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How well-intentioned programs, special education and zero tolerance expose at-risk youth to deviant peer influences.

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Presentation on theme: "How well-intentioned programs, special education and zero tolerance expose at-risk youth to deviant peer influences."— Presentation transcript:

1 How well-intentioned programs, special education and zero tolerance expose at-risk youth to deviant peer influences

2 UXa0460&feature=related

3  Unstructured settings  Group counselling/discussion groups  Group homes/group foster care  Housing Programs  Boot camps and wilderness challenges  Group incarceration

4  Strong predictor of delinquent behaviour  Reinforcement of deviant behaviour from peers (9:1)  Loss of exposure to pro-social peers  Compounded for youth with low self- esteem and limited adult reinforcement

5 Dubois and Silverthorn Low self esteem / Peer oriented self esteem Deviant peer associations Problem Behaviour

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7  Specific life experiences  Personality characteristics  Low self-esteem  Neural-based impulsivity (ADHD)  Slightly younger (early adolescent)  With slightly more deviant peers  Youth exposed to unstructured/unsupervised settings  The more time spent with negative peer influences

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9  Tracking of low-performing students  Grade retention  Self-contained classrooms for unruly students  Group counselling  Zero-tolerance policies  In-school suspension  Expulsion  Placement in Alternative schools  Exclusion of disruptive students from mainstream classrooms  School-choice policies that segregate low- performing students

10  Good political intent/rhetoric  Conforms to social norms/cultural expectations  Satisfies non-adaptable standards  Can create “change”  Removes the subjective, discretionary involvement of teachers and administrators

11  Social expectations – reduced violence/safer learning environment  Imposed for relatively minor “code of conduct” infractions  Objectivist paradigm  Undesirable effects  Divorced from knowledge of child development  May target those with disabilities  Shifts the problem into the community

12  Unaffected by moderately deviant peers  Key to Dyadic coaching programs  May be helpful in intervention group settings

13  Education and socialization of all children  Eliminate tracking low-performing youth tracking low-performing youth Mandatory grade retention Mandatory grade retention Self-contained classrooms Self-contained classrooms Group in-school suspension Group in-school suspension Placement in alternative schools Placement in alternative schools expulsion expulsion  Family-centred intervention  School wide Positive Behaviour Support  Positive reinforcement  Cooperative learning


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