Book contents
- Handbook of Implementation Science for Psychology in Education
- Handbook of Implementation Science for Psychology in Education
- Copyright page
- Dedication
- Contents
- Contributors
- Foreword
- Part I What is Implementation Science?
- Part II Statistical Problems, Approaches, and Solutions in Real-World Contexts
- Part III Preparing for Effective Implementation:
- Part IV Successful Implementation of Specific Programmes and Interventions:
- Chapter 12 Maximizing the Effectiveness of Social-Emotional Interventions for Young Children Through High-Quality Implementation of Evidence-Based Interventions
- Chapter 13 Framework for Improving the Impact of School-Based Social Competence Programs
- Chapter 14 Positive Behavior Support and Young People with Autism
- Chapter 15 Implementation of a Family-Centered, School-Based Intervention to Prevent Student Academic and Behavioral Problems
- Chapter 16 Evidence-Based Reading Interventions
- Chapter 17 Summary of Research and Implications for Practice on Reading Interventions for Young English-Language Learners with Reading Difficulties
- Chapter 18 Implementing Evidence-Based Leisure Education Programmes during School
- Part V Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
- Part VI Signposts Toward Effectiveness
- Index
Chapter 18 - Implementing Evidence-Based Leisure Education Programmes during School
from Part IV - Successful Implementation of Specific Programmes and Interventions:
Published online by Cambridge University Press: 05 November 2012
Book contents
- Handbook of Implementation Science for Psychology in Education
- Handbook of Implementation Science for Psychology in Education
- Copyright page
- Dedication
- Contents
- Contributors
- Foreword
- Part I What is Implementation Science?
- Part II Statistical Problems, Approaches, and Solutions in Real-World Contexts
- Part III Preparing for Effective Implementation:
- Part IV Successful Implementation of Specific Programmes and Interventions:
- Chapter 12 Maximizing the Effectiveness of Social-Emotional Interventions for Young Children Through High-Quality Implementation of Evidence-Based Interventions
- Chapter 13 Framework for Improving the Impact of School-Based Social Competence Programs
- Chapter 14 Positive Behavior Support and Young People with Autism
- Chapter 15 Implementation of a Family-Centered, School-Based Intervention to Prevent Student Academic and Behavioral Problems
- Chapter 16 Evidence-Based Reading Interventions
- Chapter 17 Summary of Research and Implications for Practice on Reading Interventions for Young English-Language Learners with Reading Difficulties
- Chapter 18 Implementing Evidence-Based Leisure Education Programmes during School
- Part V Improving the Implementation of Evidence-Based Programmes And Interventions via Staff Skills, Organisational Approaches, and Policy Development
- Part VI Signposts Toward Effectiveness
- Index
Summary
This chapter describes two related prevention interventions aimed at middle school youth that focus on an important developmental context: out-of-school or leisure time. It discusses the importance of leisure to academic success and healthy adolescent development. The chapter also defines leisure education, and describes two school-based leisure education programs. Leisure is considered to be one of the more 'free' contexts in a person's life and contains a number of health-promoting characteristics. There are two major ways leisure can contribute to educational attainment: by influencing academic achievement at school and through informal learning that occurs outside the traditional classroom. It is important to pursue cultural issues regarding leisure and leisure education for different groups. The chapter discusses the issue of implementation fidelity related to leisure education programs. It highlights that any school-based program that is out of the ordinary should be given careful attention with regard to support of teachers.
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- Handbook of Implementation Science for Psychology in Education , pp. 313 - 330Publisher: Cambridge University PressPrint publication year: 2012