9pgs, The goal of this literature review was to identify evidence-based curricula that support youth mental health with special attention to inclusion of access, equity, and belonging (AEB). Four databases were searched for peer-reviewed articles published between 2010 and 2019 related to youth mental health curricula. A total of 1446 articles were identified, and 171 articles underwent a full-text review. Of the 61 curricula identified, 44% addressed AEB to some extent and 65% showed program effectiveness. Four programs were recommended (Sources of Strength, Teen Mental Health First Aid, Dynamic Mindfulness, and Youth Mental Health First Aid) and eight conditionally recommended.
Andrew, Chandra L. (author) and Tarleton State University
Format:
Dissertation
Publication Date:
2017-01-01
Published:
Ann Arbor: ProQuest
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 17 Document Number: D10469
Notes:
326 pages., ISBN: 9781369787863, Via ProQuest Dissertations and Theses., Stufflebeam’s (1969) context, input, process, product (CIPP) model was used to evaluate 11 undergraduate agricultural communication programs. The programs were selected based upon their 2012-2013 membership numbers in the National Agricultural Communicators of Tomorrow chapters, with the goal of selecting the universities with the largest undergraduate agricultural communication programs. Research has indicated that regular evaluation is vital to the agricultural industry and the graduates from agricultural communication programs.
The researcher sought to answer the following research questions: 1. How many credit hours does each program require? 2. What categories of courses are offered within the curriculum for an undergraduate agricultural communication degree? 3. What are the expected topics students should receive in each category? 4. What is the degree productivity of each undergraduate degree or concentration in agricultural communication over a five-year timespan?
The context portion of the study was the history of agricultural communication. The input construct of the model was the characteristics of undergraduate agricultural communication programs. The process portion of the model was the traditional programs’ coursework offered in the programs. Finally, the product construct was the topics required by graduates.
The evaluation identified 28 categories of coursework that occurred in the undergraduate agricultural communication curriculum of the 11 selected universities. The frequency of categories occurring at each university ranged from a high of 11 to a low of three. Topics varied depending upon category, but overlap of topics did occur among categories. The overlap indicates that faculty are striving to encompass multiple topics within their offered courses’ framework.
Finally, all programs had increased their number of graduates in a five-year timespan. With the exception of one program, all remaining programs expected enrollment to continue to increase in the future.
Noting the rapid growth of journalism curricula in American colleges, the author emphasizes how "journalism has been and remains today without any well understood training course for its teachers" and with excessive emphasis upon practical training. Includes a comparative reference to agriculture curricula in that regard. Describes needed criteria for such curricula, and for teacher qualifications.
