Adapting Culminating Events for Right Now: Insights from and for Creative Youth Development Programs on Meeting the Needs of Young People During the COVID-19 Pandemic
–Denise Montgomery, founder and principal at Culture Thrive, USA
Creative Youth Development (CYD) is a holistic approach to engaging young people through the arts and creativity to support them in thriving in all aspects of their lives. Young people consistently rank culminating events –performances, exhibitions, youth summits, screenings of their films –as a powerful motivator and key aspect of their involvement in creative youth development programs. In 2020, CYD organizations in the United States rapidly adapted to new realities due to the COVID-19 pandemic while trying to maintain connection to and engagement of young people as well as supporting young people’s mental health and well-being. This poster features insights from a national qualitative research study that explored how CYD programs adapted culminating events to the largely virtual program environments of 2020. Findings include the top challenges organizations face, trends in programming and events, and 11 strategies for adapting culminating events during the COVID-19 pandemic. The research methodology included an online survey in combination with in-depth interviews; participation in group discussions among CYD practitioners; and one-on-one conversations with CYD stakeholders. Survey respondents included 126 responses from every region of the United States. Some hopeful news is that while organizations face many challenges, including youth engagement; technology and connectivity; and staff capacity and stress, opportunities have emerged with regard to events during the pandemic. Organizations reported that community members have been more available to attend their events, which has been engaging for young people. CYD programs also reported significant increases in youth leading events during the pandemic and in youth employment opportunities related to culminating events.
Comparison of afterschool activities and time use pattern of students before the school closure and during the lock down caused by the COVID 19 pandemic in Korea
-Sang Hoon Bae, Prof. Dr, Sungkyunkwan University/Education and Future Institute, Republic of Korea; Sungbum Cho, PhD, assistant professor, Semyung University, Republic of Korea; Hyeonseok Jung, doctoral student, Sungkyunkwan University/Education and Future Institute, Republic of Korea; Hyewon Jin, graduate student, Sungkyunkwan University/Education and Future Institute, Republic of Korea; Daseul Park, undergraduate student, Sungkyunkwan University/Education and Future Institute; Republic of Korea; Jihye Jeon, undergraduate student, Sungkyunkwan University/Education and Future Institute, Republic of Korea
This study aimed to explore what has changed in afterschool activities of students between the normal times before the COVID 19 pandemic and during the school closure. Afterschool activities include club activities, playing with peers, spending times with family members, and playing with electric devices such as mobile phone and personal computers. Samples include 261 primary school students, 281 middle school students, and 396 high school students in South Korea. This study also compared afterschool activities among students from different socio-economic status. Finally, the study examined that differences in afterschool activities among students between higher and lower SES students are related to the level of socio-emotional development. SES background of students were measured by the level of cultural capital of the family and the level of socio-emotional development was measured by Holistic Student Assessment (HAS) developed by Harvard PEAR institute which. HAS contains items which measure Action Orientation, Perseverance, Relationship with adults, and Optimism. The study employed descriptive statistics and t-test.
Across all school levels, club activities and afterschool program participation were decreased, while times spent for playing with peers were increased. Playing with electric devices such as games and SNS activities was dramatically increased across all school levels. Of note, lower SES students showed greater time use for playing with electric devices, while higher SES students spent more time for spending times with their family members. Time use pattern after school was found to be related to the level of socio-emotional development of students.