Manadoob Evalutation Report - 2013
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Manadoob Evalutation Report - 2013 Manadoob Evalutation Report - 2013 Presentation Transcript

  • The Manadoob Program for Self-EsteemAn Evaluation Report
  • An Evaluation Report For Manadoob: An International Self-Esteem Program for Successful Childhood Development – 2013 Prepared by: Jamshid Damooei Ph.D. President Damooei Global Research Professor and Chair Co-Director, Center for Leadership and Values School of Business California Luthernan University“The results of this study provides strong evidence showing the high level of the success of the ManadoobProgram. Manadoob is an effective self-esteem program with the ultimate objective of helping children tobelieve in themselves. It promotes open thought and conversations and enables children to find their innersource of power and strength, become socially aware and be kind to themselves and others around them. Theprogram helps children of multicultural and diverse backgrounds to discover that every living entitiy in ourworld is connected to one another, and we have seen a remarkable degree of personal growth and compassionin the children who have completed this program.” Dr. Jamshid Damooei, Ph.D.Manadoob Program For Self-Esteem Copyright c 2009 June A. Salin and Susan R. CooperAll Rights Reserved. Manadoob and all related titles, logos and characters are trademarks of Sadiki LLC.
  • Self-esteem can be described as the degree to which children feel acceptedand valued by others who are important to them. Creation of self-esteem is complex. It comes from within a person and at the same time, people around them can have positive or negative impacts on its development. Those who have a strong sense of themselves are able to better manage their lives and generally are more content and happier.
  • Self Esteem has a distinct place in the preadolescentpsychology and education with its impact on children’s social and academic growth. These impacts can be traced in the following developments in the lives of children. Positive impact on self-esteem on relations (peers, teachers and parents) particularly in an adolescent population Development of greater social skills Reduction of anxiety and depression Better school performance Increase in educational and professional aspirations Development of healthy living habits Improvement in race relations Becoming kind and gentle to others and realizing one’s inner source of power and strength
  • Method and the Process of EvaluationWe developed a series of thematicallyappropriate surveys that were Program Participantsadministered before and after the Survey – reflectionconclusion of the program as well asan exit survey for different groups of from before and afterpeople who were involved in the completing theprogram. Each of the surveys weredesigned based on specific questions programthat respondents were supposed to Parents’ Surveyhave experienced and that helpedtheir personal transformation and Educators/Facilitatorsemotional growth envisaged in the Survey – beforeprogram. The teacher’s survey hadquestions that could help find what entering and afterthey experienced in seeing the completionexpected change and transformationin their pupils. Our findings show the Teachers’ Surveyresults from all four surveys supporteach other adding to the significanceand reliability of the overall findings.
  • Results of the Survey,Their Significance, and the Impact of the Program
  • ParticipantsParticipants filled out thequestionnaire upon completionof the program. They were askedspecific questions based on thepreviously explained thematicissues. The results show aremarkable degree oftransformation in every aspect oftheir academic, personal andmental behavior.
  • Seeing value in other people is an At the start of class,important indicator of self-esteem and only 30% of the participants could maturity in a young person’s easily see the value in character. other people After conclusion of the program, this number increased to 82% By the end of the program only one person was still in disagreement with this statement and could not easily see the value in other people
  • Before participating in the program only 18% could understand why some students bully others After the program was completed, 70% could understand the reasons for bullying others 26% were unsure 04% still did not know why Bullying and behaving in a bullying manner is a national problemwhich causes much suffering and sometimes tragedy in our schools.The impact of the Manadoob Program on making children realize why some bully others and how one should deal with it is notable.
  • Self-Acceptance and being happy with who At the start of thewe are is the most important building block program, only 21% ofof creating self-esteem. After the program the participants werethere was a significant reversal in the state happy with who they are of mind and feelings. After completion, 60% agreed strongly or agreed with the statement 38% were unsure 1% still felt unhappy
  • Before the program only 30% believed that going to school prepared them for a better life After the program, the number reached 87% of students believed going to school prepared them for a better life Only 13% were unsure 0% disagreedBelieving in the relevance and importance of education in the life of a young person is an important stage of reaching balance and finding a positive path to a productive future.
  • In order for a child to succeed in the world Before the programwe need to properly develop their sense as only 24% said they a giving human being who cares about have what it takes to be a successful themselves, others and the world around person them. After the training 72% strongly agreed or agreed they understood what it takes to be successful 28% were uncertain No one disagreed
  • Additional Findings - ParticipantsBefore participating in the program,only 27% felt they were goodstudents; at completion the percentageincreased to 61%Before the program, 38% said theyshowed respect for all types of people,animals and plants; after the program93% felt they showed respectBefore participation, only 25%strongly agreed their life has meaningand direction; after the program thosein agreement increased to 72%At the start of the program 17% saidthey can relax and not worry too much;51% were now able to relax and notworry too much
  • Demographics Respondents were mainly from the age group of 10-13 (81%) They were primarily between grades 5 to 8 (81%) They were almost equally distributed between thetwo genders of male and female There was almost an equal distribution betweenWhites and Hispanics (38% White and 35.2%Hispanic) 4.2% were Asian and Pacific Islander 2.8% identified themselves as “other” 20% did not answer the question *Children from all over the world have experienced the Manadoob Program.
  • Parents Survey Parents have a great insight into the behavior, attitude and academic performance of their children. Their views come from a deeper understanding of their children and can be more reliable than any other group who may observe young children and notice any positive or negative development as they grow up. Parents are not silent observers and often are motivated to find out how they can help their children, and as such, are more interested in the lives of children than any other age group.
  • Self confidence, empathy, feelingcomfortable and not getting overwhelmed According to 90.4% of parents, their children or losing one’s own focus are important have more confidence inelements of becoming whole and at peace themselves as a result of attending the Manadoob with one’s own life. class Only 4.1% of parents were not sure 4.4% of parents disagreed with this statement This is one of the strongest pieces of evidence of the effectiveness of the Manadoob Program
  • 61.1% of parents found improvement in their children’s school performance 28.8% were not sure Only 4.1% disagreed Improving academic performance and paying attention to theimportance of education are at the core of much of our efforts withinany youth development program. Appreciating education in one’s life, developing good learning habits, caring about school work, being prepared to work hard and taking pride in one’s academic accomplishments are all signs of success.
  • Additional Findings - Parents 89% of parents agreed or strongly73% of the parents agreed or strongly agreed their children find it easier toagreed their children have a greater say good things about themselvesability to make friends 78.1% of parents agreed or strongly78% of parents agreed their children agreed their children seem calmer anddemonstrate greater ability to get along less angry when things do not go theirin the family way72.6% of the parents agreed or strongly 89.1% said their children seem to haveagreed their children showed more a more positive outlook on lifeinterest in meeting new people 74% agreed or strongly agreed their54.7% of parents said their children children talk more about howseemed more interested in doing important it is we take care of ourvolunteer work environment72.6% of parents agreed or strongly 53.4% stated their children’s gradesagreed their children seem happier with have improvedtheir appearance. Almost 50% of parents stated their94% of parents agree or strongly agreed children now talk about highertheir children are more capable of education and its importance in theirstanding up for themselves lives
  • ManadoobEducators/Facilitators The important feature of this survey is that they were filled out twice for each student. The Educator’s survey was filled out before starting the program and again after completion. This group is a very diverse group in both age and background. Strong bonds between the educator/facilitator were apparent. The findings of the educator/facilitator survey has an additional important significance; in a number of areas, the findings can be compared with the assessment of the people who went through the training themselves, their teachers and their parents.
  • Being happy and content is probably one of Only 41% in the beginning of the the most important achievements of the program seemed program. happy and content Upon completion of the program, 86% seemed happy and content This result reflects more than 100% increase over the period of the training
  • At the start, only 38% of the students were making eye contact with the teacher or others in the class when they were talking with them By conclusion of the class, this rate increased to 97% Only one person disagreed and 0 strongly disagreedMaking eye contact when one talks with a person, in this case the teacher or others, in class, is very important and shows the level of confidence in a person.
  • Additional Findings-Manadoob Educators Responses Before Responses After the Program the Program35.6% did not appear shy Increased to 91%44% did not withdraw from a Increased to 90%conversation if others disagreedwith them56% were interested in the Increased to 95%opinion of others37% were confident to talk about Increased to 96%themselves42% would not shy away from Increased to 90%holding their ground when in adisagreement with others
  • Additional Findings – Manadoob Educators Responses Before Responses After the the Program Program27% seemed in control of their Increased to 82%emotions34% seemed comfortable with Increased to 88%themselves80% were not behaving like a Increased to 100%bully37% would not let others bully Increased to 90%them50% of participants would not let Increased to 90%others bully them
  • Teachers The views of the teachers who workwith the students in the regular schoolsetting is very important for discoveringhow the impact of Manadoob educationaffected those students. The questionson this survey were specificallydesigned to use the views the teachershad regarding the program and itsrelationship to their students. Thecontext of the assessment was todetermine if particular students’behavior or performance changed sincethe beginning of the school year.
  • Participation in class is very In almost 90% of the cases, teachersimportant for the success of believed their students showed some level of the students. improvement in their behavior in terms of participating in class In 18.8% of the cases, the level of improvement was significant
  • In more than 80% of the cases, students showed improvement in volunteering for extra credit or more responsibilities Only 6.3% indicated there was no change 6.5% stated their students did not need to improve Working for extra credit and/or more responsibilities are signs of being engaged inclassroom activities which often leads to greater success in academic performance
  • Teachers believed that in 91% of the cases, academic performance of the students improved In 33.3% of these cases, the level of improvement was moderate Only 4.2% did not need improvement Only 2.1% did not change An increase in academic performance after participation in the program is quite significant indemonstrating the importance of social and emotional maturity in students
  • Additional Findings - Teachers 73% of the students showed 100% of the students showedimprovement in completing their improvement in terms ofhomework satisfactory speaking about themselves90% of the students were more 93.8% of the students showedattentive in class some level of improvement in terms of not withdrawing from conversation if others disagreed87.5% of the students improved with their opinion. *This shows ain being motivated to learn high level of achievement in helping kids to be self-confident81.3% students madeimprovement in ability to get 95% of the students showedalong with other students improvement in showing interest in other’s opinions73% of students showedimprovement in treating other 88.7% of the students or ninestudents with respect out of 10 showed improvement in terms of standing up for themselves
  • Samples of Open Ended Comments from Parents, Manadoob Educators, TeachersJosie has shown full participation. She is always eager to share herthoughts and responses to questions. In the last class as she waspacking her stuff to go she said “I love this class.”Sanduni has been a very active participant in the classroom. She wantsto talk but is still not comfortable being completely open. Of all the kidsin my class, I know she could really benefit from Manadoob.Kyle has opened up to me the most about his painful past in his extrasessions. I never would have expected this from him.My grandson has matured so much since taking Manadoob. He hastransformed from a child to a young man.Amanda took Manadoob very seriously, thought deeply about many ofthe subjects and learned a lot. She showed tremendous growth. Herschool teacher commented on how much she had grown, became calmerand more confident.Emily worked hard to understand concepts on a deep level. During theclass she became close friends with another girl in class she previouslydisliked. Her emotional growth was huge!
  • Sample Comments from Participants f funn ttoof fu ot IIee lo nnoo ad aa lo IIhhad h ittwaas n s n ot jj yy eed d tths is h i w hi is eex e d w is ver! nndII w dyy oover! aa xpp r eree c i i nn l l ea aarread e! ce! II enjoyed and enjoyed and appreciated this appreciated this This program is opportunity. opportunity. amazing! IIffe l eeel lik kids e M other hhepp d likeMan a do o anado b owing ems. el l ee ob liked kn probl ppar nt dmeekn m kn woowmyI same lone. aree s ntseev n my h av e th e not a ddont on’ ’tli veenif iftthe heyy I am lkkeeea h i e ac I know ch ooth r thee aany o nym r r more. e. To review the full Evaluation please visit us at www.manadoob.com