ADDSECTION4TEMPLATE.doc.
Table of Contents
Page
Part 1: Critical Analysis 1
Researcher’s Role 1
Description of the Setting 2
Organizational Background and History 3
The Mission Statement 4
The Vision Statement 5
The Value Statement 7
Organizational Reputation and Sustainability 7
Relevant Terms 7
Identify Potential Gaps or Areas for Growth 8
Strengths, Weaknesses, Opportunities, Threats (SWOT) 9
Internal Factor Evaluation (IFE) 13
External Factor Evaluation (EFE) 16
Part 2: Define the Problem 20
Synthesis of Literature Related to the Problem 20
Research Methods 24
Pertinent Models, Frameworks, or Theories 25
Summary of Findings 26
Statement of the Problem 27
Description of the Context of the Problem 27
Scope and Significance of the Problem 28
Rationale for Investigating the Problem 28
Well-Defined Problem Statement 28
Part 3: Research Possible Solutions 29
Introduction 29
Possible Solutions 30
Possible Solutions One: Hiring more specialist 30
Possible Solutions Two: Spending more time with child before initiating a
change in routine -----------------------------------------------------------------31
Possible Solutions Three: Using required accommodations such as timers to assist youngsters in participating in new activities----------------------- 31
Possible Solutions Four: Encourage Gradual Transitioning 32
Part 4: Select a Solution #
Overview of Four Potential Solutions #
Pros and Cons of Solutions #
Solution One #
Solution Two #
Solution Three #
Solution Four #
Discussion of Barriers #
Solution One #
Solution Two #
Solution Three #
Solution Four #
Summary of Rational for Selected Solution #
References 40
Appendices
A Mission Statement 46
B Vision Statement 48
C Value Statement 50
Tables
1 Strengths and Weaknesses (SWOT) Factors 11
2 Opportunities and Threats (SWOT) Factors 12
3 Internal Factor Evaluation (IFE) 13
4 External Factor Evaluation (EFE) 17
Figure
Title in Initial Caps and Lower Case #
Part 1: Critical Analysis
Researcher’s Role
When autistic children are not in school session, after-school activities may offer social and behavioral stimulation outside of the classroom environment; as a former high school Mentor in the program, I am currently an Unpaid Consultant with the Boys and Girls club. As a consultant with America's Boys and Girls club, I helped create a curriculum and created assessment tools to determine the program's efficiency under the chapter of character and development. Among the programs offered in the club include programs to help autistic children develop cognitive functions.
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 everyone, 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). As a consultant, one of the focus points is helping the children develop cognitive skills and improve their communication skills to improve their social engagement with other children in the club. 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.
Description of the Setting
The Clubs’ various activities support its operations and assist all afterschool students, including autistic youngsters. The Character and Leadership Development Chapter, the chapter that I was actively engaged in, prepares, and empowers children to assist and influence their Club 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). The other programs offered within the chapter for autistic children include education and professional development programs that help young people enhance their fundamental education abilities, apply what they have learned, and utilize technology to excel in their chosen field - investing in healthcare and life skills. The program teaches autistic children how to participate in healthy activities that improve their wellbeing, establish personal objectives, and live independently as adults (St. James, 2005)). 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 chapters of the Boys and Girls Club have been at the forefront of local youth development. 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. The club keeps its costs low to attract as many boys and girls as possible to enroll in its programs (Monz et al., 2019). The annual membership fee is $15.00 per year. Furthermore, it provides low-cost transportation to and from nearby schools. No one has ever been 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) were founded in 1860 by three ladies from Hartford, Connecticut, to provide a safe environment for youngsters following Mary Goodwin, Alice Goodwin, and Elizabeth Hammersley's killing. There was a rise in the number of street children engaged in gangs, invading coffee houses, and attacking people in the streets. They founded the first group because they believed that street youngsters deserved a better life and could move away from gang life. The key to the experience was developing 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, several 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 creating 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 that the organization now encompassed young women and children (Arbreton, 2009).
Consequently, the United States Congress amended and expanded our nation's founding document, the Constitution. The Constitution is a binding document that outlines the club's purpose, mission, vision, and core values that every member needs to uphold. Boys and Girls Club offer nearly 4 million young people a haven to discover their potential in a positive environment, preparing them for a bright future. Millions of young people are still impoverished and will be unable to overcome the gap on their own (St. James, 2005). 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 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 primary goal, and it is supported by a proclamation of the Organization (St. James,2005)). 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) assist people in need to enhance their life chances. In an ideal world, the Organizations 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 "afterschool 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 (St. James,2005). The Boys and Girls Clubs of America (BGC) declare that the safety and wellbeing of its members is their priority. This is just one of the numerous ways the Organizations' 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) demonstrate 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 today, such as the marginalization of the physically and intellectually handicapped and the LGBT communities. For example, the Boys and Girls Clubs of America recognize 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 Organizations 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 distinguish 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 meet the criteria of this component via a range of programs that offer hands-on skill development opportunities for all 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 promoting healthy lifestyles. People who benefit from the Organization's activities have shown their capacity to participate in democratic processes such as voting and advocating on their behalf. They participate in the club's electoral processes and sign up for leadership positions to help make a difference.
The Value Statement
The Boys and Girls Club does not have a stipulated value statement, and however, the organization has guiding principles that guide the actions of all Boys and Girls Clubs of America workers and stakeholders. 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 governments and well-wishers' full support.
Organizational Reputation and Sustainability
The Organization received many honors bestowed upon former members who have lauded the group's achievements and success. Consequently, the group has an excellent reputational credit rating. The Boys and Girls Clubs of America are 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 like these. This adds to its continued viability and functionality.
Relevant Terms
Autism –Autism is a condition characterized by various conditions such as retarded development, social and cognitive skills, and speech problems (Munib, 2019)
Autistic children –Autistic children have difficulty communicating, have narrow interests, and need physical activities and therapy to enhance their development.
Enrichment programs –Enrichment programs are part of after school activities that give autistic children or other children a chance to develop their interests outside the classroom (Harpine, 2013)
After school programs –These are programs that teenagers or youths can voluntarily engage in outside the regular school days, usually conducted by clubs (Harpine, 2013)
Applied behavior analysis –applied behavior analysis is a scientific principle focused on analyzing behavioral and learning changes, usually among autistic children or children with related conditions, and how they are affected by the environment (John et al., 2020)
Indigenous youths –Indigenous youths are youths aged between 15 to 24 years.
Marginalized groups –Marginalized groups are highly vulnerable members of society who often suffer exclusion from public forums limiting their participation or engagement in social and political life. Examples include senior citizens, persons with autism, and cognitive impairments.
Boys and Girls Club of America-The Boys and Girls Club of America offer afterschool activities to children between 6 to 12 years to enhance their physical health improve their academic prowess and help them become better members of the community.
Identify Potential Gaps or Areas for Growth
A SWOT analysis is a tool used to analyze an organization's strengths, weaknesses, opportunities, and threats. It enables an organization to focus on what it does well, address its shortcomings to reduce the effects of risk, and take advantage of the growth opportunities. I conducted a SWOT analysis for the Afterschool programs by America's Boys and Girls Clubs. The SWOT Analysis entails a list of 40 internal and external factors that affect the Organization. Internal factors are the strengths and weaknesses that accrue from within the Organization, while the external factors are factors outside the Organization that may positively or negatively impact the Character and Development Chapter of America’s Boys and Girls Club. A rating score was assigned to each factor and used to develop a plan to ensure the Organization attains its goals.
Strengths, Weaknesses, Opportunities, Threats (SWOT)
A SWOT analysis is a tool used to analyze an organization's strengths, weaknesses, opportunities, and threats. It enables an organization to focus on what it does well, address its shortcomings to reduce the effects of risk, and take advantage of the growth opportunities. I conducted a SWOT analysis for the Afterschool programs by the Boys and Girls Clubs of America. The SWOT Analysis entails a list of 40 internal and external factors that affect the organization. The internal factors are the strengths and weaknesses that accrue from within the organization, while the external factors are factors outside the organization that may positively or negatively impact the Boys and Girls Club of America. A rating score was assigned to each factor and used to develop a plan to ensure the organization attains its goals.
Strengths
The Boys and Girls Clubs of America have much strength to improve the children's lives and wellbeing. These strengths include a broad financial base, a credible reputation for instilling hands-on development skills in the children and keeping their costs low to accommodate students from different backgrounds.
Weaknesses
Among the weaknesses of America's boys and girls, clubs for autistic children include frequent disruption and disorganization from the members, lack of enough resources and specialists to attend to the children's needs, and not dealing with the sensitive members.
Opportunities
The boys and girls clubs of America have several opportunities to build on to improve the lives and wellbeing of their members. These opportunities include collaborating with the military groups and taking advantage of this collaboration to expand its operations and improve the lives of its members.
Threats
Autistic children have experiences with social phobia, excessive nervousness, intense behavior, hyper arousal, or appearing "shell shocked," phobias, anti-social behaviors, rigorous workouts, and resistance to change. Such behaviors become a threat to the Boys and Girls Clubs of America, who have to find ways of dealing with the problems that may arise due to the children's uncontrollable behavior. These threats include conflict with the authorities due to a loud and chaotic environment, the member being resistant to change and exposing other children to socio phobic members.
Strengths and Weaknesses
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Strengths |
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1. Provide professional and educational development 2. Enhanced participation in healthy activities 3. Wide Sources of finance 4. Has a credible reputation 5. Acts as home to underprivileged youths 6. Prioritizes safety and wellbeing of the autistic children 7. Provide sporting activities that improve physical health 8. Keeps their charges low to attract more students 9. Provide low-cost transportation to and from nearby schools 10. Offers hands-on skills development opportunities |
|
Weaknesses |
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1. Has limited geographical existence 2. Limited support staff 3. Dealing with the sensitive members 4. Lack of enough specialists to attend to the members in case need arises 5. The institution lacks public awareness 6. The issue of time management 7. Disorganization due to the diverse needs 8. Frequent disruptions of the everyday routines 9. Lack of trust by the members 10. Inability to attend to the different member's needs |
Opportunities and threats
|
Opportunities Factors |
|
1. Collaborate with the military groups 2. Take advantage of the extra funding to expand its operations 3. Put up additional programs to impact more lives 4. Extend its services to the families and the communities 5. Utilize its resources to ensure that the children survive and flourish 6. Give equal opportunities for the successful transition of members into adult life 7. Incorporate stress management techniques through the sporting activities 8. Working with different specialists 9. Promote physical activities to improve the member’s health 10. Use its good reputation to gain the public’s trust |
|
Threat Factors |
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1. Marginalization of the physically and mentally disabled children 2. Exposing students to social phobic members 3. The possibility of members developing complications due to the rigorous workouts 4. Cases of the members being resistant to change 5. Not having enough specialists to deal with hyper arousal’s 6. Dealing with the frequent meltdowns and shutdowns 7. Conflict with the authorities due to loud and chaotic environments 8. Lack of faith by the members 9. The possibility of incurring losses due to destructions made by the rogue members 10. Reduced physical engagement due to the pandemic |
.
Internal Factor Evaluation (IFE)
Boys and Girls Clubs focuses on improving the lives of autistic students by exposing them to activities such as sporting and art programs that enhance their development and improves their physical and mental health. The club has been successful due to its access to vast sources of finance, good reputation, low charges, and offering of skills that promote cognitive development. On the other hand, the club faces specific challenges such as frequent disruptions of the club activities, disorganization, and lack of trust.
Internal Evaluation Factor Mat
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Weight |
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Rating |
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Strengths |
|
|
|
|
|
|
|
|
|
|
|
|
1. |
Provide professional and educational development |
|
0.06 |
|
4 |
|
2. |
Enhanced participation in physical activities |
|
0.04 |
|
3 |
|
3. |
Wide Sources of finance |
|
0.06 |
|
3 |
|
4. |
Has a credible reputation |
|
0.05 |
|
4 |
|
5. |
Acts as home to underprivileged youths |
|
0.07 |
|
4 |
|
6. |
Prioritizes safety and wellbeing of the autistic children |
|
0.04 |
|
4 |
|
7. |
Provide sporting activities that improve Physical health |
|
0.07 |
|
3 |
|
8. |
Keeps their charges low to attract more students |
|
0.06 |
|
4 |
|
9. |
Provide low-cost transportation to and from nearby schools |
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0.05 |
|
3 |
|
10. |
Offers hands-on skills development opportunities |
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0.07 |
|
4 |
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|
|
|
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Weaknesses |
|
Weight |
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Rating |
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|
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1. |
Diverse Members needs |
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0.04 |
|
1 |
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2. |
Limited support staff |
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0.05 |
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1 |
|
3. |
Dealing with the sensitive members |
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0.04 |
|
2 |
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4. |
Lack of enough specialists to offer services to autistic children |
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0.07 |
|
2 |
|
5. |
The institution lacks public awareness |
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0.06 |
|
2 |
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6. |
The issue of time management |
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0.07 |
|
1 |
|
7. |
Disorganization due to the diverse needs |
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0.04 |
|
2 |
|
8. |
Frequent disruptions of the everyday routines |
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0.03 |
|
1 |
|
9. |
Lack of trust by the members |
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0.03 |
|
2 |
|
10. |
Inability to attend to the different member's needs |
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0.04 |
|
1 |
|
|
|
|
|
|
|
|
|
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1.00 |
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|
Internal Factor Assessment
· Enhanced participation in healthy activities –The core strength of the Boys and Girls Club is engaging the children, the autistic children, in physical activities. Studies show that physical activities improve autistic children's motor skills, reduce aggressiveness, and improve overall health.
· Provide sporting activities that improve physical health –The other internal factor is engaging the students in sporting activities such as arts programs that improve their motor and cognitive skills, a significant challenge for autistic children. Hence, providing such services enhances the Club's financial situation and creates avenues for increasing its financial base.
· Prioritizes the safety and wellbeing of autistic children –Most autistic children are not independent and may often wander off and do things that may jeopardize their safety in the absence of caregivers, specialists, or adults. It is therefore important to prioritize their safety even as one engages them in other physical activities.
· Offers hands-on skills development opportunities –Offering skills that enhance development opportunities is vital for autistic children. They are usually behind other children by six months in terms of gross motor skills; therefore, training them is an adept way of accelerating their motor and cognitive skills development.
· Frequent disruption of the regular routines –The weaknesses or the challenges likely to be faced by the Organization’s frequent disruption of routines as autistic children find it challenging to adapt to regular changes of activities. Hence, the caregivers may have to make regular changes or disrupt the everyday routines to cater to their needs.
· They are dealing with sensitive members –One of the inevitable challenges the Organization faces is dealing with sensitive members. Hypersensitivity is a common characteristic of autistic children, and they randomly shake their hands, produce strange noises or stare blankly at objects. Finding ways of dealing with such members without disrupting the everyday routines may be a challenge.
· Disorganization due to the diverse needs –Closely related to the point above is experiencing frequent disorganizations while attempting to attend to the diverse needs. The Organization’s priority is to ensure the safety and wellbeing of the children; it will therefore have to overcome the obstacles and find ways of handling the diverse needs.
· Lack of enough specialists to attend to the member's diverse needs – not all the specialists can attend to each of the children's needs. Autistic children need physical therapists, speech therapists, psychologists, paediatric neurologists, and developmental paediatricians, unavailable at the Boys and Girls.
External Factor Evaluation (EFE)
The Organization's vast sources of finance from large institutions expose it to various opportunities that it can utilize to its advantage. It can collaborate with the military groups to improve the Club's activities, extend services beyond individuals to families and communities and, utilize its resources to ensure the safety of its members. On the other hand, the Organizations have numerous threats such as neighbourhood violence that may jeopardize their operations, dealing with members who are resistant to change, and possibly preexposure to social phobia.
External Factor Evaluation Matrix
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Weight |
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Rating |
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|
Opportunities |
|
|
|
|
|
|
|
|
|
|
|
|
1. |
Collaborate with military groups |
|
0.06 |
|
3 |
|
2. |
Take advantage of the extra funding to expand its operations |
|
0.04 |
|
4 |
|
3. |
Put up additional programs to impact more lives |
|
0.03 |
|
4 |
|
4. |
Extend its services to the families and the communities |
|
0.02 |
|
4 |
|
5. |
Utilize its resources to ensure that the children survive and flourish |
|
0.05 |
|
3 |
|
6. |
Give equal opportunities for the successful transition of members into adult life |
|
0.05 |
|
3 |
|
7. |
Incorporate stress management techniques through the sporting activities |
|
0.04 |
|
4 |
|
8. |
Working with different specialists |
|
0.02 |
|
4 |
|
9. |
Promote physical activities to improve the member’s health |
|
0.01 |
|
3 |
|
10. |
Use its good reputation to gain the public’s trust |
|
0.03 |
|
3 |
|
|
|
|
|
|
|
|
|
Threats |
|
Weight |
|
Rating |
|
|
|
|
|
|
|
|
1. |
Marginalization of the physically and mentally disabled children Marginalization of the physically and mentally disabled children |
|
0.03 |
|
2 |
|
2. |
Exposing students to social phobic members |
|
0.05 |
|
1 |
|
3. |
The possibility of members developing complications due to the rigorous workouts |
|
0.04 |
|
1 |
|
4. |
Cases of the members being resistant to change |
|
0.03 |
|
2 |
|
5. |
Not having enough specialists to deal with hyper arousal’s |
|
0.06 |
|
2 |
|
6. |
Dealing with the frequent meltdowns and shutdowns from autistic children |
|
0.06 |
|
1 |
|
7. |
Conflict with the authorities due to loud and chaotic environments |
|
0.05 |
|
2 |
|
8. |
Lack of faith by the autistic children in the organization |
|
0.05 |
|
1 |
|
9. |
The possibility of incurring losses due to destructions made by the rogue members |
|
0.04 |
|
2 |
|
10. |
Prone to neighborhood violence |
|
0.07 |
|
1 |
|
|
1.00 |
External Factors Assessment
· Take advantage of the extra funding to expand its operations. The organization receives funds from large public bodies such as the Office of Juvenile Justice and Delinquency Prevention of the Justice Department and donations and scholarship Office of Juvenile Justice Delinquency Prevention of the Justice Departments from businesses and well-wishers. It can utilize its funding to expand its operations beyond America. There are currently 4,000 clubs in the 50 states serving more than 4 million young boys and girls.
· Utilize its resources to ensure that the children flourish and survive –Most autistic children's underdevelopment is due to a lack of resources such as funds to attend therapies and attend inclusion schools or clubs where they can interact with the other children. The Organization utilizes its resources to ensure the children have access to resources and institutions that enhance their performance.
· Collaborate with the military groups to improve the member's wellbeing –Boys and Girls Club collaborates with the military to restore members' lives disrupted by certain activities to their normal state. Exposing children with autism to ever-changing environmental activities can have a toll on their development, and hence it is essential to implement ways of averting such occurrences.
· Working with different specialists –The Club has access to a wide range of specialists that can cater to the diverse children’s needs in different geographical locations. This can help attend to various and ever-changing members' needs.
· Prone to neighborhood violence –Despite having access to various opportunities to enhance its operations, the Boys and Girls Club is exposed to several threats. First, being prone to neighborhood violence is as most adults abuse autistic children, deeming them not essential members of society. Such individuals may extend their hatred to clubs such as Boys and Girls and disrupt the normal operations.
· Marginalization of physically disabled children –marginalization of autistic children or physically disabled children is still widespread despite the increased human rights activism that criticizes such acts. This also affects institutions and clubs that care for autistic children; the Boys and Girls Club is no exception.
· Conflicts with the authorities due to loud and chaotic environments –Autistic children tend to be loud and chaotic; the Club can be at loggerheads with the authorities due to such acts.
· Members being resistant to change-Autistic children are often resistant to change, especially when exposed to new activities or routines, and may throw tantrums, disrupting the everyday activities in the surrounding facilities.
Part 2: Define the Problem
Synthesis of Literature Related to the Problem
Autistic children prefer sticking to routines and may find it challenging to adapt to new environments and activities. Autistic children might resist participating in outdoor activities if they were used to staying indoors, going to new places, joining social clubs such as the Boys and Girls Clubs, changing schools, and having to do things at different times than they are used to. It is upon the Boys and Girls Clubs of America to This can be a challenge to their caregivers, parents, and instructors who wish to integrate the necessary resources and accommodations to help the children cope with the new environment. This is, however, a challenge as these institutions lacks the resources such as specialists and accommodations, making it difficult for autistic children to cope with the new environments. This causes the children to stop attending the afterschool programs in Boys and Girls Clubs and drop out of school. This paper reviews the literature on the lack of resources in institutions to help autistic children deal with new environments.
Measures that can be taken to curb the problem
Autistic children’s resistance to change is a normal thing as the students prefer performing tasks through routines. Exposing the students to new routines may harm their behavior, and they tend to refrain from participating in such activities. The after-school programs in Boys and Girls clubs of America offer programs that enable students of all social backgrounds, races, ethnicity, and sexual orientation to reach their full potentials. Students who opt-out of these programs may miss out on essential factors that may help them reach significant milestones in their lives. This resistance to change is usually caused by a lack of resources or accommodations in America's Afterschool Boys and Girls Clubs. These resources include accommodations that enable the students to engage in activities with the other students and the specialists to help them transition. Institutions can take up the following measures to help autistic children cope with change.
· Hiring more specialists –Specialists such as behavioral and child psychologists can help the child understand the importance of engaging in the new routine or activity. They can offer the children emotional support to encourage them to embrace the new environment and offer guidance on relating with the other children.
· Spending more time with the child before initiating a change in routine -Parents also play a crucial role in enabling autistic children to cope with change. Institutions should encourage autistic children to spend time with their children as they prepare the students for the expected changes in the routine.
· Introducing necessary accommodations such as timers is an effective way of engaging the students in new activities, especially those involving going out of the house. For instance, if the child's routine involves indoor activities and the parents wish to introduce outdoor ones at an institution, they could set timers that indicate the end of their favorite activities and time to engage in new activities, such as attending the boys and girls club for the first time before they get used to the new routines. Also, autistic children have different cognitive functions and are easily distracted by rowdy and loud environments. Institutions should consider providing accommodations such as earplugs to reduce rowdiness and help the students to focus on what is essential.
· Taking it slow and steady adapting to new routines can prove to be a challenge to everyone, including autistic children who prefer being subjected to fixed routines. Parents and caregivers at institutions can support these children by taking it slow and steady, taking part in one activity at a time. This includes supporting them until they get used to the new activity, then introducing more complex approaches once they get comfortable and used to the new activities. This should continue until the child can take part in the new activities independently without any extra help.
Literature review
Most researchers have compiled evidence to depict autistic children’s inability to cope with change due to lack of necessary resources, a significant threat facing America's Boys and Girls clubs. Jane et al. portray how families with autistic children dread planning vacations, Christmas, and new activities, things average families take for granted. This causes frustration to the families who try to do something nice for their children, but it turns out that they are doing more harm than good. Such families must watch the children struggle to adjust to the usual transition from weekdays and weekends. Autistic children do not readily embrace change; every change, however subtle it may be, is usually accompanied by negative feelings of anxiety and frustration. These frustrations and feelings of anxiety are usually considered worth it, especially if it involves projects that are likely to have positive outcomes. However, the desired changes cannot be registered if the children do not have the necessary accommodations and resources to help them adapt to the new environments. Jane highlights that it takes the efforts of teachers, parents, specialists, and caregivers to help the children adapt to new routines (2020).
Susan (2005) confirms Jane’s sentiments by stating that adults and children with autism are rigid to change; they tend to stick to routines and can be resistant to new activities and unpredictable routines of not equipped with the necessary resources and accommodations. They relish conversing with familiar people, doing activities in their everyday routines at the prescribed time, in a predictable environment; this explains their rigidity and frustrations when new activities are added to their daily or everyday routines. According to the author, one needs to understand the complexities of the children that make it difficult for the children to embrace change. For instance, a child with communication difficulties may struggle to relate with the people around them. They may appear unresponsive and oblivious to other people’s feelings as they try to make sense of the changes around them. Hence, it is upon the institutions to introduce specialists to help the children and provide accommodations such as earplugs to enable their transition in a rowdy environment. However, the author points out that this is not usually the case as these institutions lack funds to hire specialists and acquire accommodative equipment.
Martin (2004), on the other hand, acknowledges that autistic children have difficulty managing and coping with change and advises institutions to provide the children with necessary equipment and support. This includes laying down the new routines and activities, the new time they will take place, and the expected outcomes. According to the author, it is advisable to include the anticipated activity change in the child’s everyday routines to adapt to the new routine. The author further suggests that before introducing any element of change, the parents or instructors must inform the children, explain what the new routine entails, why it is necessary, analyze the anticipated change in routines, and hint at the expected outcomes. The author argues that this will motivate the child to participate in the new activities, and their level of frustration may reduce upon introducing new routines. He further states that having specialists such as child psychologists can help the child embrace the new environment and reduce their resistance to change.
In addition to this, Lynn, and Patricia (2010) believe that having activity schedules increases the student’s chance to adapt to new routines by increasing their engagement with their peers, adaptation to new environments, and identifying flexible ways of performing tasks. Having schedules allows the children to apply what they have learned to handle new situations that may present themselves, having them ready and prepared for anything. They, therefore, encourage institutions to have outlines of every activity that the autistic children will engage in the new environment displayed in a central place to help them get acquainted with the new routines.
Haytham (2017) also understands the importance of schedules to autistic children. The author understands that autistic children are resistant to change and believes that having schedules can help avert the adverse effects of rigidity when exposing the child to new routines. Haytham believes that when parents tell the children what is expected, they may hasten the activity to move to the next one. The parents and caregivers should try as much as possible to stick to the schedules and ensure the child participates in the new activities until they are conversant with the new environment.
Research Methods
The research method used in this paper is a four-step meta-synthesis model that involves defining the research's scope, identifying the relevant literature sources, extracting the relevant materials from the identified relevant literature sources, and synthesizing the materials to address the identified problem in the text.
· It is defining the scope of the research scope of this paper to validate autistic children’s inability to cope with change due to lack of resources in institutions. This is one of the identified areas for growth for the American Boys and Girls Club.
· Identification of the relevant literature sources -The next step of the meta-synthesis model is identifying the literature relevant to the problem described in the scope of the research. This was a two-phased process. The first step entails conducting database searches on the changing routines for autistic children, analyzing cited sources relevant to the scope of the research, and analyzing the articles included in systematic reviews. The second phase involved screening the identified articles to assess whether they contained the information on changing routines for autistic children and what causes their resistance to change.
· Extracting relevant information -The identified articles underwent scrutiny; articles that only included the types of accommodations that autistic children may be subjected to were left in the analysis section, and only ones that contained detailed information on the necessary resources for autistic children were included in the meta-synthesis
· Synthesis of the relevant materials -The final part of the research model included a synthesis of the identified relevant materials to address and validate the scope of the problem.
Pertinent Models, Frameworks, or Theories
The theories identified in this research include the mind blindness theory and the empathizing-systemizing theory. Mind blindness theory states that autistic children have delayed development of the theory of mind that prevents them from understanding what goes on in the surrounding environment. Having an underdeveloped theory of mind slows down the adaptations to the new environment, explaining the frustrations experienced by autistic children when exposed to new routines. On the other hand, the empathizing systemizing theory explains communication and cognitive difficulties depicted by autistic children who find it difficult to show empathy. Therefore, they may find it difficult to relate with other children in the Boys and Girls Clubs of America, and instead opt-out as they struggle to put themselves in other students' shoes and find ways of relating with them.
Summary of Findings
The literature review above reveals that autistic children have difficulty adapting to transitions or changes to their daily routines. This is attributed to their preference for the same routines and difficulty keeping up with simple routines such as weekdays to weekends. This becomes a challenge, especially when the institutions that offer programs for autistic children lack the necessary resources to help them cope with change. The findings of this literature review reveal the importance of informing and explaining to autistic children the purpose of the transition process and supporting them until they get the hang of things. Also, it is essential to have specialists who give the children emotional support to help autistic children deal with any difficulties they may face within the institutions. This resistance to change is supported by the theories of mind blindness and emphasizing systematic theory that bases the resistance to change on the underdevelopment of the theory of mind that slows down their perception and adaptation to the new environment. The outcomes of this literature review reveal that the challenges faced by autistic children in the institutions can be minimized by introducing accommodations that enhance the children's participation in activities that help them adapt to new environments. Also, the institutions need to issue accommodations to help the children relate with the other children.
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Statement of the Problem
This paper highlights the lack of resources in organizations to deal with autistic’s children’s resistance to change.
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Description of the Context of the Problem
Autistic children often feel anxious when exposed to a new routine or a new activity especially, in a new environment such as the Boys and Girls Clubs of America. They become stressed and overwhelmed in a new environment and may continue for a while if an organization does not have enough resources or specialists to help them cope with change. This paper highlights the problem faced by autistic children in institutions due to the lack of resources and necessary accommodations to help them cope with change and the necessary solutions. Understanding how specific resources and accommodations impact autistic children’s resistance to change will help the organizations identify the resources they need to invest in. This paper analyses literature sources to identify the resources available to organizations to implement activities that help autistic children cope with change.
Scope and Significance of the Problem
This paper highlights the challenge of the lack of resources in organizations to help autistic children cope with change. Its objective is to identify the solution that organizations can use to reduce the resistance to change by autistic children. The significance of this research is to change autistic’s children perception about new environments, enabling their smooth transition into new environments, routines, and activities.
Rationale for Investigating the Problem
The rationale for investigating this problem is to reduce autistic children’s resistance to change by highlighting the necessary accommodations and resources that can enable them to cope with new routines, activities, and environments. Failure to investigate this problem will result in a negative perception of autistic children being resistant to change. Hence, most institutions and individuals will develop a stereotypical attitude towards them and not help them cope with new environments, activities, or routines.
Well-Defined Problem Statement
The lack of resources in organizations to help autistic children cope with change is a significant challenge today. Autistic children, therefore, struggle to keep up with the other students and fail to engage in activities that could help in their cognitive development process due to a lack of necessary accommodations. This limits their development process and could take a toll on their social life and physical and mental health. Research shows that autistic children are often resistant to routine, environment, or activities, especially without necessary accommodations and specialists. Therefore, institutions should incorporate accommodations such as hearing aids or wheelchairs to enable autistic children to participate in activities that enhance their cognitive functions. Also, the institutions should seek the services of specialists such as child psychologists to help the children cope with the new environments
Part 3: Research Possible Solutions
Introduction
A new habit or activity, especially in a unique setting may create anxiety or dread in autistic children. Fear and overwhelm are common emotions to starting a new job, and they may last for a long time if the organization does not provide the tools or skills to assist individuals. This article focuses on the problems that autistic children encounter in institutions due to a lack of resources and necessary accommodations and possible solutions. This information may help organizations decide which resources to invest in to support autistic children. This research aims to conduct a literature review and examine the choices accessible to organizations to assist autistic children with the transition.
This research demonstrates the challenges that organizations face while aiding autistic children in dealing with change. Its goal is to assist organizations in reducing autistic children's reluctance to change. It is still in its early stages. This research is essential because it may assist autistic children in adjusting to new situations, routines, and activities. This research aims to help autistic children adapt to new ways, activities, places, and social settings. If this problem is not addressed, autistic children may seem to be resistant to change (Michalik & Vozenilek, 2015). As a result, most organizations and individuals will not assist them in adapting to new environments, activities, or habits.
The scarcity of resources accessible to organizations working with autistic children is a significant concern today. Consequently, autistic youngsters struggle to stay up with their classmates and avoid activities that help them grow cognitively. This stunts their growth and development as well as their social, physical, and mental health. According to research, autistic children resist routines, settings, and activities, primarily, when necessary, accommodations and information are not provided (“Making Every Contact Count: The Potential Role of Healthy Living Pharmacies in Weight Management,” 2017). To enable autistic children to participate in cognitive activities, institutions should provide modifications such as hearing aids or wheelchairs. Aside from that, institutions should hire specialists such as child psychologists to assist children in adjusting to their new surroundings.
Possible Solutions
Possible Solution One: Hiring more specialist
Behaviorists and child psychologists can aid the youngster in realizing the significance of the new pattern or activity. They may assist children in acclimatizing to a unique circumstance and help them engage with other kids. According to research, people and children with autism are resistant to change, new activities, and unexpected routines when not supplied with the needed tools and accommodations (Graham et al., 2015). Their rigidity and annoyance when new activities are added to their daily or everyday routines are related to their delight in conversing with known individuals and undertaking normal activities at the predetermined time and location.
Adapting to change is challenging for adolescents due to their complexity, according to the author. For example, a child with communication challenges may struggle to connect to others. As they work to make sense of the changes around them, they may seem disinterested and uncaring (Monz et al., 2019). Thus, institutions must supply specialists to aid kids and accommodations such as earplugs to help them acclimate to a loud setting. But, as the author points out, this is not always the case owing to a lack of resources to engage specialists and acquire adaptable equipment.
Possible Solution Two: Spending More Time with the Child before Initiating a Change in Routine
Parents may also assist autistic children in adjusting to change. It is critical to prepare autistic children for the upcoming changes in routine. Most scholars feel that a lack of finance is a serious threat to America's Boys and Girls Clubs. (Ion, 2011) demonstrate how families with autistic children worry about planning vacations, Christmas, and new activities. This irritates parents who try to do right by their children but do more harm than good.
These families must see their children struggle to transition from weekdays to weekends. Autistic children work with change; even minor changes generate anxiety and frustration. These problems and concerns are usually judged desirable, especially if the efforts are expected to be successful (Mountstephen, 2011). However, the expected improvements cannot be documented unless the children have the necessary accommodations and resources. According to Jane, assisting children in adjusting to new behaviors involves a collaborative effort.
Possible Solution Three: Using Required Accommodations Such as Timers to Assist Youngsters in Participating in New Activities
For example, suppose the child's schedule comprises indoor activities, and the parents wish to add outdoor activities at a facility. In that case, they may set timers to mark the finish of their favorite activities and the start of new ones, like the boys and girls club. Also, autistic children's brains are wired differently and are easily distracted. Institutions could examine supplying earplugs to aid pupils’ focus and reduce noise.
(Forrest et al., 2019) agrees that autistic youngsters struggle with change and urges institutions to supply appropriate equipment and help. This encompasses new habits and activities, new times, and expected outcomes. The author proposes adding the recent activity into the child's routine to help them acclimate. A new schedule should be described to youngsters, along with the reasons why it is essential. The author advises that parents or instructors should explain the new routine to their children before introducing it. The author argues that this will encourage the toddler to participate in new activities and minimize annoyance when new habits are introduced (Percival, 2014). He adds that specialists like child psychologists can aid a kid in acclimating to new surroundings and reduce their aversion.
Possible Solution Four: Encourage Gradual Transitioning
Institutional parents and caregivers can assist these children by moving slowly and focusing on one activity at a time. Support them until they become accustomed to the new activity, then introduce more complex approaches once they are. This should be done until the child can participate in the latest activities on their own.
(Crane et al., 2021) believe that activity schedules assist students in adjusting to new routines by increasing peer engagement, adapting to new environments, and identifying flexible tasks. Programs enable children to apply what they've learned in new situations, preparing them for anything. They recommend that institutions post outlines of all activities that autistic children will participate in to help them adjust to their new routines.
She understands the importance of routines for autistic children (Baker, 2012). The author believes that having schedules can help avoid the adverse effects of rigidity when introducing new practices. Dodd believes that if parents tell their children what to expect, the activity will be rushed. Therefore, they may find it difficult to relate with other children in the Boys and Girls Clubs of America and instead opt-out as they struggle to put themselves in other students' shoes and find ways of relating with them. Parents and caregivers should stick to the schedules until the child is comfortable in the new environment.
Overview of Solutions (Conclusion)
In conclusion, it’s easy to understand why autistic children dislike change because they prefer to stick to a routine. Students who are exposed to new habits are more likely to avoid such activities. Boys and Girls Clubs of America after-school programs assist children of all socioeconomic backgrounds, races, ethnicities, and sexual orientations to reach their full potential and develop leadership skills. Unenrolled students may miss out on significant opportunities that could help them achieve important life milestones. This resistance to change is sometimes caused by a lack of resources or accommodations in after-school Boys & Girls Clubs in the United States (Ali Dardas, 2014). Transition professionals can also assist them with their transition.
This study discovered that autistic youngsters struggle to respond to changes in their daily routines. Professionals believe this is because they like the same practices and have difficulty distinguishing between weekdays and weekends. This is a problem when the institutions that provide programs for autistic children do not have the resources to help them transition. Educate and explain the purpose of the transition process to autistic children, and then assist them until they get into the swing of things (Sham & Smith, 2014). Emotional support experts are also crucial in helping autistic children deal with obstacles when living in institutions.
These ideas attribute resistance to change to a lack of theory of mind development, which results in a considerable lag in awareness and adaption to the new environment. According to the findings of this study, enabling autistic children to engage in activities that help them adjust to new environments and attain greater autonomy may help reduce the hurdles they face in institutions. Schools must also make modifications to help pupils connect with their classmates.
Part 4: Select a Solution
Overview of Four Potential Solutions
Provide an overall description of each of the potential solutions from Part 3.
Pros and Cons of Solutions
Compile your evidence and validate your claims. For your organization provide the pros and cons you identified while reviewing each solution. Supported with the literature.
Solution One: Title of the Solution
Include pros and cons…
Solution Two: Title of the Solution
Include pros and cons…
Solution Three: Title of the Solution
Include pros and cons…
Solution Four: Title of the Solution
Include pros and cons…
Discussion of Barriers
Compile your evidence and validate your claims. If there was a barrier, how would you address each barrier? Support this section with literature.
Solution One: Title of the Solution
Describe how you would address the barrier for your particular organization. If there were no barriers, how you would accept the solution?
Solution Two: Title of the Solution
Describe how you would address the barrier for your particular organization. If there were no barriers, how you would accept the solution?
Solution Three: Title of the Solution
Describe how you would address the barrier for your particular organization. If there were no barriers, how you would accept the solution?
Solution Four: Title of the Solution
Describe how you would address the barrier for your particular organization. If there were no barriers, how you would accept the solution?
Summary of Rational for Selected Solution
Compile your evidence and validate your claims. From your selected one solution, identify your rational for choosing this solution compare to your other three proposed solutions. Supported this with literature.
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Appendix A
Mission Statement
The mission statement of the Boys and Girls club is to enable all young people, especially
those who need us most, to reach their full potential as productive, caring, responsible
citizens.
Appendix B
Vision Statement
Boys and Girls club Provide a world-class Club Experience that assures success is
within reach of every young person who enters our doors, with all members on track to
graduate from high school with a plan, demonstrating good character and
citizenship, and living a healthy lifestyle
Appendix C
Value Statement
Boys and Girls club is committed that every kid has what it takes. The mission and core
beliefs of Boys & Girls Clubs fuel our commitment to promoting safe, positive and
inclusive environments for all. Boys & Girls Clubs of America supports all youth and
teens – of every race, ethnicity, gender, gender expression, sexual orientation, ability,
socio-economic status, and religion – in reaching their full potential.
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