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Youth Programs
The YESS Institute operates currently in three Denver Public Schools – the Denver Center for International Studies; Abraham Lincoln High School; Kepner Middle School – targeting high-poverty, middle/high-school-aged students identified as at-risk for dropping out of school-youth with chronic attendance problems, who engage in risky behavior, are flirting with gang membership, and/or are failing in school, and result in improved academic performance and reduced behavioral problems.
The key focus of all youth programs is:
1. Peer Mentoring
The YESS Institute youth development and eduation philosophy focuses on creating leadership from within. We seek to provide student leaders the framework and skills to be positive role models to their peers. Hence to empower the served community from within. The Peer Mentors may be the “star students” as well as students who once fulfilled the profile of the mentored students. They learned some powerful lessons which they can share with others in a guided way in the YESS youth programs. All programs are on-site, school-based under supervision of YESS and school staff.
2. EmoSmart Leadership™ - emotional intelligence for youth
The YESS Institute’s programs have a strong focus on social emotional skills. The EmoSmart Leadership™ curriculum is a YESS Institute curriculum which is currently being developed to be replicated at a larger scale. The curriculum addresses the personal and social competencies to be successful in school and life being: self-confidence, respect and integrity; achievement; caring about others and leadership.
A 2007 meta-analysis of more than 700 youth social/emotional learning programs concluded that school-based, social/emotional learning programs reduce aggressive behavior, reduce school disciplinary actions and increase student academic performance.
[1] Durlak, J.A., et al. (2007). The impact of after-school programs that promote personal and social skills . Chicago , IL : Collaborative for Academic, Social and Emotional Learning. (retrieved from www.casel.org ., report based on study funded by the William T. Grant Foundation)
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