Adolescent Real World Simulation

描述(由申请人提供)：该项目的目的是开发、实施和评估基于互联网的电子学习多媒体项目的使用情况，该项目将允许寄养社会工作者、教育工作者和其他青年工作者计划为期一天的真实世界模拟，使13-21岁的青少年寄养青年能够学习和练习独立的生活技能。关于寄养的研究表明，寄养系统没有使寄养青少年做好充分准备，使其能够从依赖他人的青少年过渡到独立、自给自足的成年人。因此，许多以前的寄养青年努力实现自给自足，在离开寄养家庭后往往最终生活在边缘。拟议的计划，青少年真实世界模拟电子学习计划(ARWP)，重点是那些与青少年寄养青少年合作的人。它还旨在帮助任何与青少年合作的专业人员发展在真实世界环境中计划和实施独立生活模拟所需的技能。在第一阶段，ARWP基于互联网的计划将演示如何使用三个核心计划组成部分：准备、管理和后续行动来开发全面的真实世界青年模拟(Griffin和Carter 2004)。第一阶段将介绍青少年真实世界模拟部分。第二和第三部分，实践模拟和活动规划，将在第二阶段开发。第一阶段介绍部分将详细说明编程对年轻人的好处，如何让社区企业参与并协调真实世界模拟的所有方面。电子学习过程将包括视频、图形、中级学习里程碑、自我评估和互动活动，以说明三个核心规划组成部分。将纳入项目评估，以衡量用户在计划、协调和完成真实世界模拟方面知识的增加，以及他们对电子学习计划和随后计划活动的动机的总体满意度。与公共健康相关：该项目有可能对参与真实世界模拟的年轻人数量产生戏剧性的指数效应。与许多其他形式的生活技能教学相比，这种潜力要高得多，也更具包容性。这种类型的培训可以有效地影响专业人员和辅助专业人员的培训方法，他们提供生活技能方案，然后举办为期一天的活动，接触数百名需要积极参与自己生活技能发展和从寄养家庭向社区的支持性过渡的青少年。

DESCRIPTION (provided by applicant): The purpose of the proposed project is to develop, implement, and evaluate the use of an Internet-based e-learning multimedia program that will allow foster care social workers, educators, and other youth workers to plan one-day real world simulations that would allow adolescent foster youths, ages 13-21, to learn and practice independent living skills. Research on foster care reveals that the foster care system does not prepare foster teens adequately to transition from being dependent youths to independent self-sufficient adults. As a result, many former foster youths struggle to achieve self-sufficiency and often end up living marginally after leaving foster care. The proposed program, Adolescent Real World Simulation e-learning Program (ARWP), focuses on those who work with adolescent foster youths. It is also intended to assist any professional that works with adolescents to develop the skills necessary to plan and implement an independent living simulation in a real-world environment. In Phase I the ARWP Internet-based program will demonstrate how three core planning components; preparation, management, and follow-up are used to develop a comprehensive daylong real world youth simulation (Griffin and Carter 2004). Phase I will develop the Introduction to an Adolescent Real World Simulation segment. The second and third segments, Practice Simulation and Event Planning, will be developed in Phase II. The Phase I introductory segment will detail programming benefits for youths, how to involve community businesses and coordinate all aspects of a real world simulation. The e-learning process will include video, graphics, intermediate learning milestones, self-evaluations, and interactive activities to illustrate the three core planning components. A project evaluation will be incorporated to measure increases in user's knowledge to plan, coordinate, and complete a real world simulation, and their overall satisfaction with the e-learning program and subsequent motivation to plan an event. PUBLIC HEALTH RELEVANCE: This project has the potential to have a dramatic exponential effect on the number of youths involved in real world simulations. This potential is significantly higher and more inclusive than many other forms of life skills instruction. This type of training can effectively influence the training approaches of professionals and paraprofessionals who provide life skills programming and who would then conduct one-day events that would touch hundreds of adolescents who are in need of active involvement in their own life skills development and supportive transitions from foster care to the community.