Virtual Acute Stress Reaction in a Treatment Team Following a Family Meeting of “Potentates”: Measures of Prevention.
Additionally, research continually demonstrates the value of students’ so called social-emotional skills in determining their future success, including academic achievement, workforce performance, and well-being.11-14 Using social-emotional skills promoted participants’ subsequent success in school and life.15-17 Social-emotional skills were more influential than students’ cognitive skills for
educational attainment.18,19 Social-emotional learning takes place via self-management,20,21 a person’s growth mindset,22 self-efficacy23-25 and social awareness.
According to the Demographic and Health Survey conducted by the Central Statistical Agency of Ethiopia in 2016, 52.3% of girls in the northern region of Ethiopia received no formal education, 36.9% receive some primary school, 6.4% achieve some secondary school, and only 12% of the 6.4% graduate from high school. Only 0.3% completed a college or university degree.32 One study investigated the influence of an after-school program on young women’s math and literacy scores as well as health practices33 in the Ethiopian capital.
Due to the after-school program’s interventions, enrollment in non-formal schooling increased from 6 to 49% and participants had significant gains in their scores for math and literacy. The focus of the program was on academic success and increase of health related practices. In contrast, a “school for life” approach34 re-sets the goal of schooling to making a positive impact on the economic and social well-being of students and their communities.
The current study sought to understand the factors that contributed to a group of marginalized young women’s high rates of academic and interpersonal success their participation in an after school program called PinK Girl (abbreviated for “Power in Knowledge”) in northern Ethiopia.
Psychol Cogn Sci Open J. 2020; 6(2): 31-49. doi: 10.17140/PCSOJ-6-157