Health_Promotion_Program

I have a great promotion program that might be helpful. I called it Project Ego. This program will, probably, last about 10 weeks and it will be aimed for 4th to 6th grade special needs students. This program will be able to help raise their self-esteem. This program is, also, for the schools that are eligible for the Title 1 funding and other services, that comes with it. That is good, because schools, with the Title 1 funding and other services, have been noticed as having more of a large percentage of students, which are living below the poverty level, which is not good, however, this isn’t stopping the students with their talents in school, because there are high levels of students with English as a Second Language, which is pretty good, and there is a lot that are good with migratory classes. With this Title, students are, often, seen as student that don’t finish their schooling, due the impairments that they have and they are endured with a lot of criticism, because of it. However, after these 10 weeks, they won’t have to put up that, because they will feel good about themselves and it won’t matter to them. There are 4 goals that these will achieve, once they are done with this program. They are: 1. They will show a great deal of working knowledge of their special needs in the classroom. 2. They will identify 3 problems that interfere with their positive self-image and they will make a plan to get rid of, at least, one of problems, during these 10 weeks. 3. They will meet with their mentor, at least, two times, every week, to talk about their plans and their own views of their successes and failures, as they relate to the self-image. 4. They will come closer to eliminating the negative talk and comments and will develop positive responses to the struggles, that they have been having, during these 10 weeks. There will be meetings that will be held after school at the community center where the students, usually, wait for their parents to come and pick them up, after they get off work. The students will be provided with snacks and drinks and they won’t be bored, because there will be a game room for them to enjoy themselves. After the meetings, the students will have access to the basketball courts, if they wanted to or whatever. At their first meeting, the students will pair up with a mentor that is matched with their backgrounds and there will be ESL students that will be matched with mentors with the same backgrounds. For example, a student with ADHD will be matched with a mentor with ADHD and a student with dyslexia will be matched with a mentor with similar reading problems. Every week, students will be with their mentors and they will focus on succeeding with their coping skills and the appropriate responses to failure, by participating in learning activities. Succeeding in coping skills will prevent reactive responses and will encourage self-esteem and their self-efficiency skills(California State University, Fullerton, 2004). Now, the first 2 weeks of Project Ego will be aimed at learning at certain disabilities that are represented in the group, which get the students to move beyond the stigmas associated with impairments and aim at the strengths to overcome the challenges. Every time a student reaches those high levels of the green light, they see their own duties for maintaining their successes and failures, instead of giving in to failure, all together. This empowerment is very important for raising their self-esteem and self-efficiency, which is good. At the second meeting, students will examine their motivations for success of achievement with their mentors. They will, also, talk about ways to overpower those obstacles. As weeks go by, students will be improving on their self-talk, their coping skills, and their diminishing self-defeating behaviors. This will, also, help the students to believe more that they can reach their academic and their personal goals, in order to improve their overall self-esteem. Throughout this program, mentors will look at their student’s behavior that raises their positive self-image. For example, using positive self-talk when missing a basketball goal. Good bonding with older students would be the incentive that students need to stay active in this program. Mentors will reward the students at each meeting, for their successes, such as taking them to lunch or playing a game of basketball, after the meeting. This should raise their bonding and help raise participation, which is good. As the students have these positive relationships with their mentors, they are more likely to copy their mentor’s behaviors that supports a good self-image (Lieb, 1992). Students can contact their mentor, anytime during the 10 weeks, through the community center, for any reason. The mentors will agree to respond within 24 hours of the request. With their parent’s permission, mentors will be able to visit the students during the school day, in order to encourage the maintenance of goals that are achieved and the mentors will be encouraged to keep their relationships with the students on an informal basis throughout their educational careers, which is very helpful. If a mentor has to relocate for any reason, then the student can be assigned to a new mentor, who will begin following the student on his success. To find how the student is doing, the student will be given surveys about their self-esteem and the surveys will, also, be given to the student’s teachers and their parents. The surveys will be able see how they are improving and what they are lacking, in order to improve their challenges, their self-image, and their self-talk. At the end of the 10 weeks, the students will be given another survey to compare the results to the first one. Then, every 2 years, there will be surveys, that the students will take to show their long term effects of this program. The results of the survey comparisons will be shared with the individual students, their parents, their teachers, and their mentors to celebrate their achievements and see the areas of improvement, if needed. Project Ego is a great program that is sponsored by the Springfield Public School System, The City University of Springfield, Mo., and the Springfield Housing Department. There is joint training and program development that will be provided by the staff and faculty of both entities. The Springfield Housing Department will provide the facilities, for the program, and day to day management of the program. Parents, guardians, and other interested relatives and encouraged to participate in the program education sessions with their children. An auxiliary program will provide the parents and other relatives education that is concerned with individuals that is related to certain disabilities, challenges, and ways to encourage positive self-esteem, and coping skills. References (2004) California State University, Fullerton. Student diversity program., Retrieved on August 15, 2010 from http://www.fullerton.edu/academicServices/studentdiversity/at_risk.htm