Schools as community assets: an exploration of the merits of an Asset-Based Community Development (ABCD) approach
Schools as community assets: an exploration of the merits of an Asset-Based Community Development (ABCD) approach
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DOI：
10.1080/00131911.2018.1529655
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发表时间：
2020-07-03
影响因子：
3.3
通讯作者：
Oliver, Mike
中科院分区：
文献类型：
--
作者：
Forrester, Gillian;Kurth, Judith;Oliver, Mike
本文介绍和评估的“资产为基础的社区发展（ABCD）在学校”项目，这是一个公共卫生干预措施，旨在探讨在何种程度上，专注于学校作为社区资产，可以促进学生，他们的学校和当地社区的福祉。本文回顾了与社区发展领域ABCD模式的背景和背景有关的文献，重点是确定和调动个人、协会和社区的积极能力、技能、才能和优势，以实现社会变革。因此，这个项目是使用ABCD原则建立的。其目的是确定ABCD在学校环境中的可行性，并探讨其作为变革力量的可能性。该项目试行了两项由学生主导的实用ABCD倡议，以发展所涉学生的生活技能、复原力、福祉和未来就业能力。该ABCD项目的重点是两所中学基础学习阶段的九年级学生，并有两所当地大学的本科生作为导师参与。该项目的地点是英格兰北部中部地区的一个城市，该地区的社会经济状况非常不利。根据项目的基本原理和对两项举措的描述，作者强调了经验教训，并建议ABCD方法可以被视为任何（学校）社区的有前途的做法。
This paper describes and evaluates the "Asset-Based Community Development (ABCD) in Schools" project; which was designed as a public health intervention to explore the extent to which focusing on schools as community assets can promote well-being for pupils, their school and the local community. The paper reviews the literature in relation to the background and context of the ABCD model within the field of community development, where the focus is identifying and mobilising the positive capabilities, skills, talents and strengths of individuals, associations and communities in order to bring about social change. As such, this project was established using the principles of ABCD. It was designed to ascertain the extent to which ABCD could be feasibly utilised in the school environment and to explore its possibilities in terms of being a force for change. The project piloted two practical pupil-led ABCD initiatives to develop the life skills, resilience, well-being and future employability of the pupils involved. This ABCD project focused on Year 9 pupils in the foundation learning tier in two secondary academies and also involved, as mentors, undergraduate students from two local universities. The location for the project is a city in the North Midlands of England which experiences areas of high levels of socio-economic disadvantage. Following a rationale for the project and description of the two initiatives which evolved, the authors highlight the lessons learned and suggest the ABCD approach can be regarded as promising practice for any (school) community.