Sequor YDI researchers engage in a wide variety of youth development related research and evaluation projects. As an organization we are always looking for projects to help increase the fields knowledge of youth development best practices and programs. We also work with organizations who are looking to better understand the impacts of their programs or to increase their capacity to evaluate their own programs. For more information about working with us please call (979) 862-4615 or email (email@example.com).
Current Sequor YDI Projects – Please click on the title for more information.
Ft. Worth After School Evaluation
Researcher(s) Involved: Chris Harrist & Peter Witt
Description of Project: FWAS has just completed its 15th year. FWAS is making meaningful contributions to the social and academic success of students. The sites provide a safe place for students to be after-school, a place with more resources than are typically found in many of the communities in which students live, and alternatives to just hanging out or being involved in negative behaviors. Survey comments suggest further attention to sharing best-practices among program sites, continuing to upgrade staff training, and continuing to find ways to link program content with desired school outcomes, without diminishing the importance of differences in after- and before-school settings from the classroom environment. FWAS has made a strong commitment to continuous program improvement and monitoring. With a stable program that has been in existence for 15 years, there is a great opportunity to continue to build upon already successful program content and quality.
The Hole in the Wall Gang Camp - Kids For Camp Program
Researcher(s) Involved: Chris Harrist, Jill Martz, Joyce Carter, Chad Nelson, Dominik Reyes, & Alex Sullins
Description of Project: The Hole in the Wall Gang Camp is dedicated to providing “a different kind of healing” to seriously ill children and their families, free of charge. The Kids For Camp program encourages and supports school-aged kids to practice active compassion and develop healthy lifestyles as they grow in civic engagement and philanthropy. This curriculum will teach and empower youth how to plan and execute a fundraiser activity with the intent of donating the funds to The Hole in the Wall Gang Camp for campers to attend at no cost to their families. The participant(s) will be stepped through a three-stage curriculum addressing before project, during project, and after project milestones.
Youth Coach Training Curriculum
Researcher(s) Involved: Chris Harrist, John Thornton, Chad Nelson, & Dominik Reyes
Description of Project: It is estimated that over 40 million youth participate in sport each year and stay involved, on average, for five years. Research has consistently shown that participation in youth sport is associated with positive developmental outcomes in domains such as physical activity, psychological well-being, and pro-social outcomes. Unfortunately for many young athletes, coaches are often ill-equipped to successfully negotiate the many complex scenarios presented by their role. Research has consistently shown that approximately 85% of youth coaches are volunteers (and 90% of those individuals are parents) who do not receive adequate training for effectively working with youth. To address this issue, Sequor YDI has partnered with the Huffines Institute for Sports Medicine and Human Performance to develop a training curriculum for Texas youth sport coaches.
Multigenerational Mentoring Model
Researcher(s) Involved: Chris Harrist & Jinmoo Heo
Description of Project: This project will involve the design, implementation, and evaluation of an innovative intergenerational service-learning experience for college students, middle school and high school students in the Bryan – College Station area. We will engage college students at Texas A&M University (TAMU) and local high schools to assist with the planning and implementation of events designed to promote older adults’ quality of life (i.e., Brazos Valley Senior Games and local pickleball tournaments). Three mentoring communities will be formed: (1) older adults → college students, (2) older adults → middle school and high school students, and (3) college students → middle school and high school students. The significance of this project is that we are linking three generations (older adults, college students, middle school, and high school students) and this is a new way to develop a mentor-mentee learning community in intergenerational contexts.