Creating a Web-Based Resource for a Population At Risk
jlsmnukey
Week4AssignmentSchool-BasedEffortsAPlantoSupportAt-RiskYouthv1.docx.pptxSCHOOL-BASED EFFORTS: A PLAN TO SUPPORT AT-RISK YOUTH
Name
Institution
Date
Introduction
Role assumed- social worker
Target audience- teachers and parents
Purpose includes;
Identifying indicators of youths at risk
Identifying behaviors associated with youths at risk
Establishing youth development philosophies
In beginning this presentation I am going to assume the role of a social worker. The target audience for this presentations is parents teachers and general staff working in education institutions
The purpose of this presentation includes;
Identifying indicators of youths at risk
Identifying behaviors associated with youths at risk
Establishing youth development philosophies
2
Youth at risk- Indicators
Students with learning disabilities
Homeless
Youths involved in drugs
Sexually abused youths
Mentally ill
Youths living in stressful family environments
Youths lacking social or emotional support
Youths associating with delinquent peers (“Serving At-Risk Youth :: The National Center for School Engagement,” 2019)
At risk youth generally implies a future with less than optimal outcomes
According to the national center for school engagement below are some examples of indicators of youth at risk;
Students with learning disabilities
Homeless
Youths involved in drugs
Sexually abused youths
Mentally ill
Youths living in stressful family environments
Youths lacking social or emotional support
Youths associating with delinquent peers
3
Behaviors associated with being at risk
Skipping school
Running away
Engaging in sexual behavior
Bullying
Acts of vandalism
Fighting
Drinking under age (“Serving At-Risk Youth :: The National Center for School Engagement,” 2019)
The behaviors associated with being at risk include
Skipping school
Running away
Engaging in sexual behavior
Bullying
Acts of vandalism
Fighting
Drinking under age
4
Implications
Falling behind in class
Suspension from the institution
Juvenile delinquency (Levin, 2017)
Implication s of such behavior include;
Falling behind in class- situations where the students get to absent from school means they are not learning and hence ending up falling behind
Suspension from the institution- some behavior may cause the institution to take disciplinary action against the student
Juvenile delinquency- students falling behind in school may loose ground on ever catching up which mar result to disengagement or serious anti social behavior from the student.
5
Creating a framework
Basic vales and beliefs regarding students
The primary purpose of working with the students
The hope for students in the institution (Bierman et al., 2019)
The school is responsible for ensuring positive youth development which entails a philosophy, framework and practice that ensures the strengths of youths are identifies and nurtured. The philosophy of the institution anchors and guides all the school activities. The framework will be anchored on;
Basic vales and beliefs regarding students
The primary purpose of working with the students
The hope for students in the institution
6
Integrating framework
Schools can integrate the framework via;
Staffing
Policies
Communications
Community outreach (Levin, 2017)
Programs and strategies may include;
Creating school based clubs
Creating after school programs
Increasing parent involvement
In integrating the framework will encompass staffing, policies, communications, and community outreach. Total integration will enable the institution to identify communicate and apply the appropriate core values among the youths.
Programs and strategies include
Creating school based clubs
Creating after school programs
Increasing parent involvement- Parents and teachers, and students can work together to put together a plan for their school years. Communicate with one another to see what are some ideas they can work to encourage students to be successful in the future.
7
Participant activity
Individuals will be provided with a piece of paper where they will write down behaviors associated with being at risk youth and exchange the papers with individuals sitting next to them and discuss solutions for the common behavior identified by both.
References
Bierman, K. L., Group, C. P. P. R., Coie, J. D., Dodge, K. A., Greenberg, M. T., Lochman, J. E., … Pinderhughes, E. E. (2019). The Fast Track Program for Children at Risk: Preventing Antisocial Behavior. In Google Books. Retrieved from https://books.google.com/books?hl=en&lr=&id=O9SuDwAAQBAJ&oi=fnd&pg=PP1&dq=SCHOOL-BASED+EFFORTS:+A+PLAN+TO+SUPPORT+AT-RISK+YOUTH%C2%A0&ots=ylPNZT1Qzm&sig=PftOTMr0VgzTuzkeTTi8OK4PBFQ
Lau, A. S., Kim, J. J., Nguyen, D. J., Nguyen, H. T., Kodish, T., & Weiss, B. (2019). Effects of Preference on Outcomes of Preventive Interventions among Ethnically Diverse Adolescents At-Risk of Depression. Journal of Clinical Child & Adolescent Psychology, 1–17. https://doi.org/10.1080/15374416.2019.1639514
Levin, H. (2017). Accelerated Schools for At-Risk Students. CPRE Research Reports. Retrieved from https://repository.upenn.edu/cpre_researchreports/104/
Promoting Positive Youth Development :: The National Center for School Engagement. (n.d.). Retrieved April 21, 2020, from http://schoolengagement.org/school-engagement-services/promoting-positive-youth-development/
Serving At-Risk Youth :: The National Center for School Engagement. (2019). Retrieved from Schoolengagement.org website: http://schoolengagement.org/school-engagement-services/at-risk-youth/
