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REPLY to 2 Classmates Posts for Social Work Course NO PLAGIARISM

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In critique to the Bulanda and McCrae article, this particular article sheds light on those advantaged African American youth whom are using the Stand Up Help Out (SUHO) mentoring program as a means of assistance to their personal, physical, and emotional well being (). Some african american youth are benefiting from the afterschool programs because of the challenges they face from poverty, community violence, educational disadvantage, social exclusion, and racial discrimination (). Also according to the article, strengths are rogram aims to develop youths’ capacity for constructive relatedness with adults, peers, and younger children. Increased capacity for constructive relatedness can strengthen their personal and professional compe- tence, despite the considerable challenges they face of poverty, community vio- lence, educational disadvantage, social exclusion, and racial discrimination (). After-school programs have great potential for helping to remedy the social exclusion of disadvantaged youth, as they are potentially are less stigmatizing than formal mental health services and could be better venues for outreach.Also, services offer youth three levels of care: individual personal and career counseling, peer support, and opportunities to constructively remedy community problems, such as mentoring elementary school children (). One reason after school programs can be helpful is because they provide participating youth with opportunities for mentoring by instructors. Researchers Bulanda and McCrea both indicate that mentoring relationships can bring about significant changes in the lives of the mentees, impacts that are mediated by a number of factors, including the youth’s interpersonal history, social competencies, developmental stage, relationship duration, program practices, family context, and neighborhood ecology . The cornerstone of an effective mentoring relationship is a strong interpersonal connection characterized by mutuality, trust, and empathy.

Disadvantages include he SUHO services evaluated here were developed from Summer, 2006 through Fall, 2007 by systematically honing services in response to youth feedback (). This is a disadvantage because it is such short timing and does not allow more time or the full time of a child to reach their maximum potential and or breaking point. By comparison with youth in privileged environments, severely disadvantaged youth experience higher rates of community violence (). The symptoms resulting from such traumatizing experiences can include suicidal and homicidal ideation, substance abuse, dangerous sexual practices (Voisin et al. 2007), pervasive anxiety, hopelessness and helplessness about changing their futures, difficulty thinking clearly, increased risk- taking behaviors, physical aggression in response to interpersonal conflict, impairments in attachment, affect regulation, memory and concentration, learning, and self-concept.a comprehensive effort to strengthen after-school program resources in three cities termed most concluded that many more effective after- school programs are needed, as only 10–15 % of disadvantaged youth participated in such programs. A decade later, the relative shortage of after school programs for disadvantaged youth has continued, as reported in a recent survey of programs in six cities (). After school programs can play a valuable role in supporting disadvantaged youths’ abilities to cope with the stressors they face.

I would recommend strengthening this design by expanding the time allotted for the youth to participate in after school programs. Not just limiting it to a quarter or a few months, but more so to a yearly term. This way, as mentioned previously youth will be able to reach their full maximum potential of bettering their lives as well as strengthening their relationships with people around them whether it be family, friends, or peers (). Based off the previous program mentioned (the alternative school),Qualitative data would be collected by selecting qualitative approaches that are particularly appropriate for a given evaluation’s expected uses and answer the evaluation’s questions (). I would analyze qualitative data first by processing and recording data immediately (). Secondly, Analyze as data is being collected (). Thirdly, Reduce data collected (). Fourthly, identify meaningful patterns and themes (). Fifthly, display data (). Last, draw conclusions about the data and verify ().


Within this week’s discussion we had to look at the article, “The Promise of an Accumulation of Care: Disadvantaged African-American Youths’ Perspectives about What Makes an After School Program Meaningful,”. Within this article it was discussed of the strengths that include a small population of thirty-two participants within the age of 14-16. A stipend was offered to the participant that is considered as an strength. The study utilized skills that were learned and applied to utilize within the real world. The stipend was offered to increase participation within the study. A weakness or limitation within the methodology, analysis is the conclusion that was taken in the research portion of the study, this was a focus on the lack of diversity in the study. The population was restricted to participants in the same county, so utilizing research is limited to other counties and populations. Another weakness in the limitation on diversity within the study, that resulted in one ethnic group. Limits were placed on age ranges as it was limited to age 14-16. To strengthen the study, I would recommend gathering participants from a variety of ages. Another way to strengthen the study is to incorporate other diversity or ethnic groups within the study. Looking at this study, explanatory can be used in this study to measure if the intervention is beneficial or not. This study is in correlation of child abuse and prevention of child abuse.

Qualitative data can be collected and analyzed in a structured questionnaire utilized for collection of data with inclusion of three open ended questions to conclude the survey. My developed questionnaire will focus on parent involvement and prevention of child abuse.


Bulanda and McCrea’s (2013), “The Promise of an Accumulation of Care: Disadvantaged African-American Youths’ Perspectives About What Makes an After School Program Meaningful,” from Child & Adolescent Social Work Journal, volume 30, issue 2, pages 95–118.

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