Foreword
Preface
Acknowledgments

Part I: Realities and Visions
Chapter 1. The Way It Is
• Vignettes From Underserved Youth
• Circumstances Affecting Underserved Youth
• Aftermath—Circumstances Affecting Underserved Youth
• Inevitability or Possibility?

Chapter 2. The Way It Could Be
• Programs
• A Big Picture
• For Further Study

Part II: Serving Underserved Youth Through University-Community Collaboration
Chapter 3. Serving Underserved Youth Through Physical Activity
• Guidelines for Youth Development Programs
• The Responsibility Model
• Responsibility Model Goals and Strategies
• State-of-the-Art Criteria and the Responsibility Model
• A Map of Community Responsibility-Based Programs
• Youth Development in Underserved Communities
• For Further Study

Chapter 4. Toward University-Community Collaboration
• Establishing a University Commitment to Underserved Communities
• Integrating Experience in Community Programs Into University
• Coursework and Degree Programs
• Recommendations for Developing a University-Community Focus
• A Final Word
• For Further Study

Part III: Physical Activity Programs for Underserved Youth
Chapter 5. Outdoor and Adventure Programs
• Adventure Programs Compared to Outdoor Programs
• Outdoor and Adventure Programs and the Responsibility Model
• After-School Adventure Program
• In-School Outdoor Program
• Summer Outdoor Program
• Techniques for Promoting Responsibility
• Closing Thoughts
• For Further Study

Chapter 6. In-School Programs
• The Context of Schools
• The School Program
• Evaluation of the Program
• For Further Study

Chapter 7. Extended Day Clubs
• Coaching Clubs and the Responsibility Model
• A Basketball Coaching Club
• The Energizers Club and the Responsibility Model
• Martial Arts Club and the Responsibility Model
• Extended Day Clubs and Youth Development
• For Further Study

Chapter 8. Alternative School Physical Education
• Visiting an Alternative In-School Physical Education Program
• Visiting In-School Physical Education in a Charter School
• Conducting an Outdoor and Adventure Program in an Alternative School
• The Teen Parent Program
• The Walkabout Program
• Conclusion
• For Further Study

Chapter 9. Mentor Programs
• What Is a Mentor?
• What Makes a Good Mentor?
• Being a Good Mentor
• How Kids Respond to Mentoring and Goal Setting
• Keeping Track of Mentoring Sessions
• Getting Started
• Final Thoughts
• For Further Study

Chapter 10. Cross-Age Teaching Programs
• What Are Cross-Age Teaching Programs?
• Teaching and Leadership Options Within Cross-Age Teaching Programs
• Essential Components of Cross-Age Teaching Programs
• Impact and Outcomes of Cross-Age Teaching Programs
• The Neighborhood Scholar Program
• Challenges Facing Program Leaders
• Addressing the Challenges
• Conclusion
• For Further Study

Part IV: Leadership, Evaluation, and Outcomes
Chapter 11. Leadership
• Exploring Leadership
• Servant-Leadership
• Leadership, the Responsibility Model, and You
• Being a Good Program Leader
• Taking Action
• Staying On Track
• For Further Study

Chapter 12. Program Evaluation
• Why Do We Evaluate?
• Assumptions About Evaluation
• Evaluating Youth Programs
• Principles Learned From the Evaluation Process
• For Further Study

Chapter 13. Program Outcomes
• Kids
• University Students
• College Professors
• Endings
• For Further Study

Epilogue: Challenges
References
Index
About the Authors

9 octobre 2001