program. Community-based arts program for youth in low-income communities: A multi-method evaluation. Community-based arts program for youth.
Community-Based Afterschool and Summer Arts. Such programs can engage youth arts. Community-Based Afterschool and Summer Arts Education Programs. 5 Benefits of Youth Sports. Here are five important benefits of youth sports and how grandparents can get involved. Benefits; Grand Corps; Community; Grand Deals.
Section 5(o) of the National Foundation on the Arts and the Humanities Act of 1. The positive developmental outcomes of this research mirror the characteristics that the creative arts enhance in youth (Benard, 1. Sautter, 1. 99. 4). These characteristics include all aspects of social competence; responsiveness to others; empathy; caring, communication, and problem- solving skills; a sense of identity and self- worth; and a sense of purpose and future. Ross, Fabiano, and Ross (1. They found evidence that offenders often experience delays in cognitive skills (Ross, 1.
Applicants should provide specific details of youth and arts programs. Arts Programs for Juvenile Offenders. Arts programs for juvenile offenders in.
Combining the best techniques from the most effective programs, Ross, Fabiano, and Ross developed a model that addresses social skills, interpersonal communication and problem solving, creative and critical thinking, values enhancement, and emotional management (Ross, 1. Studies by the National Arts Education Research Center show that integrating the creative arts into all learning experiences enhances academic, social, and personal developmental outcomes (Ross, 1. These programs are more than opportunities to be expressive. Contact with the arts offers a positive stimulus that can interrupt the drift into a negative lifestyle. Arts programs have been shown to empower a population that few programs have been able to reach. It has been documented that one significant value of arts programs in prisons is their capacity to reduce inmate violence, improve security, and lower recidivism. As a result of Hillman's (1.
Goal. To implement arts- based programming for juvenile offenders in juvenile detention and corrections facilities. Objectives. Program Strategy. The Office of Juvenile Justice and Delinquency Prevention (OJJDP), in partnership with the National Endowment for the Arts, will undertake a national initiative composed of three elements: A Pilot Demonstration Project to develop and implement a new arts- based program for adjudicated youth utilizing direct technical assistance provided through this national initiative. An Enhancement Sites Project to demonstrate practices that have achieved sustainable programs, and to serve as case studies for the development of technical assistance materials to support program development in new sites. Grants to the Enhancement Sites Project will enable these existing programs to strengthen their infrastructure through staff training and improved program design and/or expansion of current activities.
Technical Assistance and Training to the Pilot Demonstration Project and Enhancement Sites Project for the purpose of ensuring focused, professional technical support for program development and implementation, including program design, artist selection and training, and interaction between arts organizations and the juvenile justice system. The technical assistance materials that will be developed through this national initiative will provide a blueprint for communities throughout the Nation that seek to undertake similar programs. The National Endowment for the Arts will provide technical assistance and training through a Cooperative Agreement with an independent consultant. Pilot Demonstration Project. OJJDP will fund one project at up to $1.
OJJDP invites applications from public and private nonprofit community- based agencies, institutions, and organizations that have not yet implemented a comprehensive arts program for juvenile offenders. However, it is expected that said applicants will have identified a need, initiated a cooperative relationship with a counterpart organization in juvenile justice or the arts, and established a strategy for implementing an arts program that will satisfy the objectives described above. While technical assistance will be provided to the successful applicant, the applicant's initial program design should emphasize hands- on learning and/or mentoring through artist/apprentice relationships. There should be sufficient community linkages available to the project to facilitate community expansion and ensure continued arts programming for youth reintegrating into the community from juvenile justice facilities. Applicants are given broad flexibility to design a program most relevant for the target population. Eligibility Requirements.
OJJDP invites applications from public and private nonprofit agencies, organizations, and institutions, and individuals who can demonstrate the capability to undertake activities related to this solicitation. Proposals should describe a detention or corrections facility site or sites to host the core arts- based program, arts and detention or corrections resources to be employed in the implementation of the project, and letters, or other documentation, that provide evidence of a partnership between the arts agency/organization and the juvenile detention or corrections authority. A preliminary budget should be attached. From each site, at least two staff (an artist and a detention/corrections staff member directly involved in the project) must be willing to attend an arts- in- detention/corrections training institute. II. These grants will be provided to applicants who have already demonstrated innovative and creative strategies in providing arts programs for detained or adjudicated youth and wish to enhance or expand their existing program. Applicants are given broad flexibility to design a program enhancement most relevant for the target population.
Explanation must be provided and should describe how this strategy will enhance and complement their existing program and meet project objectives. Eligibility Requirements. OJJDP invites applications from public and private nonprofit agencies, organizations, and institutions, and individuals who can demonstrate the experience and capability to undertake activities related to this solicitation. Those submitting proposals must demonstrate current coordinated and collaborative efforts related to the project. Examples of this commitment and strong evidence of partnership and collaboration should include a chart of program resources listing the amount of funds currently committed to the applicant's arts programs for detained or adjudicated youth and a current overall project description. To this end, applicants will be required to cooperate with the gathering of data, document strategies, and implementation efforts of the project. From each site, at least two staff (an artist and a detention/corrections staff member directly involved in the project) must be willing to attend an arts- in- detention/corrections training institute.
Technical assistance will be provided to successful applicants. Applications received in these two areas will be rated by a peer review panel on the extent to which applications meet the following criteria. Problem(s) To Be Addressed (2. Applicants must describe the juvenile crime problem in their jurisdiction. Applicants must also describe the target population and the opportunities or lack of opportunities for positive youth development, including opportunities for arts programming.
Goals and Objectives (1. Applicants must provide succinct statements demonstrating an understanding of the goals, objectives, and tasks associated with the project. Objectives must be quantifiable and measurable. Applicants must convey a clear understanding of the purpose, work, and expected results of the project. Project Design (3. Applicants must clearly describe program activities that are culturally relevant and engage community participation. The arts activities can include performing arts, visual arts, or other arts activities that enhance youth development.
There must be a demonstrated commitment to establish a mechanism for data collection. The project design must clearly relate to the goals and objectives for this project and contain elements that are clearly linked to the successful implementation of the project. Management and Organizational Capability (3. Applicants should provide a succinct history of the organization (including years of operation, recent budgets, sources of funding, and advisory boards) and a description of the current organizational structure. Applicants should describe their management plans for undertaking the proposed project (number of staff persons and specific responsibilities). Applicants need to clearly demonstrate any existing efforts through memorandums of understanding, interagency agreements, letters of commitment with specified arrangements, and other formal commitments of bona fide partnership (e.
These documents may be attached as appendixes. However, the collaborativerelationship must be clearly described in the application. Applicants should also describe any obstacles to the success of the project and how they intend to overcome these obstacles. Applicants are not required to count Federal application forms as part of the 2. However, all five of the selection criteria must be addressed within the 2. Applicants may submit examples, such as work products, job descriptions, and brochures to demonstrate a capacity to carry out the scope of work described in this solicitation in appendixes.
Appendixes are limited to no more than 1. Funding after the first budget period depends on grantee performance, availability of funds, and other criteria established at the time of award. Award Amount. A total of $1.
Pilot Demonstration Project. A total of $7. 5,0. Enhancement Site Projects. First- year funding will be up to $2. A maximum of three projects will be selected. Catalog of Federal Domestic Assistance (CFDA) Number. For this program, the CFDA number, which is required on Standard Form 4.
Application for Federal Assistance, is 1.
Benefits of School- Based Sports - Global Sports Development. High fives. School- based sports programs can bring out noticeable positive reactions and behaviors in teens. But what are the deeper benefits from these programs? What are we losing when schools are forced to cut these programs? The most extensive research has come in a report called .
This report analyzes many different factors, including race, age, and gender, and behaviors, including eating habits, sexual activity, and drug risks. The report found that many groups experienced overall benefits, with the exception of some subgroups. Overall, the study found that advantages of sports include: Weight control.
Problem- solving skills. Self- esteem. Social competence. Academic achievement. And sports can lead to reduced rates of: Juvenile arrests.
Teen pregnancies. School dropout. Over the past 2. Young people generally get less physical activity the older they get, but if they stay involved in sports programs, they. This certainly helps alleviate one of the factors that can lead to obesity. Not only does the physical activity help obesity prevention, but that activity can lead to better eating habits.
Young people involved in physical activity generally consume more fruits and vegetables, are less likely to be overweight and are more likely to become physically active adults. The physical activity combined with the camaraderie and purpose lead to a winning combination for girls. The vast majority avoid unplanned pregnancies, drugs, obesity, depression and suicide. Although, these behaviors varied among racial groups and gender. The social benefits can also lead to academic benefits. Physical activity is shown to lead to better academic performance, and when your team is performing better, on the court and in the classroom, it adds an incentive for the individual players to do better.
Participating on a team or as an individual can also help young people improve problem- solving skills, which translate to better academic performance. Emotional Benefits. Another study in the Journal of School Health called . The study took into account exercise for 2. Overall, the study found benefits of school- based sports in all groups, especially white females. For males (Black and White) it appears that regular exercise, stretching exercises, actually exercising in PE class, and playing on a. For males, building endurance, stretching, and strength training (White males) may be more important mentally and physically for competitive.
Generally, it is shown that physical activity has numerous benefits to teen participants. Participation in PA (exercise) for teens was associated with decreased anxiety and depression and improved academic performance; improved parental relationships, increased self- esteem, and decreased anger; decreased psychological stress; lower levels of mental health problems; reduced tobacco, alcohol, and marijuana use; and satisfaction with mandatory gym classes in school. With budget cuts across the board in many school districts, administrators must make decisions that will benefit the short- term and long- term well- being of their students. If the school thinks they have to trade phys ed or sports in order to get better test scores, they may be heading down the wrong path. But if administrators can keep the big picture in mind, and factor in how the many benefits of physical activity and sports programs can help students, the good test scores will follow. According to the Taliaferro study, . Sports Illustrated, pp.
Schools and Obesity Prevention: Creating School Environments and Policies to Promote Healthy Eating and Physical Activity. Milbank Quarterly, 7. Taliaferro, L. Relationships Between Youth Sport Participation and Selected Health Risk Behaviors From 1. Journal of School Health, 3. Valois, R. Physical Activity Behaviors and Perceived Life Satisfaction Among Public High School Adolescents. Journal of School Health, 5.