Document Type
Article
Publication Date
12-1998
Abstract
In an effort to better understand the psychosocial and adjustment processes experienced by college students engaged in service learning, 22 randomly selected reflection journals were content-analyzed from a class of 44 child development students who had been engaged in service learning in a variety settings. Three of the themes that emerged in the journals involved students: feeling awkward during the first visits; feeling uncertain about redirecting children's misbehavior; and having ambivalent feelings when bringing their service learning experiences to an end. The coping mechanisms and resources upon which students draw to successfully grow beyond these initial challenges are discussed, as well as practical suggestions for facilitators of the service learning experience.
Recommended Citation
Dunlap, Michelle R., "Adjustment and Developmental Outcomes of Students Engaged in Service Learning" (1998). Human Development Faculty Publications. 10.
https://digitalcommons.conncoll.edu/humdevfacpub/10
Included in
Early Childhood Education Commons, Teacher Education and Professional Development Commons
The views expressed in this paper are solely those of the author.
Comments
This is the postprint of an article published in the Journal of Experiential Education vol. 21 no. 3 (December 1998), pp. 147-152.
Copyright is retained by the author and by the Journal of Experiential Education.
https://doi.org/10.1177/105382599802100307