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Students talking between classes
No full textFour female and one male student stand on the grass beside a sidewalk talking. They all hold books and bags. Construction of the Quad can be seen in the background, as well as a parking lot full of cars.https://digitalcommons.law.wne.edu/ua_buildings/1658/thumbnail.jp
Western New England Campus
No full textView of the parking lot in front of Deliso Hall. Deliso Hall is to the right. Cars are parked in the parking lot.https://digitalcommons.law.wne.edu/ua_buildings/1675/thumbnail.jp
Windham Hall
No full textA lounge area in Windham Hall.https://digitalcommons.law.wne.edu/ua_buildings/1684/thumbnail.jp
Windham Hall
No full textTwo women sit on an unmade bed in Windham Hall. A suitcase sits on the floor between them. a television sits on the desk.https://digitalcommons.law.wne.edu/ua_buildings/1689/thumbnail.jp
Windham Hall
No full textSix girls sit in a dorm room in Windham Hall and hang out.https://digitalcommons.law.wne.edu/ua_buildings/1691/thumbnail.jp
Windham Hall
No full textSix girls sit in a dorm room in Windham Hall.https://digitalcommons.law.wne.edu/ua_buildings/1695/thumbnail.jp
Windham Hall
No full textTwo people stand outside the entrance to Windham Hall. Icicles hand down from the roof.https://digitalcommons.law.wne.edu/ua_buildings/1698/thumbnail.jp
Windham Hall
No full textPhoto of Windham Hall.https://digitalcommons.law.wne.edu/ua_buildings/1700/thumbnail.jp
Thrive Together: Implementation of Trauma-Informed Care Education for After-School Program Staff to Enhance Protective Factors Among At-Risk Youth
Get PDFAt-risk youth are more susceptible to engaging in high-risk behaviors that may hinder their successful transition into adulthood. Despite serving a high proportion of at-risk youth, many after-school program (ASP) staff receive little to no training in trauma, trauma-informed care (TIC), or their role in supporting positive youth outcomes. This project sought to answer the question, “Does trauma-informed care (TIC) education improve after-school program staff’s self-efficacy to support positive youth development and foster protective factors in the at-risk youth they serve?” Twelve ASP staff participated in a six-week, in-person educational program consisting of weekly 60-minute sessions. Pre- and post-intervention surveys assessed participants’ knowledge of TIC principles, perceived self-efficacy, and ability to implement TIC strategies. Quantitative data indicated increased knowledge of trauma and trauma-informed care techniques, greater understanding of staff’s role in youth development, and improved confidence in supporting at-risk youth. Qualitative data further reflected staff understanding and application of TIC strategies and overall satisfaction with the training. This demonstrates the positive impact of TIC education on staffs’ self-efficacy and the potential to enhance protective factors among at-risk youth in after-school settings. It also highlights the valuable role of occupational therapy in promoting trauma-informed practices and youth resilience within ASP.
Keywords: At-Risk Youth, After-School Program, Trauma, Trauma-Informed Care Education, Risk Factors, ACEs, Protective Factors, Occupational Therapy, Community-Base
THE CONNECTICUT MUNICIPAL REAL PROPERTY TAX: A CLOSER LOOK AT THE HISTORIC AND EVOLVING LANDSCAPE
Get PDFConnecticut’s tax on real property has been adopted by the continuum of time as necessary to the public fisc. In 1639, Connecticut adopted the Fundamental Orders, a document that arose from the agreement among the towns of Hartford, Wethersfield, and Windsor and bore more than a passing resemblance to seventeenth century charters of trading companies. What set the Orders apart was that they served to organize a body politic and, hence, became the first democratic written constitution in history. The chain of events set in motion in seventeenth century Connecticut yielded the new nation’s Articles of Confederation, and, as centralized tax theory gained hold, the Constitution.
The passage of time has, rather than consolidate local fiscal policy in Connecticut, yet further individuated the several towns in their production of own source revenue. This trend is reflected in the ways that towns have evolved in several observable characteristics, both demographically, such as in age, racial composition, and educational levels, and administratively, examined here through municipal fund balances