R1B

Researchers Role

When autistic children are not enrolled in school, after-school activities may offer social and behavioral stimulation outside of the classroom environment. Autism is a developmental condition that affects children's ability to engage socially and communicate. Autism is classified as an Autism Spectrum Disorder (ASD) since it presents differently in each individual, ranging from mild to severe. Specific enrichment programs require admission based on a particular autism diagnosis or level of functioning on the spectrum(Monz et al., 2019). Autism, autism spectrum disorder, and pervasive developmental disorder (PDD) are terms used interchangeably to describe a set of complicated brain development problems. The condition is characterized by verbal and nonverbal communication problems, social engagement, and repetitive conduct(Monz et al., 2019). PDD children have more excellent linguistic skills than autistic children, yet they cannot talk or engage socially (Arbreton, 2009). Many schools have specialized in treating children with autism and other developmental disorders throughout the globe, intending to assist children in living self-sufficient, prosperous lives as contributing members of their communities.

The Boys and Girls Program, for example, is an excellent example of an afterschool program. The following sections discuss residential programs for autistic children that go above and beyond what boarding schools typically offer. While academic success is valued at an ASD-focused school, students also get intense therapy in addition to their regular classes. The therapeutic methods will differ depending on the program's objectives and philosophy(Monz et al., 2019). For example, Applied Behavior Analysis is at the core of the Anderson Center for Autism in Staatsburg, New York, which aims to improve the personal care, communication, social interaction, leisure, play, and community integration skills of children with autism (Swigert & Boyd, 2010). Pivotal response treatment and verbal behavior therapy are two more therapeutic techniques used in autistic children's residential schools (Arbreton, 2009). Throughout their school experience, autistic children often get customized programs that assist them in interacting with them (Swigert & Boyd, 2010). While these special attention programs are offered during the school day, they are not available after school, and students must overcome extra hurdles to succeed in these programs after school. To that end, the investigator's role, in this case, is to look into The Dilemma Facing Autistic Students in After-School Boys and Girls Clubs.

Description of The Setting

To support its operations and assist all after-school students, including autistic youngsters, the Club offers various activities. The Character and Leadership Development Program prepares and empowers children to assist and influence their Club and society, form meaningful relationships with others, develop a positive self-image, participate in a democratic process, and respect their own and other cultures (Arbreton, 2009). Education and professional development programs help young people enhance their fundamental education abilities, apply what they've learned, and utilize technology to excel in their chosen field - investing in healthcare and life skills. The program teaches young people how to participate in healthy activities that improve their well-being, establish personal objectives, and live independently as adults (Boys & Girls Clubs of America, n.d.). Arts programs assist children in developing their creativity and cultural knowledge via visual arts, crafts, performing arts, and creative writing (Swigert & Boyd, 2010). They also assist pupils in enhancing their communication abilities. Sport, exercise, and leisure activities help people improve their physical health, make better use of their free time, acquire stress management techniques, and better understand the environment and society.

Some Boys & Girls Clubs have been at the forefront of local youth development from the Organization's foundation. Children between the ages of six and eighteen are welcome to join any Boys & Girls Club, regardless of where they live or how much money they have. They keep their costs low to attract as many boys and girls as possible to enroll, and scholarships are offered to help with expenditures (Monz et al., 2019). Furthermore, they provide highly low-cost transportation to and from nearby schools. No one has ever turned away due to a lack of funds. This is especially important for autistic youngsters.

Organizational Background and History

The Boys and Girls Clubs of America (BGC) was founded in 1860 by three ladies from Hartford, Connecticut, to provide a safe environment for youngsters. Mary Goodwin, Alice Goodwin, and Elizabeth Hammersley were among those killed. They founded the first group because they believed that street youngsters deserved a better life. The key to the experience was the development of an environment that piqued boys' attention, altered their behavior, and raised their expectations and goals. It was a signal indicating the start of a movement. In 1906, a number of Boys Clubs banded together to establish an organization. The founding of the Federated Boys Clubs of Boston in 1898, with 53 member groups, signaled the start of a national movement and the creation of our National Organization. Boys Clubs of America was founded in 1931 as the successor organization to the American Boys Club Federation, founded in 1910. As part of its 50th-anniversary celebrations in 1956, the Boys Clubs of America received an official proclamation from the United States Congress. In 1990, the national parent company's name was changed to Boys and Girls Clubs of America to reflect better that the Organization's mission now encompassed both young women and children (Arbreton, 2009).

Consequently, the United States Congress amended and expanded our nation's founding document, the Constitution. B&G Clubs of America celebrated its centenary in 2006, commemorating a century of providing hope and opportunity to young people across the United States and its territories. Boys and Girls Clubs offer nearly 4 million young people a haven to discover their potential in a positive environment, preparing them for a bright future. In reality, millions of young people are still impoverished and will be unable to overcome the gap on their own (Boys & Girls Clubs of America, n.d.). As a result, the American Boys and Girls Club has made a concerted effort to help more people, especially physically or intellectually challenged ones.

The Mission Statement

As stated in its mission statement, Boys and Girls Clubs of America seeks to assist all young people, especially the most vulnerable, in realizing their potential as productive members of their community who are creative, compassionate, and responsible citizens. Boys and Girls Clubs are committed to providing a safe, healthy, and well-publicized environment for all of its members to achieve their goals (Our Mission & Story, n.d.). The Boys & Girls Clubs of America encourages children and adolescents of every race, ethnicity, nationality, transgender status, sexual identity, sexual orientation, physical ability, socioeconomic situation, or religious affiliation to reach their full potential (Swigert & Boyd, 2010). The Boys and Girls Clubs of America's mission statement emphasizes the importance of reaching underprivileged communities of young girls as their main goal. It is supported by a proclamation of the Organization's vision (Boys & Girls Clubs of America, n.d.). The phrase also implies that the company promotes the employment of various methods to assist workers in improving their overall personality development.

This shows that the stated mission is focused on human development. The Boys and Girls Clubs of America (BGCA) assists people in need to enhance their life chances. In an ideal world, the Organization would strive to bridge the gap between poor Americans and the rest of the world by helping them during one of life's most crucial periods. This explains why the Boys and Girls Clubs of America refer to their programs as "after-school activities." The operations of this Organization are aimed at addressing issues affecting these children as soon as possible and giving equal opportunities for successful adult life on par with those of other children in the community(Boys & Girls Clubs of America, n.d.). In reality, the Boys and Girls Clubs of America (BGC) declare that the safety and well-being of its members is their priority. This is just one of the numerous ways the Organization helps young children have a better opportunity in life by working to keep them safe.

They are improving the quality of life in the neighborhood. The Boys and Girls Clubs of America (BGCA) demonstrates in this section of their purpose and vision statement that its impact extends beyond assisting individual young members. It does this by identifying and combating the many societal problems that endanger children in today's society, such as the marginalization of the physically and intellectually handicapped, as well as the LGBT communities. For example, the Boys and Girls Clubs of America recognizes that children's capacity to think about and prepare for their future is impaired by fear of physical harm, which significantly affects the society in which they live. As a result, the Organization works to establish favorable conditions in these cultures to guarantee that children survive and flourish. This strategy is based on the notion that when young people succeed, their communities benefit as well.

The Vision Statement

"Providing a world-class experience that convinces every young man entering our doors that achievement is within reach of all graduates on a path to high school with a long-term scheme demonstrating outstanding character and citizenship and leading a healthy lifestyle," states the vision of Boys and Girls Clubs of America. The company aims to improve the overall outcome of its lives by creating programs that assist young people in reaching their full potential. To fulfill this aspect of its mission statement, the Boys and Girls Clubs of America provide clubs for young people and incorporate activities that positively impact their lives throughout their whole program. The following components of the Boys & Girls Clubs of America vision statement: Experiment with a world-class club atmosphere (Our Mission & Story, n.d.).

For instance, the Organization collaborates with military groups in the United States to help children whose lives are often disrupted by frequent relationships and other problems. Additionally, homeless and underprivileged indigenous youth are given a place to call home, enabling them to compete with other youth throughout the country. The Boys and Girls Clubs of America distinguishes itself via these efforts from more conventional juvenile groups that do much less(Our Mission & Story, n.d.).Creating a plan. Boys and Girls Clubs of America meets the criteria of this component via a range of programs that offer hands-on skill development opportunities for all of its young members. One example is developing athletic and recreational skills and refining creative talents, career guidance, character and leadership development, and other life skills, such as the promotion of healthy lifestyles. Over 91% of people who benefit from the Organization's activities have shown their capacity to participate in democratic processes and advocate on their behalf. The Boys and Girls Clubs of America shows that such individuals have a significant role in life.

The Value Statement

The fundamental principles of the Boys & Girls Clubs of America are being presented, inclusiveness, and collaboration. The guiding principles that guide the actions of all Boys and Girls Clubs of America workers and stakeholders are as follows. To be successful, the Boys and Girls Clubs of America must first raise public awareness of the need for assistance among youngsters (Monz et al., 2019). Furthermore, the group promises to help all adolescents in need, regardless of race, ethnic origin, or other kinds of prejudice, and it seeks the government's and well-wishers' full support.

Organizational Reputation and Sustainability

The Organization has received many honors bestowed upon former members who have lauded the group's achievements and success. As a consequence, the group has an excellent reputational credit rating. The Boys and Girls Clubs of America is funded in several ways, including via government grants. The Office of Juvenile Justice and Delinquency Prevention of the Justice Department and other federal agencies Additional funding sources include substantial donations and sponsorships from organizations and businesses similar to these. This adds to its continued viability and functionality.

Strengths, Weaknesses, Opportunities, Threats (SWOT)

Strengths

Autistic students have the following strengths exceptional long-term memory that enables them to easily comprehend events or things that have happened. they have the capability of Interacting in a straightforward manner and has arithmetic, computer, musical, and artistic abilities; they are dependable and prompt, and mostlyhonest (Capps, III & Glissmeyer, 2012). Intelligence ranges from average to above-average Dedicated to the smallest of detail; The ability to think independently indicates that they care less about what other people think of them. finally, they have the Loyalty and ability to listen without forming assumptions

Weaknesses

Among the many flaws of autistic children are the following: Sensitivity issues may show itself in a number of ways. Examples include social interactions, loud or chaotic environments, high sensory stimulation, and disruptions in anticipated routines. Other examples of sensitivity issues are Executive Mood Destabilization and Autism Shutdowns. Unorganized portions of the school day, such as lunch, may provide the greatest difficulties. Many children with autism spectrum disorders (ASD) find it difficult to write with a pencil and paper. Some people struggle with time management and regular organizing.

Opportunities

Autistic students have the following opportunities to they are able to be under supervision of Applied Behavior Analyst, and Occupational Therapist, among other things. A developmental psychologist, an autism spectrum disorder specialist, a psychiatric nurse, a developmental reading pathologist, and a speech-language pathologist are all occupations that may be pursued. There is also a Rehabilitation Therapist.

Threats

Autism is a complex disease to live with. Autistic students experience with social phobia, excessive nervousness, intense behavior, hyperarousal, or appearing "shell shocked," phobias, anti-social behaviors, rigorous workouts, and resistance to change has resulted in positive and ego behavior, attempting to control behaviors – oppositional subterfuge, meltdowns, and shut down makes it a threat to me.

Internal Factor Evaluation (IFE)

Having an exceptional long-term memory helps students remember major things and occurrences in life, escaping risky factors. The arithmetic, computer, musical, and artistic abilities have enabled them to achieve a better place in society despite being autistic. They are also dependable and prompt, taking different activities (Capps, III & Glissmeyer, 2012). However, Desiring and Avoiding Daily Living Tasks, Autism Executive, Mood Destabilization, and Shutdowns are some of the majors degrades in this case and might trigger a lack of faith by many to them.

External factor Evaluation

One of the significant opportunities is that students have had the opportunity to work under a Special Education Teacher, Applied Behavior Analyst, and Occupational Therapist; this has provided primary and major assessments and helped them cope with the autistic nature. On the other hand, they are exposed to phobias, anti-social behaviors, rigorous workouts, and resistance to change resulted in positive and ego behavior; this restricts them from significant opportunities and workouts in life.

References

Arbreton, A. (2009). Making Every Day Count: Boys & Girls Clubs' Role in Promoting Positive Outcomes for Teens. Public/Private Ventures.