A Pilot Study of the DREAMS Program
A Community Collaborative Intervention for the Psychosocial Development of Middle School Students
DOI:
https://doi.org/10.32674/jsard.v9i1.5670Keywords:
School Intervention, Community Collaboration, DREAMS Intervention, psychosocial, self-esteem, self-masteryAbstract
The purpose of this study was to pilot the DREAMS (Desire, Readiness, Empowerment, Action, and Mastery for Success) program, a community-collaborative, after-school intervention program designed specifically to address the holistic developmental needs of students at school. The author originally developed and implemented the program in Kerala, India, and later redesigned it for American school students. Combining the theories of Vygotsky and Erikson, the DREAMS model emphasizes the impact of the community on the development of children. This study evaluates the effects of a summer camp, the primary intervention of a three-year program, on the self-worth, self-esteem, and self-concept of 20 middle school students in Northeast Louisiana. After students attended the week-long program, the most significant improvements were observed in self-esteem and self-worth. Further longitudinal or comparative experimental research on the complete design would provide stronger evidence to draw more substantive conclusions.
Downloads
References
Allen, K. E., McLean, S., & Pessagno, S. (2022). Connecting Communities, Connecting Environments: The Role of Social Capital in Landscape-Scale Conservation. Society & Natural Resources, 35(7), 763–783. https://doi.org/10.1080/08941920.2022.2078915 DOI: https://doi.org/10.1080/08941920.2022.2078915
Anderson, S. E. (2022). Improving Schools Through Teacher Development. Taylor & Francis. DOI: https://doi.org/10.1201/9780203751213
Archambault, L., Leary, H., & Rice, K. (2022). Pillars of online pedagogy: A framework for teaching in online learning environments. Educational Psychologist, 57(3), 178–191. https://doi.org/10.1080/00461520.2022.2051513 DOI: https://doi.org/10.1080/00461520.2022.2051513
Aschbrenner, K. A., Kruse, G., Gallo, J. J., & Plano Clark, V. L. (2022). Applying mixed methods to pilot feasibility studies to inform intervention trials. Pilot and Feasibility Studies, 8(1), 217. https://doi.org/10.1186/s40814-022-01178-x DOI: https://doi.org/10.1186/s40814-022-01178-x
Astin, A. W., & Astin, H. S. (2010). Exploring and Nurturing the Spiritual Life of College Students. Journal of College and Character, 11(3). https://doi.org/10.2202/1940-1639.1724 DOI: https://doi.org/10.2202/1940-1639.1724
Bronk, K. C., & Mitchell, C. (2022). Considering purpose through the lens of prospection. The Journal of Positive Psychology, 17(2), 281–287. https://doi.org/10.1080/17439760.2021.2016899 DOI: https://doi.org/10.1080/17439760.2021.2016899
Berkowitz, M. W., & Bier, M. C. (2005). What Works in Character Education: A Research-Driven Guide for Education. Washington DC: Character Education Partnership. http://www.charatcterandcitizenship.org
Bruner, J. (1966). Toward a Theory of Instruction. Harvard University Press.
Chang, C., Hwang, G., & Gau, M. (2022). Promoting students’ learning achievement and self‐efficacy: A mobile chatbot approach for nursing training. British Journal of Educational Technology, 53(1), 171–188. https://doi.org/10.1111/bjet.13158 DOI: https://doi.org/10.1111/bjet.13158
Chung, D. (2018). The Eight Stages of Psychosocial Protective Development: Developmental Psychology. Journal of Behavioral and Brain Science, 8(6), Article 6. https://doi.org/10.4236/jbbs.2018.86024 DOI: https://doi.org/10.4236/jbbs.2018.86024
Eby, L. T., Allen, T. D., Evans, S. C., Ng, T., & DuBois, D. L. (2008). Does mentoring matter? A multidisciplinary meta-analysis comparing mentored and non-mentored individuals. Journal of Vocational Behavior, 72(2), 254-267. https://doi.org/10.1016/j.jvb.2007.04.005 DOI: https://doi.org/10.1016/j.jvb.2007.04.005
Erikson, E. H. (1950). Childhood and society. http://ci.nii.ac.jp/ncid/BA23759278
Estes, W. K. (2022). The state of the field. In Handbook of Learning and Cognitive Processes (pp. 4–6). Psychology Press.
Fani, T., & Ghaemi, F. (2011). Implications of Vygotsky’s Zone of Proximal Development (ZPD) in Teacher Education: ZPTD and Self-scaffolding. Procedia - Social and Behavioral Sciences, 29, 1549–1554. https://doi.org/10.1016/j.sbspro.2011.11.396 DOI: https://doi.org/10.1016/j.sbspro.2011.11.396
Fletcher, T. D., Barkus, & & Blackman, S. J. (2008). The relationship between multidisciplinary mentoring and student achievement. Educational Research Quarterly, 31(1), 3-18.
Graham, L. J., Killingly, C., Laurens, K. R., & Sweller, N. (2022). Overrepresentation of Indigenous students in school suspension, exclusion, and enrolment cancellation in Queensland: is there a case for systemic inclusive school reform? The Australian Educational Researcher. https://doi.org/10.1007/s13384-021-00504-1 DOI: https://doi.org/10.1007/s13384-021-00504-1
Greenbaum, J., Kaplan, D., Young, J., Haney, S. B., Sirotnak, A. P., Asnes, A. G., Gavril, A. R., Gilmartin, A. B. H., Girardet, R. G., Heavilin, N. D., Laskey, A., Messner, S. A., Mohr, B. A., Nienow, S. M., Rosado, N., Forkey, H., Keefe, R., Keeshin, B., Matjasko, J., … Young, J. (2023). Exploitation, Labor and Sex Trafficking of Children and Adolescents: Health Care Needs of Patients. Pediatrics, 151(1). https://doi.org/10.1542/peds.2022-060416 DOI: https://doi.org/10.1542/peds.2022-060416
Herrera, C., & Karcher, M. J. (2014). School-based mentoring. Handbook of Youth Mentoring, 203-220. https://doi.org/10.4135/9781412996907.n14 DOI: https://doi.org/10.4135/9781412996907.n14
Hill, P. L., Pfund, G. N., & Allemand, M. (2023). The PATHS to purpose: A new framework toward understanding purpose development. Current Directions in Psychological Science, 32(2), 105-110. https://doi.org/10.1177/09637214221128019 DOI: https://doi.org/10.1177/09637214221128019
Hoshi, S. (2021). Effects of classroom instruction on the development of L2 Interactional resource for joint stance taking: Use of Japanese Interactional ParticleYoin spontaneous peer conversation. Applied Linguistics, 43(4), 698-724. https://doi.org/10.1093/applin/amab074 DOI: https://doi.org/10.1093/applin/amab074
Issawi, S., & Dauphin, V. B. (2020). Industry Versus Inferiority. In V. Zeigler-Hill & T. K. Shackelford (Eds.), Encyclopedia of Personality and Individual Differences (pp. 2244–2247). Springer International Publishing. https://doi.org/10.1007/978-3-319-24612-3_593 DOI: https://doi.org/10.1007/978-3-319-24612-3_593
Jarrett, K. (2022). The Utility of Game-Based Approaches within the PE Curriculum Design and Implementation Process to Develop “More Knowledgeable Others.” Strategies, 35(3), 3–10. https://doi.org/10.1080/08924562.2022.2052774 DOI: https://doi.org/10.1080/08924562.2022.2052774
Kaliannan, M., & Chandran, S. (2010). Education in human values (EHV): Alternative approach for a holistic teaching.
Lecusay, R., Mrak, L., & Nilsson, M. (2022). What is Community in Early Childhood Education and Care for Sustainability? Exploring Communities of Learners in Swedish Preschool Provision. International Journal of Early Childhood, 54(1), 51–74. https://doi.org/10.1007/s13158-021-00311-w DOI: https://doi.org/10.1007/s13158-021-00311-w
Leis, A., Takemori, T., Abe, K., Himori, E., Suenaga, R., & Umino, K. (2022). Japanese adolescents’ attitudes towards learning English: A perspective from the self-worth theory. Language Teaching Research, 136216882110683. https://doi.org/10.1177/13621688211068368 DOI: https://doi.org/10.1177/13621688211068368
MacDonald, R., & Marsh, J. (2001). Disconnected Youth? Journal of Youth Studies, 4(4), 373–391. https://doi.org/10.1080/13676260120101860 DOI: https://doi.org/10.1080/13676260120101860
Maekawa Kodama, C., McEwen, M. K., Liang, C. T. H., & Lee, S. (2002). An Asian American Perspective on Psychosocial Student Development Theory. New Directions for Student Services, 2002(97), 45–60. https://doi.org/10.1002/ss.38 DOI: https://doi.org/10.1002/ss.38
Mahajan, R., Gupta, P., & Misra, R. (2022). Employability skills framework: a tripartite approach. Education + Training, 64(3), 360–379. https://doi.org/10.1108/ET-12-2020-0367 DOI: https://doi.org/10.1108/ET-12-2020-0367
Mahn, H., & John-Steiner, V. (2012). Vygotsky and Sociocultural Approaches to Teaching and Learning [dataset]. https://doi.org/10.1002/9781118133880.hop207006 DOI: https://doi.org/10.1002/9781118133880.hop207006
Mainga, W., Murphy-Braynen, M. B., Moxey, R., & Quddus, S. A. (2022). Graduate Employability of Business Students. Administrative Sciences, 12(3), 72. https://doi.org/10.3390/admsci12030072 DOI: https://doi.org/10.3390/admsci12030072
Marino, C., Santinello, M., Lenzi, M., Santoro, P., Bergamin, M., Gaboardi, M., Calcagnì, A., Altoè, G., & Perkins, D. D. (2020). Can Mentoring Promote Self-esteem and School Connectedness? An Evaluation of the Mentor-UP Project. Psychosocial Intervention, 29(1), 1–8. https://doi.org/10.5093/pi2019a13 DOI: https://doi.org/10.5093/pi2019a13
Marino, S. C, Fine, A, & Keith, J. (2020). Effects of mentoring on self-esteem among college students: A meta-analysis. Journal of College Student Development, 61(6), 733-748.
Masehela, L. M., & Mabika, M. (2017). An assessment of the impact of the mentoring programme on student performance. Journal of Student Affairs in Africa, 5(2). https://doi.org/10.24085/jsaa.v5i2.2707 DOI: https://doi.org/10.24085/jsaa.v5i2.2707
Mayger, L. K., & Provinzano, K. (2022). Community School Leadership: Identifying Qualities Necessary for Developing and Supporting Equity-Centered Principals. Leadership and Policy in Schools, 21(2), 281–302. https://doi.org/10.1080/15700763.2020.1759652 DOI: https://doi.org/10.1080/15700763.2020.1759652
McCoy, D. R. (1978). Benjamin Franklin’s Vision of a Republican Political Economy for America. The William and Mary Quarterly, 35(4), 605. https://doi.org/10.2307/1923207 DOI: https://doi.org/10.2307/1923207
Orenstein, G. A., & Lewis, L. (2024). Eriksons Stages of Psychosocial Development. In StatPearls. StatPearls Publishing. http://www.ncbi.nlm.nih.gov/books/NBK556096/
Pearlin, L. I., & Schooler, C. (1978). The structure of coping. Journal of Health and Social Behavior, 19(1), 2. https://doi.org/10.2307/2136319 DOI: https://doi.org/10.2307/2136319
Possamai, A., Possamai-Inesedy, A., Corpuz, G., & Greenaway, E. (2022). Got sick of surveys or lack of social capital? An investigation on the effects of the COVID-19 lockdown on institutional surveying. The Australian Educational Researcher. https://doi.org/10.1007/s13384-022-00569-6 DOI: https://doi.org/10.1007/s13384-022-00569-6
Price, H. B. (2008). Mobilizing the Community to Help Students Succeed. Association for Supervision and Curriculum Development.
Rieber, R. W., & Carton, A. S. (Eds.). (1988). The Collected Works of L. S. Vygotsky. Springer US. https://doi.org/10.1007/978-1-4613-1655-8 DOI: https://doi.org/10.1007/978-1-4613-1655-8
Rosenberg, M. (2015). Society and the adolescent self-image. Princeton University Press.
Rowan, B., Camburn, E., & Barnes, C. (2004). Benefiting from Comprehensive School Reform: A Review of Research on CSR Implementation. In Lessons from comprehensive school reform research. National Clearinghouse for Comprehensive School Reform.
Salta, K., Paschalidou, K., Tsetseri, M., & Koulougliotis, D. (2022). Shift From a Traditional to a Distance Learning Environment during the COVID-19 Pandemic. Science & Education, 31(1), 93–122. https://doi.org/10.1007/s11191-021-00234-x DOI: https://doi.org/10.1007/s11191-021-00234-x
Srimulyani, V. A., & Hermanto, Y. B. (2022). Organizational culture as a mediator of credible leadership influence on work engagement: empirical studies in private hospitals in East Java, Indonesia. Humanities and Social Sciences Communications, 9(1), 274. https://doi.org/10.1057/s41599-022-01289-z DOI: https://doi.org/10.1057/s41599-022-01289-z
Stults-Kolehmainen, M., Gilson, T., SantaBarbara, N., McKee, P., Sinha, R., Bartholomew, J., Boullosa, D., Budnick, C., Bueno, F. A., Haughton, A., Barker, J., & Ash, G. (2022). Qualitative and quantitative evidence of motivation states for physical activity, exercise and being sedentary from university student focus groups. SportRχiv. https://doi.org/https://doi.org/10.51224/SRXIV.189 DOI: https://doi.org/10.51224/SRXIV.189
Sun, J., Goforth, A. N., Nichols, L. M., Violante, A., Christopher, K., Howlett, R., Hogenson, D., & Graham, N. (2022). Building a space to dream: Supporting indigenous children’s survivance through community‐engaged social and emotional learning. Child Development, 93(3), 699–716. https://doi.org/10.1111/cdev.13786 DOI: https://doi.org/10.1111/cdev.13786
Tatlow-Golden, M. (2012). The construction of the self. Developmental and sociocultural foundations (2nd ed.). Social Psychological Review, 14(2), 34-36 DOI: https://doi.org/10.53841/bpsspr.2012.14.2.34
Thomas L. (2017). English and Communication for Colleges. Cengage India Private Limited.
Tu, Y., Li, Y., & Zuo, W. (2022). Arousing employee pro‐environmental behavior: A synergy effect of environmentally specific transformational leadership and green human resource management. Human Resource Management. https://doi.org/10.1002/hrm.22138 DOI: https://doi.org/10.1002/hrm.22138
van de Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2015). The effects of scaffolding in the classroom: Support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Instructional Science, 43(5), 615–641. https://doi.org/10.1007/s11251-015-9351-z DOI: https://doi.org/10.1007/s11251-015-9351-z
Wildy, H. and Clarke, S. (2009). Tales from the Outback: Leading in Isolated Circumstances, International Studies in Educational Administration 37(1), 29-42.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Journal of School Administration Research and Development
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All published articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License.
.png)
