Quebec's Second-Step Program Analysis

Universal school-based violence prevention programs represent an important means of reducing violent and aggressive behavior as found by Hahn et al (2007) in their study about the United States. The findings by Durlak et al (2011) from a meta-analysis of school-based, universal social and emotional learning (SEL) programs involving pupils from kindergarten through high school, have also added to the growing empirical evidence regarding the positive impact of SEL programs on improved social and emotional skills, attitudes, and behavior.

In the afterschool program, there would be recurring instances of disruptive behaviors and we would observe that the behavior had a direct connect to the trauma the child had gone through. A violent child witnesses violence as a norm and may use that to communicate anger or frustration where on the other hand, a child that has not undergone trauma expresses those same feelings in a positive and more productive way. Understanding experiences that the child has, and how this in turn impacts how they responds to different situations creates an awareness of how to best support

The school environment was measured by its implementation of the Social and Emotional Learning (SEL) approach. SEL is a framework that focuses on resiliency and teaching social and emotional competencies to children and youth (Hong, Espelage, Grogan-Kaylor, and Allen-Meares, 2011). Specifically, SEL uses social skill instruction to address behavior, discipline, safety, and academics to help students become self-aware, manage their emotions, build social skills, and make positive decisions. A meta-analytic study of more than 213 maltreatment intervention programs found that SEL-implementing schools could expect better student behavior and an 11-point increase in standardized test scores (Durlak, Weissberg, Dymnicki, Taylor, and Schellinger, 2011). The affluent school with abundant resources implemented SEL to promote resiliency. The less-affluent school with limited resourced did not implement SEL; therefore, its students did not have access to any resiliency

Education-based intervention and prevention play a crucial role in influencing young children from at-risk communities. Many researchers have concluded that early interventions improve the child’s academic performance, behaviours and learning abilities in the short and long term (McMahon, Washburn, Felix, Yakin & Childrey, 2000). Based on developmental and social theories, the child’s experiences in the earlier years have great impact on their future achievement. In turn, the foundation of a child’s academic success is formed at a very young age, before they enter the school system (Ansari & Gershoff, 2015). Intervention strategies that target young children, have a greater impact for future development since they provide them with guidance,

While living in the Residence, we will be working with the Boys and Girls Club of the Cedar Valley in Waterloo. They offer a safe and educational environment to kids, specifically those at-risk, to spend time with their friends and participate in activities put on by staff and volunteers. This gives these kids opportunities that they might not have had access to elsewhere, and it prevents them from finding more dangerous activities in some of their communities. In a bigger city like Waterloo, there is a higher population of at-risk children and teenagers who choose to go to an after-school program like the Boys and Girls Club instead of doing more dangerous activities. Statistically, there are more lower-income families with children who are a part of after-school programs like this because parents are not always available to provide after-school care, which makes them more likely to fall into trouble. We became aware of the need for volunteers in places like the Boys and Girls Club through our own experiences working with teenagers who have gotten into trouble because they did not have this resource.

In many ways, contemporary Quebec is a drastically different society than the Quebec of the early twentieth century. No longer can the majority of Quebecers be described as religious, rural, and conservative; instead they are generally secular, urban, and liberal. This transformation has come about largely because of the change in values that occurred as Quebec modernized: today’s Quebec is built around the values of secularism, gender equality, and the primacy of the French language, principles that would have seemed outlandish a few generations ago. Change triggers the urge to ask questions, and in this case, the question raised is whether or not Quebec society is better off as a result of its commitment to these values. In my opinion, one

Intervention: MHP and Zynaria discuss and process the aggressive behaviors display at school. MHP and MHS discuss changing in behaviors. MHP, Zynaria and MHS review coping skill of counting and breathing for Zynaria to calm down. MHP and Zynaria discuss details of daily non-compliance in the home. MHP encourage Zynaria to always tell the truth about the details to an incident. MHP observed the interacting between Zynaria and MHS. MHP, Zynaria and MHS discuss Zynaria

Prothrow-Stith and Quaday (1995) look to identify risk factors associated with violence and ways to provide intervention strategies in helping overcome the unsafe environments they are exposed to. The identification of 4 factors helps promote support for students exposed to violence: (1) access to coping skill strategies; (2) participation in the coping skills; (3) development of self confidence and self esteem levels for cognitive capability; (4) contact with adults who share characteristics of caring and a strong individual who practices positive prosocial behaviors (Prothrow-Stith and Quaday (1995). Schools are place where the tools for helping children exposed to violence. Authors, Prothrow-Stith and Quaday 1995) state, “Schools are charged

In this paper, I assess a proposal to implement after-school programs in low-income and/or high-migration communities across Canada for the Canadian federal government. Increasingly, we have been hearing, in the popular press especially, about the issue of after-school programs and its positive impact on children from low-income and migrant families. Research has shown that there are positive effects that could be gained from these programs such as increased social inclusion, reduction in the inequality gap between children from these families and children from high socioeconomic families and better health. The implications of these positives for low-income and migrated youths makes this a relevant issue and one that must be treated with some urgency. After the evaluation of the advantages and disadvantages of this proposal, I have recommended implementing it. My rationale is explained in the rest of the paper.

In this paper, I assess a proposal to implement after-school programs in low-income and/or high-migration communities across Canada for the Canadian federal government. Increasingly, we have been hearing, in the popular press especially, about the issue of after-school programs and its positive impact on children from low-income and migrant families. Purported positive impacts that could be gained from these programs such as closing the educational achievement gap between children from these families and children from high socio-economic families, better integration into new societies and a reduction in counter-normative behaviors, makes this a relevant issue and one that must be treated with some urgency. In order to assess this proposal, I compared the advantages to the disadvantages of implementing it and I decided to implement it. My rationale is explained in the rest of the paper.

Children learn by observing those around them, and if they are surrounded by aggression and violence then they are going to attempt to mimic those behaviors. In addition, a family environment filled with, “... coercive interactions between parents and their children and children themselves affect the behavior of all parties and contribute to the development of a hostile family environment - a true breeding ground for aggression” (Shaffer & Kipp, 2014). This clearly demonstrates the impact that an aggressive environment can have on a child’s

Even though some may believe that disadvantaged students may get socially abused in a preschool type program, the social development of the disadvantaged child can be one of the most influential effects that these programs can have on the student. Any one person can tell from experience that children who have any type of disadvantage tend to be either secluded from the rest of society or to be more antisocial and isolated. In a study called the Ypsilanti Perry Preschool

ever witnessed children interacting, perhaps a demonstration of antisocial and rude behavior? Despite negative consequences, ones unjust behavior can cause health and safety issues. Children tend to adapt to the things that surround them a way to help guide children is love and support. According to, Jennifer Warren in the article, “writes,” on sportsmanship children learning (bad behavior skills) from adults. (However, an open door to violence, alcohol, and drug abuse, will reveal anger characteristics in one’s child). Unfortunately, a disruptive social setting provides destruction to one’s innocent mind. Therefore, consider counseling and therapy sessions.

Individual displays regression with anger management due to individual hitting on his peers in class as reported by individual teacher.

The risk of developing aggressive behavior is high among children who were raised in a negative environment such as social and economic factors play a huge role. The primary place a children is in is at home. Poverty has a significant impact on a child’s social behavior these children that are raised in poor environments have a higher risk of behavior problems. Impoverished communities have a wide range of people living there not all the people in that neighborhood may have the same parenting styles or teach their child to behave. Children in impoverished neighborhoods can often play with other kids outdoors and since other children may not be raised to behave well they will bring that behavior in their homes and begin to use it. Potential behavior that can arise from other children who do not behave can lead to not respecting others, anger, and violence.