2. At-Risk Youth Opportunities for a Second Chance By Angie Smith

3. Goals & Objectives To give parents a better understanding of growing trends of youth development To implore you as parents to reach out and make a difference To give you tips on how to make these Youth- At-Risk programs more successful To give parents information on how they can help.

4. Defining At-Risk Youth The legal definition of “at-risk” youth means an individual under the chronological age of 18 who: 1.Is absent from home for at least 72 consecutive hours without the consent of his/her parent; 2.Is beyond the control of his/her parent such that the child’s behavior endangers the health, welfare, or safety of the child or any other person; or 3.Has a substance abuse problem for which there are no pending criminal charges related to the substance abuse

5. Joy Dryfoo’s Study Very High-Risk: These youth "do it all." They have already entered the juvenile justice system, carry guns, and use illegal drugs. High-Risk: These youth "do most of it." They haven’t entered the juvenile justice system yet, but engage in heavy drinking, smoking and marijuana use, are behind in school, often truant, and have frequent unprotected sex. Moderate-Risk: These youth "do some of it." They are engaged in one or two high risk behaviors such as experimenting with marijuana and alcohol, occasionally truant, have sex (usually without contraception), and occasionally feel depressed.

6. Study Continued Low-Risk: These youth experiment with risky behaviors. They may have an occasional drink or cut class once in a while. A few of these youth are sexually active, but they always use contraception. No-Risk: These youth do not engage in any risky behaviors. Except for being surrounded by many negative or risky activities, these youth are protected from the dangers of risky behaviors.

7. Ineffective Programs

8. E.N.A.B.L. (California) 5 one hour sessions No skill building Focus to have youth postpone sexual activity 17 months after participating in the program, youth were just as likely to have sex as youth who did not participate in the program.

9. McGruff Crime Prevention Aimed at middle class children. U.S. department of justice study – No impact on crime????

10. S.T.E.P. Summer Training and Employment Program 14-16 Year olds After summer program students noticeably improved math and reading skills 3 to 4 years after the study, participants dropped out of school at the same rate as non- participants, had the same poor work performance, and had the same pregnancy rates.

11. D.A.R.E. Drug Abuse Resistance Education Providing accurate information about drugs, alcohol and tobacco. Teaching students good decision-making skills. Showing students how to recognize and resist peer pressure. Giving students ideas for positive alternatives to drug use.

12. Scared Straight Had higher rate of convicted criminals than no intervention. 2004 – 12/13 students in program went on to be persecuted as adults.

13. History of Youth-At-Risk Programs 28% of programs developed before 1989 31% between 1989- 1991. 41% started after 1991 57% of agencies which targeted programs for At-Risk- Youth indicated that gangs were the main reason for intervention.

14. History Continued As of 2012 67% of total resources were aimed at “potential At- Risk-Youth.” 10% aimed at juvenile delinquents 2% aimed at chronic delinquents Factors for emergence of programs – Changed demographics – Emergence of negative youth behaviors in smaller communities – Growth in number of latchkey children – Increased high-visibility of violent incidents

15. Problems with Programs Prevention vs. Intervention Continual basis – 1 week is not enough time to change a life. Clear program objectives – How can programs be properly evaluated?

16. What a Proper Objective Looks Like Increase middle school performance by coordinating educational, health and social services to students and community members. The results will (a) increase student performance by 5% on standardized tests; (b) reduce absences by 20%; (c) reduce disciplinary referrals by 10%, and (d) increase parent contacts by 10%. Provide rehabilitation, predelinquency, neighborhood education, leisure services, youth employment and neighborhood volunteer services. This will help reduce the FBI Crime Rate by 5% and help maintain an annual juvenile offender recidivism rate of 4% or less.

17. How to Develop a Proper Program Aim your efforts at the right community. Get “in touch” with community Administrators need to be involved Focus on Positive Develop leadership Reach out to local influences Program security Involvement of participants

18. Successful Programs

19. Midnight Basketball Basketball is only the hook Includes educational component Personal development Motivational training Entrepreneurial skills Job interview skills

20. Summer Day Camps Offer variety of recreation programs Arts Sports Job opportunities Leadership development

21. Futures Program Baltimore, MD 2014 Drop out prevention 60 At-Risk 9th graders Basic skills enhancement Work experience Transition to high school Receive extra support during the school year Planning for a future in college 6.28% drop out rate compared to city average of 10.98% 27% of students attended some type of higher education 8.2% were employed and attended college or vocational schooling 49.2% were employed

22. Opportunities for YOU!! Youth Villages Jonesboro, AR (870) 930-9460 Life Skills for Youth Little Rock, AR (501) 565- 2394 Summer Camp Academy Jonesboro, AR (870) 680 - 8358 Afterschool Alliance Little Rock, AR (501) 280 - 0557

23. References http://www.youthvillages.org/where-we- serve/arkansas.aspx#sthash.cXn8RyV4.dpbs http://www.youthvillages.org/where-we- serve/arkansas.aspx#sthash.cXn8RyV4.dpbs http://lifeskillsforyouth.org/programs/dhhs-child-care http://www.astate.edu/college/education/departments/scho ol-of-teacher-education-and-leadership/summer-camp- academy/ http://www.astate.edu/college/education/departments/scho ol-of-teacher-education-and-leadership/summer-camp- academy/ http://www.afterschoolalliance.org/ https://web.stanford.edu/class/e297c/poverty_prejudice/gan ginterv/criticallook.htm https://web.stanford.edu/class/e297c/poverty_prejudice/gan ginterv/criticallook.htm