1. Cristin Castiglia EDU 644 – Week 4 Assignment Instructor Karen Conzett

2. Social Worker. Audience: School faculty. Population of youth at-risk, and their academic success. Bring awareness and advocate for this population. "Sometimes teachers get so wrapped up in the little stuff that we need to be reminded of where we are going” (Education World, 2011).

3. According to Morrison & Cosden, the National Center for School Engagement, and Sijtsema & Kretschmer, the following characteristics would classify a youth at- risk. Students with learning disabilities Homeless or transient (in and out of the foster care system) Abused sexually, physically or emotionally Mental illness Neglected at home or stressful family environment Lack of social or emotional support Involved with delinquent peers Community disorganization or low-income

4. The National Center for School Engagement and Dariotis & Johnson states that the following are behaviors associated with being a youth at-risk, - Substance abuse - Poor stress and coping skills - Sexually active at a young age - Teen Pregnancy - Low self-esteem - Risk of suicide - Dropping out of school

5. Short Term and Long Term Counseling (Individual, Family or Group) Drug Treatment Programs Character Education Goal Setting Creating a positive social life

6. Clubs and After-School Programs “At the environmental level caring relationships with adults and social support from non-family individuals can have a positive effect on children” (Anthony, Alter & Jenson, 2009, p.46). Increasing Parent Involvement “Over 30 years of research shows that one of the most effective ways to increase student achievement is for parents to be actively involved in the education of their children” (National Center for School Engagement). Better Options for Student Success Students with disabilities

7. Clubs and After-School Programs Teachers can put together programs that will create an interest in the students, and also help them goal set for their futures, whether that is college or a career path. Teachers can work with the community to create volunteer opportunities for students to get experience helping in their community and finding what they are passionate about. “Tutoring services and computer programs can also be used to engage youth and help further academic skills” (National Center for School Engagement). Increasing Parent Involvement Parents, teachers and students can work together to put together a plan for their high school years to goal set, and come up with what they believe their accomplishments are. Goals will be set for all individuals, and everyone is accountable for holding up their part of the plan. Better Options for Student Success “While there is a solid literature base for social skill development with students who have learning disabilities, such programs should include developing relevant personal and social skills, setting appropriate expectations or norms for behavior, giving students opportunities to succeed, and providing a curriculum to enhance educational engagement in addition to peer, family, and school attachment” (Morrison & Cosden, 1997).

8. “The starting point for building on students' capacities is the belief by all adults in their lives, particularly in their school, that every youth has innate resilience” (Bernard & ERIC Clearinghouse on Urban Education, 1997). The room will divide into groups of about 3-4 adults. I will be coming around with printed out stories of at-risk youth in the community. Names and locations have been changed to protect their identity. As a group, read the story aloud, and then come up with five positive strengths that the student possesses, and three ways that the student cane overcome his or her challenges to reach academic success. Once everyone has come up with their five positive attributes, and three ways the student can overcome his or her challenges, one individual from each group will share the students story, and what you have discussed as solutions.

9. Anthony, E.K., Alter, C.F., & Jenson, J.M. (2009). Development of a risk and resilience- based out-of-school time program for children and youths. Social Work, 54(1), 45-55. Retrieved from the EBSCOhost database. doi:10.1093/sw/54.1.45 Bernard, B., & ERIC Clearinghouse on Urban Education, N.Y. (1997). Turning it around for all youth: From risk to resilience. ERIC/CUE Digest, Number 126. Retrieved from http://eric.ed.gov/?id=ED412309. http://eric.ed.gov/?id=ED412309 Dariotis, J. K., & Johnson, M. W. (2015). Sexual discounting among high-risk youth ages 18–24: Implications for sexual and substance use risk behaviors. Experimental And Clinical Psychopharmacology, 23(1), 49-58. doi:10.1037/a0038399 Education World. (2011). School mission statements: Where is your school going? Retrieved from http://www.educationworld.com/a_admin/admin/admin229.shtmlhttp://www.educationworld.com/a_admin/admin/admin229.shtml Morrison, G., & Cosden, M. (1997). Risk, resilience, and adjustment of individuals with learning disabilities. Learning Disability Quarterly, 20, 43-60. Retrieved from http://www.ldonline.org/article/6174/ http://www.ldonline.org/article/6174/ National Center for School Engagement. (n.d.). At-risk youth. Retrieved from http://www.schoolengagement.org/index.cfm/index.cfm/At-risk%20Youth http://www.schoolengagement.org/index.cfm/index.cfm/At-risk%20Youth Sijtsema, J. J., Kretschmer, T., & van Os, T. (2015). The Structured Assessment of Violence Risk in Youth in a large community sample of young adult males and females: The TRAILS study. Psychological Assessment, 27(2), 669-677. doi:10.1037/a0038520