1. Family Specialist: School Social Worker Robert Manning EDU 644 Professor Sadik March 17, 2015

2. Role of Family Specialist To identify barriers preventing children from being academically, socially, and emotionally successful Collaborate with students, families, teacher, other staff, and community resources Eliminate barriers to allow child and family to focus on succeeding in school

3. Indicators for Youth At-Risk Homelessness Drug/Alcohol Use Mental illness Mental/Physical disability (www.SchoolEngagement.org, n.d.)

4. Indicators for Youth At-Risk Economic hardship Sexual abuse Physical abuse Mental abuse Neglect in the home (www.SchoolEngagement.org., n.d.)

5. Effects & Implications  Truancy: “any unexcused absences from school” (National Center for School Engagement, n.d.)  Alcohol use  Drug use  Tobacco use

6. Effects & Implications  Unhealthy sexual behavior leading to pregnancy, sexually transmitted diseases, HIV

7. Solutions Positive Behavior Support: Vallaire-Thomas, Hicks, & Growe (2011) note, “positive behavior support includes the application of evidence-based strategies and systems to help schools increase academic performance, increase safety, decrease problem behavior, and establish positive school cultures”(p.225)  Anti-Bullying Programs

8. Solutions: Integrating a Framework Hopson & Lawson (2011) state “Creating a positive school climate requires data-informed decision making, such that data about student needs and organizational factors are used in improvement planning to create the conditions for academic success” (p.106)  Professional Learning Communities that “meet regularly and work together to discuss students' needs” (Hopson & Lawson, 2011, p.113)  Staff development on how to support high achievement for all students

9. Participant Activity Write a brief narrative about a student you have a relationship with that is considered at-risk. In your description did you use positive-oriented or negative oriented descriptors? I have provided a handout with the 40 Developmental Assets and the eight categories of human development. Identify at least three organizations and/or models in the community where students can experience this asset. Also, identify one way our school allows students to experience an asset.

10. References Hopson, L., & Lawson, H. (2011). Social Workers' Leadership for Positive School Climates via Data-informed Planning and Decision Making. Children & Schools, 33(2), 106. National Center for School Engagement. (n.d.). At-risk youth. Retrieved from http://www.schoolengagement.org/index.cfm/index.cfm/At- risk%20Youth National Center for School Engagement. (n.d.). Parental involvement in schools. Retrieved from http://www.schoolengagement.org/index.cfm/index.cfm/index.cfm/Par ental%20Involvement%20in%20Schools http://www.schoolengagement.org/index.cfm/index.cfm/index.cfm/Par ental%20Involvement%20in%20Schools National Center for School Engagement. (n.d.). Truancy. Retrieved from http://www.schoolengagement.org/index.cfm/index.cfm/index.cfm/Tr uancy Vallaire-Thomas L, Hicks J, Growe R. Solution-Focused Brief Therapy: An Interventional Approach to Improving Negative Student Behaviors. Journal Of Instructional Psychology [serial online]. December 2011;38(4):224-234. Available from: Academic Search Elite, Ipswich, MA. Accessed March 17, 2015.