1. Youth (Teens & Adolescents)
KNR 365

2. Disabilities or Issues
Conduct disorders
Behavioral disorders
Learning disorder
AD/HD
Autism Spectrum
PTSD
Anxiety disorders
Reactive attachment disorder
Depressive disorders
Psychotic disorders
Eating disorders
Oppositional defiant disorder

3. Disabilities or Issues
Adjudicated
Abuse & neglect
Substance abuse
Youth at risk
More…

4. Youth At Risk Robertson & Long, 2008
At risk denotes a set of presumed cause-effect dynamics that place an individual child or adolescent in danger of future negative outcomes.
At risk designates a situation that is not necessarily current but that can be anticipated in the absence of intervention
McWhirter et al., 2004, p. 6

5. Youth At Risk Robertson & Long, 2008
Teen pregnancy
Risky sexual behavior
Youth gang involvement
Poverty
Crime
Drug use
Social isolation
Physical violence
Poor access to health care
Physical inactivity
Obesity
Depression
Plus more

6. At-risk Continuum Minimal Risk
Favorable demographics
Higher socioeconomic status
Positive family, school, and social interaction
Limited psychosocial stressors

7. At-risk Continuum Remote Risk
Negative demographics
Less positive family, school, and social interaction
Some stressors
Experiences of marginalization, oppression, racism

8. At-risk Continuum High Risk
Negative demographics
Negative family, school, and social interaction
Numerous stressors
Development of personal at-risk markers. Negative attitudes, emotions, and skill deficiencies
Aggression, anxiety, conduct problems, mental illness, hopelessness
Deficits in social skills & coping skills

9. At-risk Continuum Imminent Risk
Negative demographics
Negative family, school, and social interactions
Numerous stressors
Development of personal at-risk markers. Negative attitudes, emotions & skill deficits
Development of gateway behaviors & activities
On brink of adopting deviant behaviors
Aggression toward other children & authority
Behaviors that can lead to juvenile delinquency

10. At-risk Continuum At-risk Category Activity
Negative demographics
Negative family, school, and social interaction
At risk for more intense maladaptive behavior
Activity places them solidly in at-risk category
At risk for other categories
Their children will be at-risk
More intense problems & maladaptive behaviors
Regularly truant from school
At risk of academic failure
Lack skills for advancing in life

11. Settings Residential Inpatient & outpatient psych.
Lurie’s Children’s Hospital of Chicago
Highland Park Hospital
The Pavilion
Residential
Cunningham Children’s Home
Epworth Children & Family Services
Lawrence Hall

12. Settings Criminal justice Foster care School or alternative schools
Juvenile Justice System
Youth Detention Centers
Foster care
School or alternative schools
Parks & recreation/SRA
Teen Centers
Teen Programs
Wilderness / outdoor
More

13. Developmental Assets Model Witt & Caldwell, 2005
Search Institute
40 assets (20 internal & 20 external) deemed necessary for youth to move to adulthood

14. External Assets Support
Family Support: Family life provides high levels of love & support
Positive Family Communication: Young person & parent(s) communicate positively, and YP is willing to seek advice & counsel from parents
Other Adult Relationships: YP receives support from 3 or more nonparent adults
Caring Neighborhood: YP experiences caring neighbors
Caring School Climate: School provides a caring, encouraging environment
Parental Involvement in Schooling: Parent(s) are actively helping YP succeed in school

15. External Assets Empowerment
Community Values Youth: YPR perceives that adults in community value youth
Youth as Resource: YP are given useful roles in the community
Service to Others: YP serves in the community 1 hour or more/week
Safety: YP feels safe at home, at school, and in the neighborhood

16. External Assets Boundaries and Expectations
Family Boundaries: Family has clear rules & consequences & monitors the YP’s whereabouts
School Boundaries: School provides clear rules & consequences
Neighborhood Boundaries: Neighbors take responsibility for monitoring YP’s behavior
Adult Role Models: Parent(s) & teachers encourage the YP to do well
Positive Peer Influence: YP’s best friends model responsible behavior
High Expectations: Both parent(s) and teachers encourage the YP to do well

17. External Assets Constructive Use of Time
Creative Activities: YP spends 3 or more hours/week in lessons or practice in music, theater, or other arts
Youth Programs: YP spends 3 or more hours/week in sports, clubs, or organizations at school &/or in the community
Religious Community: YP spends 1 or more hours/week in activities in a religious institution
Time at Home: YP is out with friends “with nothing special to do” 2 or fewer nights/week

18. Internal Assets Commitment to Learning
Achievement Motivation: YP is motivated to do well in school
School Engagement: YP is actively engaged in learning
Homework: YP reports doing at lease 1 hour of homework every school day
Bonding to School: YP cares about his/her school
Reading for Pleasure: YP reads for pleasure 3 or more hours/week

19. Internal Assets Positive Values
Caring: YP places high value on helping other people
Equality & Social Justice: YP places high value on promoting equality & reducing hunger and poverty
Integrity: YP acts on convictions & stands up for beliefs
Honesty: YP “tells the truth even when it is not easy”
Responsibility: YP accepts & takes personal responsibility
Restraint: YP believes it is important not to be sexually active or to use alcohol or other drugs

20. Internal Assets Social Competencies
Planning and Decision Making: YP knows how to plan ahead & make choices
Interpersonal Competence: YP has empathy, sensitivity, & friendship skills
Cultural Competence: YP has knowledge of and contact with people of different cultural/racial/ethnic backgrounds
Resistance Skills: YP can resist negative peer pressure & dangerous situations
Peaceful Conflict Resolutions: YP seeks to resolve conflict nonviolently

21. Internal Assets Positive Identity
Personal Power: YP feels s/he has control over “things that happen to me”
Self-Esteem: YP reports having a high self-esteem
Sense of Purpose: YP reports that “my life has a purpose”
Positive View of Personal Future: YP is optimistic about personal future

22. Relationship Between Assets & Negative & Thriving Behaviors
Number of Assets
Negative Behaviors
0-10
11-20
21-30
31-40
Problem alcohol use
49%
27%
11% 3%
Violence
61%
38%
19% 7%
Illicit drug use
39%
18% 6% 1%
Sexual activity
32%
21%

23. Relationship Between Assets & Negative & Thriving Behaviors
Number of Assets
Thriving Behaviors
0-10
11-20
21-30
31-40
Succeeds in school 8%
17%
30%
47%
Maintains good health
26%
69%
89%
Values diversity
36%
57%
74%
88%
Exhibits leadership
50%
65%
77%
85%

24. Casey Life Skills (CLS) http://www. casey
Is a free tool that assesses the behaviors and competencies youth need to achieve their long term goals.
It aims to set youth on their way toward developing healthy, productive lives.
Examples of the life skills CLS helps youth self-evaluate include:
Maintaining healthy relationships
Work and study habits
Planning and goal-setting
Using community resources
Daily living activities
Budgeting and paying bills
Computer literacy
Their permanent connections to caring adults

25. Interventions Anger management Life skills Drug & alcohol programs
Coping skills
Relationship skills
Cooperative games
Sports
Sexual behaviors
Facebook & social networking
Adventure therapy
Teams course
Low & high ropes

26. Interventions
Physical Activity Guidelines for Americans Midcourse Report (2013)
Intervention strategies for increasing physical activity among youth aged 3-17 years

27. Skills Conflict resolution Youth development Behavior management
Ability to develop rapport
Ability to set boundaries
Process & debriefing skills

28. Self Harm What is self harm? Video Group work Identify causes/reasons
Identify agencies with TR/RT
Identify interventions
Identify evidence-based practice