Rebecka Bloomer

Dados Biográficos

ID4100434
NOMERebecka Bloomer
PRENOMESRebecka
SOBRENOMEBloomer
ASSINATURABLOOMER R
AFILIAÇÕESUniversity of Cincinnati
ORCID0000-0001-8499-2294
VERIFICADOSim
TOTAL DE OBRAS7
TOTAL DE CITAÇÕES8
TOTAL COMO AUTOR7
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2021
ANO MAIS RECENTE DE PUBLICAÇÃO2026
ÍNDICE H2

  • Association Between Adverse Childhood Experiences and Participation in Out-of-School and Community Activities Among Children in the United States

    Open AccessEdson Chipalo, Rebecka Bloomer et al.ARTICLEChild Indicators Research2026

    Adverse childhood experiences (ACEs) can hinder children's involvement in recreational, social and other developmentally enriching activities, thereby limiting opportunities for healthy growth and wellbeing. This study examines the association between ACEs and children’s participation in out-of-school and community activities in the United States (U.S.). This cross-sectional study used parent-reported data of children aged 5 to 17 years from the …

  • “Getting rid of systemic racism

    Open AccessM J Gast, Rebecka Bloomer et al.ARTICLEFrontiers in Education2025

    Black, Latine, and Asian American young people living in the U.S. experienced the twin pandemics of COVID-19 and racism, along with racial traumas and stresses stemming from racial violence and public debates on how to (or not) address racism. Using critical consciousness and social justice youth development frameworks, this study sought to emphasize youth of color responses to the twin pandemics of COVID-19 and racism and youth-identified strate…

  • Evaluation of the Food Literacy Project’s “Nourishing Food Literacy, Community Health and Sense of Place in Louisville, Kentucky” Initiative

    Kristi M King, Aishia Brown et al.ARTICLEFamily & Community Health2025

    The results from this evaluation suggest a call to action for non-profit organizations to build and maintain trust in under-resourced communities. When applying for grants, partnering with academic institutions and implementing programming, the site team members, as well as evaluation team members, should be intentional to identify (eg, race, gender, residence, socioeconomic status, education level) with the community in which the initiatives aim…

  • Youth Voice is Heard Here

    Heather L Storer, Rebecka Bloomer et al.ARTICLEJournal of Community Practice2025Citada por: 2Referências: 61

  • Teaching Note—Beyond #Freebritney

    Lesley Maradik Harris, Sara Williams et al.ARTICLEJournal of Social Work Education2024

    Britney Spears’s 2020 testimony about her 13-year conservatorship highlighted ethical concerns surrounding surrogate decision making. Social workers engage with families and clients in conservatorship/guardianship arrangements. However, social work educational programs spend little time preparing students for surrogate decision making and advocacy. Guided by the pedagogical technique of scaffolding and the Spears family case, this teaching note p…

  • Exploring the promotion of youth voice in community‐based youth development programmes

    Open AccessRebecka Bloomer, Lesley Maradik Harris et al.ARTICLEChild & Family Social Work2022Citada por: 3Referências: 4

    This constructivist grounded theory study used semi‐structured interviews with 19 youth service providers in community‐based youth development programmes to develop a context‐specific framework of how and why youth voice promotion occurred. Factors external to the youth programmes, such as funder expectations, influenced the conceptualization of role for youth workers. The social process of meaning making in relation to role identity impacted how…

  • Trying to be everything else”

    Open AccessRebecka Bloomer, Aishia Brown et al.ARTICLEChildren and Youth Services Review2021Citada por: 3Referências: 23