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At-Risk Youth


This presentation was developed for the Virginia Department of Education and aimed to build the capacity of primary and secondary school educators to understand risk behavior and behavior change in …

This presentation was developed for the Virginia Department of Education and aimed to build the capacity of primary and secondary school educators to understand risk behavior and behavior change in youth.

Published in Health & Medicine
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  • 1. High-Risk YouthMeeting Them Where They Are
  • 3. Introductions• Facilitator(s)• Participants – Name – Grade/Level – School Affiliation – What is high-risk to you?
  • 4. Agenda• Welcome and Introductions• Kagan’s Children• The Science of Behavior• Emotional Development• The Impact of Advancement• Amy’s Story
  • 5. BackgroundKAGAN’S CHILDREN
  • 6. Miller vs. Alabama• "Children are constitutionally different than adults for the purposes of sentencing."• Children tend to show traits of "recklessness, impulsivity, and heedless risk-taking" because they are... children.
  • 7. Eighth Amendment• The Eighth Amendment (Amendment VIII) to the United States Constitution is the part of the United States Bill of Rights prohibiting the federal government from imposing excessive bail, excessive fines or cruel and unusual punishments.• The U.S. Supreme Court has ruled that this amendments Cruel and Unusual Punishment Clause applies to the states.
  • 8. Miller vs. Alabama• “As we move beyond Miller, we will wrestle with something larger than just a group of juvenile offenders. In play is nothing less than our notion of childhood. We, and the Court, should continue to resolve those questions with the simple truth that children are different than adults.”
  • 9. Unlocking the patternTHE SCIENCE OF BEHAVIOR
  • 10. Behavioral Principles• Principle One – Behavior Is Strengthened or Weakened by Its Consequences• Principle Two – Behavior Ultimately Responds Better to Positive Consequences• Principle Three: – Whether a Behavior Has Been Punished or Reinforced Is Known Only by the Course of that Behavior in the Future• Principle Four: – Behavior is Largely a Product of its Immediate Environment
  • 11. Social Cognitive Theory
  • 12. Health Belief Model
  • 13. Stages of Change
  • 14. Reinforcing Consequences “If youre always going to do what youve always done, youre always going to get what youve always gotten.” parenting/How_Behavior_Develops__Some_Important_Principles.html
  • 15. Choosing our responseEMOTIONAL DEVELOPMENT
  • 16. EMOTIONAL DEVELOPMENT Six to Seven Years Old Normal Characteristics Suggested BehaviorsFeels insecure as a result of drive toward Give child time, freedom, andindependence. opportunities to practice being independent.Finds it difficult to accept criticism, blame, Be patient and understanding.or punishment.Child is center of own world and tends to Accept apparent boastful.Generally is rigid, negative, demanding, Set reasonable limits, offer explanation ofunadaptable, slow to respond; exhibits limits, help child keep within them.violent extremes; tantrums reappear.If not the winner, often makes accusations Avoid games that designate a winner.that others are cheating.
  • 17. EMOTIONAL DEVELOPMENT Ten to Eleven Years Normal Characteristics Suggested BehaviorsIs concerned with style. Allow child to select clothes and hair style, within a firm budget.Is casual and relaxed. Enjoy!Likes privacy. Provide for personal space.Girls mature faster than boys. Provide reassurance as needed.Not an angry age; anger, when it comes, is Recognize and accept angry feelings, tearsviolent and immediate; seldom cries but of temporary duration, and outbursts.may cry when angry.Main worry concerns school and peer Provide opportunities for appropriaterelationships. socialization.
  • 18. EMOTIONAL DEVELOPMENT Sixteen to Nineteen Years Normal Characteristics Suggested BehaviorsWorries about failure. Be available to talk and to listen.May appear moody, angry, lonely, Accept feelings -- dont overreact; jointlyimpulsive, self-centered, confused, and establish limits, but dont revert tostubborn. childhood restrictions.Has conflicting feelings about Avoid ridicule of inconsistent behaviors.dependence/independence. Accept needs for separation.
  • 19. Reevaluating CommunityTHE IMPACT OFADVANCEMENT
  • 20. Whose world is it?
  • 21. Spheres of InfluenceWhere they were … Where they are …
  • 22. The Social NetworkLike Dislike
  • 23. Context, Experience, Learning• Assumptions of experience can disrupt learning at all levels• Hands-on, non-traditional, extra-classroom experiences can enhance learning• Its not a race; long-term learning is built on processing experiences with children to better function in and with the world around them learning.html?pagewanted=2&_r=1&ref=michaelwinerip
  • 24. A Trip To The Parking Garage learning.html?pagewanted=2&_r=1&ref=michaelwinerip
  • 25. Discussion• What are our “parking garage” opportunities? – Becoming a Responsible Teen (BART) example• How can we better partner with communities to enhance learning? – It takes a village• What technology should be using that we aren’t? – Assumptions about access• Can we protect children from messaging that conflicts with our education?
  • 26. Betterment through evaluation of outcomesAMY’S STORY
  • 27. Questions to Guide Discussion• What skills or knowledge could have positively affected this outcome?• Did we fail Amy or did Amy fail us?• What should we being doing differently so that Brian has a different future?• How do we ensure that our information is relevant (e.g. teen parenting vs. parenting)
  • 28. Questions and Evaluations