Diagnostic Worksheet Patient’s name/ age: Give full name and age Summary of Pertinent Case Features Presenting Problem: What did the patient report was the issue when coming to therapy? Did anyone bring the patient or require/ recommend that he come? If so, why? What are the issues in the patient’s life and how would he like them addressed? Does the patient have a goal in mind? Do not list a diagnosis in this area. This should be the most detailed section. Medical History: List any past or current major medical problems (past surgeries, stroke, diabetes, etc.) If there is none, write, “none noted.” History of Mental Illness: List the patient’s and/ or family’s history of mental illness. If there is none, write, “none noted.” History of substance use/ addiction: List substances that the patient is currently using and/ or addicted to, as well as frequency and amount of use. If currently not using, describe patient’s history of past use or abuse, or lack thereof. If the patient does not currently use alcohol or drugs, and has no history of doing so, write “none noted.” Stressors in past year: What is currently causing stress in this patient’s life? Symptoms of the disorder do not constitute stressors. You may choose to be specific (“Patient’s wife has threatened to leave him due to his having an affair with an ex-girlfriend.”) or general (“Marital problems”). Of course, the more specific descriptions give a better overall picture. Consider stressors in all areas of life: social support, occupational, educational, legal, financial, grief, interpersonal conflict, etc. Safety assessment: Address suicidal and homicidal ideation. Address any issues that may present danger (eg. Violence, neglect of children, inability to care for one’s self, etc.) If the patient has no current suicidal/ homicidal thoughts or behaviors, write, “denies suicidal/ homicidal ideation.” Appearance/ behavior: Discuss how the patient looks (appearance) and how he is acting (behavior). Suggestions include addressing hygiene (well-groomed, unkempt, lacking hygiene, etc.), dress (disheveled, well-dressed, wrinkled clothing, etc.), overall impression (cooperative, polite, demanding, guarded, etc.) Thought Processes: Make note of any unusual thought processes (delusional, obsessive, paranoid, etc.) or note if thoughts are coherent/ logical. Using good/ fair/ poor as indicators, address both quality of insight (ability to understand self) and judgment (ability to make appropriate decisions). Mood/ Affect: Mood refers to the patient’s emotional expression via their words and affect refers to emotional expression via action (facial expressions, etc.) Address both. Note if mood and affect seem contradictory (incongruent mood/ affect). Intellectual Functioning: Assess their intelligence (high/ average/ low). Intelligence is unchanged by symptoms of a disorder, level of consciousness, education level, or age. It is generally safe to assume average i ...

1. Diagnostic Worksheet
Patient’s name/ age: Give full name and age
Summary of Pertinent Case Features
Presenting Problem: What did the patient report was the issue
when coming to therapy? Did anyone
bring the patient or require/ recommend that he come? If so,
why? What are the issues in the patient’s
life and how would he like them addressed? Does the patient
have a goal in mind? Do not list a diagnosis
in this area. This should be the most detailed section.
Medical History: List any past or current major medical
problems (past surgeries, stroke, diabetes, etc.) If
there is none, write, “none noted.”
History of Mental Illness: List the patient’s and/ or family’s
history of mental illness. If there is none,
write, “none noted.”
History of substance use/ addiction: List substances that the
patient is currently using and/ or addicted
to, as well as frequency and amount of use. If currently not
using, describe patient’s history of past use or
abuse, or lack thereof. If the patient does not currently use
alcohol or drugs, and has no history of doing
so, write “none noted.”
Stressors in past year: What is currently causing stress in this
patient’s life? Symptoms of the disorder do
not constitute stressors. You may choose to be specific
(“Patient’s wife has threatened to leave him due
to his having an affair with an ex-girlfriend.”) or general
(“Marital problems”). Of course, the more
specific descriptions give a better overall picture. Consider
stressors in all areas of life: social support,

2. occupational, educational, legal, financial, grief, interpersonal
conflict, etc.
Safety assessment: Address suicidal and homicidal ideation.
Address any issues that may present danger
(eg. Violence, neglect of children, inability to care for one’s
self, etc.) If the patient has no current
suicidal/ homicidal thoughts or behaviors, write, “denies
suicidal/ homicidal ideation.”
Appearance/ behavior: Discuss how the patient looks
(appearance) and how he is acting (behavior).
Suggestions include addressing hygiene (well-groomed,
unkempt, lacking hygiene, etc.), dress
(disheveled, well-dressed, wrinkled clothing, etc.), overall
impression (cooperative, polite, demanding,
guarded, etc.)
Thought Processes: Make note of any unusual thought processes
(delusional, obsessive, paranoid, etc.)
or note if thoughts are coherent/ logical. Using good/ fair/ poor
as indicators, address both quality of
insight (ability to understand self) and judgment (ability to
make appropriate decisions).
Mood/ Affect: Mood refers to the patient’s emotional expression
via their words and affect refers to
emotional expression via action (facial expressions, etc.)
Address both. Note if mood and affect seem
contradictory (incongruent mood/ affect).
Intellectual Functioning: Assess their intelligence (high/
average/ low). Intelligence is unchanged by
symptoms of a disorder, level of consciousness, education level,
or age. It is generally safe to assume
average intellect unless you have legitimate reason to believe
that the patient is above or below average.
Orientation: Patient can be oriented to person (“Who are
you?”), place (“Where are you?”), time (“What
is today?”) and situation (“Why are we here?”) If patient is
oriented to all, note “Oriented X4.” If one or

3. more areas are missing, note which areas patient is oriented to
or is not oriented to.
Final Diagnoses
List each diagnosis on a new line. Make sure the diagnosis you
give is a DSM-5 diagnosis. List ONLY the
diagnosis (singular) or diagnoses (plural) here. No explanation
is necessary. Justification for the
diagnoses should be clear in the worksheet items above.
Be sure to fill in every blank. Include an APA style reference
for the source at the end of the worksheet.
Diagnostic Worksheet
Patient’s name/ age: Bob, age 22
Summary of Pertinent Case Features
Presenting Problem: Patient states he has been visited by aliens
from outer space. He states that they
are trying to steal his recently deceased mother’s collection of
rare depression glass through telekinesis,
moving the glass out the window with molecular displacement.
Patient also states he was fired from his
job with Jack in the Box because the aliens appeared to him
while he was working the drive thru and
demanded he leave immediately or they would destroy the
restaurant. He was picked up by police last
night after a neighbor called in a complaint that the patient was
in his backyard, yelling loudly at the sky.
Patient presents with his sister, Ann, who lives in the same
home and was present when the police
arrived.

4. Medical History: Patient’s sister reports he had three surgeries
to correct a heart condition as a child. No
other significant history noted.
History of Mental Illness: Patient states he was depressed as a
teenager. Patient’s sister states that their
father committed suicide 15 years ago. No records could be
obtained.
History of substance use/ addiction: Patient reports recreational
use of alcohol since high school, three
beers or fewer per week. Denies illicit drug use. Patient is not
currently under the influence.
Stressors in past year: Recent death of mother (two months
ago). Loss of job last week and subsequent
financial problems. Lack of social support.
Safety assessment: Patient denies suicidal or homicidal
ideation. Patient does not have a history of
violence.
Appearance/ behavior: Patient is disheveled, unkempt, lacking
hygiene. Patient was intermittently
cooperative, alternately answering questions and becoming
agitated. Responding to unseen stimuli
(yelling, waving fist at sky, etc.)
Thought Processes: Paranoid, delusional, incoherent. Poor
judgment, fair insight.
Mood/ Affect: Agitated, hostile at times toward unseen stimuli.
Angry, impatient.
Intellectual Functioning: Normal

5. Orientation: Oriented to person/ place, not to time or situation.
(Oriented x2)
Patient believes he is currently in the middle of a nightmare.
Final Diagnoses
Schizophrenia
Reference
Smith, A. (2013). Case studies in abnormal psychology. New
York: Pearson.
Week 4 Discussion 2 School District and School Building
Supports
There are many risk indicators impacting not only a student’s
ability to succeed in a school environment, but also the ability
for a school and/or district to make progress and meet the
achievement expectations at state or federal levels. To prepare
for this discussion, beyond reviewing the Week Four Instructor
Guidance, you will investigate general at-risk groups and
behaviors, as well as information pertaining to students with
disabilities.
Begin by investigating the National Center for School
Engagement (Links to an external site.) website to gain insight
as to various risk indicators commonly observed in at-risk youth
in school environments. This resource also provides strategies
for re-engagement that support the building of student resilience
including parental involvement (Links to an external site.),
truancy (Links to an external site.), youth development
philosophies & approaches (Links to an external site.), and
reengagement supports or strategies (Links to an external site.).
Next, access your state’s Department of Education website,

6. specifically for their special education link (which may also be
titled something similar to Exceptional Student Services). Read
the mission statements; notice that your state’s website may
have a far-reaching statement as well as specific missions for
funding, programming, and resources. Investigate some of the
programs and resources available from your state and review the
methods the state uses to provide assistance to schools.
Now, investigate a school district website in your local
community or state. Look for information similar to what you
observed in the National Center for School Engagement (Links
to an external site.) that describes supports for a variety of at-
risk groups. In most cases, district-based websites include direct
links to the individual schools located in the district. Therefore,
you may find a special program or intervention model offered at
a specific school that would help inform your response to this
discussion. Additionally, look for information pertaining to
special education. You may find this information under a link
titled “Departments” or something similar. Read the mission of
the school district. Look specifically for programs and
approaches offered for students with disabilities.
Initial Post: Create an initial post that addresses the following:
a. Cite the website for the school district you evaluated.
b. Describe at least one school- or district-level program,
model, or approach showcased regarding parental involvement,
truancy, reengagement supports or strategies, or youth
development.
c. Discuss how the school district’s special education mission
statement either supports or differs from what was observed
from the state’s special education mission.
d. Share an example of a program or policy from the district or
a particular school that supports what was stated in the state’s
website and explain how the program or policy aligns with that
of the state’s positions or policies.
e. Describe your impressions of the types and levels of supports
offered in the school district, sharing something that impressed
or surprised you as well as anything you found to be lacking

7. from the supports offered.
Week Four Instructor Guidance
Welcome to Week Four of EDU644: Child and Family Welfare!
Please be sure to review the Week Four homepage in the course
room to see the specific learning outcomes for the week, the
schedule overview, the required and recommended resources, an
introduction to this week’s focus, and a listing of the
assessments to be completed. Next, be sure to read the
Instructor Guidance in its entirety.
Overview
In Week Three, your understanding of families and children at
risk expanded further by examining issues related to
homelessness and comparing and contrasting the data and
approaches to homelessness taken by two urban areas. Also,
you considered the issue of child maltreatment by creating a
brochure so as to increase awareness and assist families and
children at risk as well as to support professionals who could
benefit from the information. This week, a connection will be
made between children and families at risk and academic
achievement. Attention will also be paid to special schools,
districts, and programs that support students at risk.
Intellectual Elaboration
“The dream begins, most of the time, with a teacher who
believes in you, who tugs and pushes and leads you on to the
next plateau, sometimes poking you with a sharp stick called
truth.”
Dan Rather

8. Without a doubt, teaching is a work of passion, something that
typically is innate, driven by a desire to help others and make a
difference. The same can be said for those in social services and
other care-related fields. When it comes to meeting the needs
of students identified as being at-risk, important factors must
exist between teacher and student in an effort to reach social,
emotional, behavioral, and academic success.
Academic Success for Students at Risk
Academic success for students at risk and their conditions with
families at risk represents a strong interrelationship. Both risk
and resilience, also termed protective factors are important to
identify when working with school-aged children demonstrating
at risk behavior. Risk represents the potential for behavioral,
academic, and mental health issues based on a variety of
factors, impacting the school-aged child and their ability to
reach and maintain social, emotional, and academic success.
“Risk has become a catch-all term for a multitude of conditions
that may lead to negative outcomes” (Morrison & Cosden,
2010). Resilience or protective factors associated with
resiliency indicate the ability of children to overcome or adapt
to challenging or threatening circumstances (Garmezy and
Masten as cited in Morrison & Cosden, 2010).
While extensive social science research on children and families
at risk has identified poverty as the leading factor putting a
person “at risk”, others such as policy makers and the media
have personalized what it means to be at risk. While this
approach is sometimes successful at providing children and
families with needed resources, “it leads to stereotyping,
tracking, lowering expectations, and sometimes prejudice and
discrimination” (Bernard, 1997, p.2). Bernard adds that by
viewing children and families through a deficit lens, recognition
of their abilities and strengths, as well as their individuality and

9. uniqueness is obscured. Research in resiliency demonstrates
the power teachers have in” buffering risks and enabling
positive development of youths by meeting the basic needs for
safety, love and belonging, respect, power, accomplishment and
learning, and ultimately, for meaning” (Bernard, 1991, 1998,
p.2). Bernard terms these teachers as turnaround teachers and
identifies three protective factors these teachers practice that
contribute to transforming risk to resilience;
Caring relationships: Turnaround teachers listen to students and
validate their feelings, demonstrate kindness, compassion, and
respect, refrain from judging, refuse to take students’ behavior
personally, and understand that youth are doing the best they
can.
Positive and high expectations: Turnaround teachers recognize
students’ strengths and help students to identify them in
themselves. They assist students in using their personal power
to grow into a resilient survivor by helping them to a) not take
personally the adversity in their lives; b) not see adversity as
permanent; and c) not see setbacks as pervasive. Turnaround
teachers also create student-centered learning environments by
using students’ strengths, interests, goals, and dreams as the
starting point for learning, tapping into students’ intrinsic
motivation to learn.
Opportunities to participate and contribute: Turnaround
teachers give students opportunities to express their opinions
and imagination and treat them as responsible individuals,
allowing them to make choices and participate in all aspects of
the school’s functioning. Students are encouraged to problem
solve, work with and help others, and give their personal gifts
back to others through the provision of a physically and
psychologically safe and structured environment.
Without the relational aspect between student and teacher,
children at risk can cause disruptions in the classroom,

10. ultimately impacting their ability to reach and maintain social,
emotional, and academic success and oftentimes hindering the
learning of others. To provide solutions for students at risk and
to mitigating the potential consequences associated with at risk
behaviors such as dropping-out and high truancy rates, a team-
based approach involving all stakeholders should be taken in an
effort to provide support and promote success for the student at
risk.
As discussed in the work of Morrison and Cosden (2010), the
presence of a diagnosed learning disability is a risk factor in
and of itself. However, the authors suggest that other risk and
protective factors interact with an existing learning disability
affecting nonacademic outcomes such as emotional adjustment,
family functioning, substance abuse, juvenile delinquency, and
adult adaptation. Therefore, risk factors can be internal to the
individual or external.
Federal Policies
The No Child Left Behind Act of 2001 (NCLB)
Federal policies are in place to protect the learning rights of all
students and bridge the learning gap between those with and
without disabilities, and other factors putting children at risk
such as poverty. The No Child Left Behind Act of 2001 (NCLB)
is the most recent version of the Elementary and Secondary
Education Act of 1965 (ESEA) which authorizes federal
spending on programs supporting K-12 schooling (New America
Foundation, April 24, 2014). The primary goal of NCLB is to
improve the educational opportunities for children from lower
income families. The most notable component of NCLB and
likely most debated is that of its requirements for testing,
accountability, and school improvement (New America
Foundation, April 24, 2014). Under the law, schools, school
districts, and states must test and report results of all subgroups

11. of students including low-income students, those with
disabilities, English language learners (ELL), and major racial
and ethnic groups (New America Foundation, April 24, 2014).
NCLB required states, school districts, and schools to make
adequate yearly progress (AYP) as they work toward the goal of
ensuring all students are proficient in grade-level reading and
math by 2014; another controversial point of the law. However,
since February 2012, 43 states and Washington D.C. have
received flexibility through the provision of waivers extending
the deadline for another two years past the 2014 deadline (New
America Foundation, April 24, 2014).
NCLB provides parents with information on how students,
schools, and school districts are performing through annual
school report cards. The knowledge of how specific schools are
performing as well as their own student empowers parents to
make educational decisions on behalf of their child in hopes of
giving them the best opportunities to learn and achieve
academically.
Individuals with Disabilities Act of 2004 (IDEA)
Another key piece of federal legislation tailored to support
students with disabilities and other impairments is the
reauthorized Individuals with Disabilities Education Act of
2004. Under President George W. Bush, most elements of the
law came into effect on July 1, 2005 with the exception of the
definition of “highly qualified teacher” which went into effect
upon signing of the law (Source (Links to an external site.)).
IDEA ensures that public schools meet the educational needs of
students with disabilities and requires that schools provide
special education services to students as described in a
student’s Individualized Education Program (IEP). Under the
law, schools and school districts must also provide a Free and
Appropriate Public Education (FAPE) in the least restrictive
environment (LRE)—two protective rights of every eligible

12. student in the U.S. and U.S. Territories (National Center for
Learning Disabilities, 2014).
IDEA aligns with NCLB by requiring special educators be
highly qualified teachers; and by schools and districts meeting
requirements for local and state funding. Students eligible for
special education services must be permitted to participate in
the state accountability testing as well. The scores for students
with disabilities, as well as students identified as being English
language learners must still be reported to the state and federal
government. While this too, is a controversial point of the law,
the ultimate purpose is to leave no child behind…to ensure that
ALL students, regardless of ability, income level, or language,
are included.
What Can Schools and School Districts Do?
While states, school districts, and schools must follow the laws
in an effort to provide the highest quality educational
opportunities for all students while maintaining accountability
and showing progress, how support is provided to students is
ultimately left of up each Local Education Agency (LEA) or
school district. Each state’s Department of Education is
responsible for providing information meant to assist students,
families, and educators in an effort to support student
achievement.
As you will discover in this week’s Discussion 2, Departments
of Education, LEAs, and individual schools design a variety of
ways to support children and families at risk, including students
eligible for special education services. Parental programs and
supports are a large portion of such support as educators and
researchers in the field understand that support cannot be
exclusive to what is provided within the confines of the school
building.

13. Assessment Guidance
This section includes additional specific assistance for excelling
in the discussions for Week Four beyond what is given with the
instructions for the assessments. If you have questions about
what is expected on any assessment for Week Four, contact your
instructor using the Ask Your Instructor discussion before the
due date.
Discussion 1: Making a Difference: Biotech Academy
This discussion is an opportunity to demonstrate your mastery
of the fourth course learning outcome, “Evaluate the impact of
family and community resources on the behavioral, social, and
academic achievement of children.”
Consider the information previously shared regarding risk and
resilience indicators as you develop a response to Discussion 1.
Here, you examine how specific programs and approaches can
best assist students at risk in the K-12 school system. By
addressing the social, emotional, and academic issues of
students, the Biotech Academy offers one example of a holistic
program that supports families and students at risk. By
providing opportunities that students can connect with, the
probability of them staying in school and matriculating to a two
or four year college or university will increase. Biotech
Academy in Oakland, California is an interdisciplinary program
that focuses on bioscience. To prepare for this discussion, watch
the 10-minute video on the Biotech Academy: A catalyst for
change (Links to an external site.). Note that this video can also
inform your completion of the Week Four Assignment.
Discussion 2: School District and School Building Supports
This discussion is another opportunity to demonstrate your

14. mastery of the fourth course learning outcome, “Evaluate the
impact of family and community resources on the behavioral,
social, and academic achievement of children.”
One way to improve the wellbeing of youth at risk is to identify
resilience indicators that lead to targeting solutions to the
specific needs of those at risk. With the provision of school-
level, district, state, and federal supports, efforts can be made to
move students from being at-risk to that of thriving. School
districts across the nation by law must provide some level of
support for students having a variety of risk factors including
those with diagnosed disabilities. Besides the legal factors
involved, a great deal of research shows the positive correlation
between the various types and levels of support and academic
success for students at risk. Additionally, consider reviewing
the Recommended Resources from authors Bernard, and
Anthony, respectively. For additional information related to this
subject, you may also consult the recommended chapters from
Rubin (2012) located under the Recommended Resources
section.
Discussion 2 examines the risk indicators impacting a student’s
ability to succeed in a school environment. Start by reviewing
the background on the National Center for School
Engagement (Links to an external site.)website to gain insight
on risk indicators commonly observed in youth at risk in school
environments. The resource provides strategies for re-
engagement that support the building of student resilience
including parental involvement (Links to an external
site.), truancy (Links to an external site.),youth development
philosophies & approaches (Links to an external site.),
and reengagement supports or strategies for at-risk youth (Links
to an external site.). Next, access your state’s Department of
Education website, specifically for their special education link
which may also be titled something similar to Exceptional
Student Services. Read their mission or vision statements;

15. notice that your state’s website may have far-reaching statement
as well as specific missions or visions for funding,
programming, and resources. Investigate some of the programs
and resources available from your state and review the methods
the state uses to provide assistance to schools.
These sources serve as models as you complete the third step in
your research before responding to the discussion; selecting a
school district website of your choice to evaluate. You might
want to select the school district in which your own children
attend school, where you attended school or one that simply
interests you that is near your residence. Consider this a fact-
finding mission to determine the level of supports your selected
school district is providing to its students and families.
Assignment: School-Based Efforts: A Plan to Support Youth at
Risk
This assignment is another opportunity to demonstrate your
mastery of the fourth course learning outcome, “Evaluate the
impact of family and community resources on the behavioral,
social, and academic achievement of children.” The assignment
allows you to apply knowledge gained from the readings and
class discussions. In this assignment, you will look through the
lens of a particular professional role that you either have related
experience in or anticipate having in your future professional
practice.
Assuming the role of the professional you have identified, your
task in this assignment is to prepare a professional presentation
for a diverse group of professionals, such as school principals
or district administrators, social service providers or community
outreach providers, medical professionals, and other related
service providers. Prepare a professional presentation with the
purpose of informing participants of facts pertaining to youth at
risk as it relates to student academic success. Considerations

16. should be made for both school and classroom environments. A
variety of solutions including; curriculum, programs, services
related to treatments, therapies, support groups, and
educational/instructional approaches should be included.
References
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
Building the Legacy: IDEA 2004 (n.d.). Retrieved from
http://idea.ed.gov/explore/home
Edutopia. (2013, April 13). Biotech academy: A catalyst for
change. [Video file]. Retrieved from
http://www.edutopia.org/biotech-academy-school-career-video
Morrison, G. & Cosden, M. (2010). Risk, resilience, and
adjustment of individuals with learning disabilities. Retrieved
from http://www.ldonline.org/article/6174/
National Center for Learning Disabilities (2014). What is
IDEA? Retrieved from http://www.ncld.org/disability-
advocacy/learn-ld-laws/idea/what-is-idea
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.cf
m/Parental%20Involvement%20in%20Schools

17. National Center for School Engagement. (n.d.). Truancy.
Retrieved from
http://www.schoolengagement.org/index.cfm/index.cfm/index.cf
m/Truancy
National Center for School Engagement. (n.d.). Youth
development. Retrieved from
http://www.schoolengagement.org/index.cfm/index.cfm/index.cf
m/Youth%20Development
New America Foundation; Federal Education Budget Project
(2014, April 24). Background and Analysis; No Child Left
Behind-Overview. Retrieved from
http://febp.newamerica.net/background-analysis/no-child-left-
behind-overview
Required Resources
Text
Rubin, A. (2012). Clinician’s guide to evidence-based practice:
Programs and interventions for maltreated children and families
at risk. Retrieved from https://redshelf.com
· Chapter 6: The Coping power program: Child welfare
applications
· Chapter 16: Using 1-2-3 magic in child welfare
Articles
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.
doi:10.1093/sw/54.1.45
· This article is located in the Ashford library and supports the
Week four Assignment. The authors discuss Out-of-school time
(OST) programs that offer unique opportunities to provide
educational supports to students and children at high risk. The
application of risk and resilience indicators to the development
and evaluation of an OST are described as an approach to

18. service delivery.
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 the ERIC
database.
· This article is located in the Ashford library and supports the
Week Four Assignment. This digest briefly describes how
educators and schools can foster resiliency in all youth. The
starting point for building on students’ capacities is the belief
by all the adults in their lives, particularly those in their
schools, that every youth has innate resilience and the power to
change and that teachers and schools have the power to
transform lives.
Education World. (2011). School mission statements: Where is
your school going? (Links to an external site.)Retrieved from
http://www.educationworld.com/a_admin/admin/admin229.shtm
l
· This website offers a variety of resources for educators and
school administrators including help with lesson plans,
technology resources, and professional development. The page
used to support a response for Week Four Discussion Two
includes practical steps for and examples of school mission
statements.
Morrison, G., & Cosden, M. (1997). Risk, resilience, and
adjustment of individuals with learning disabilities (Links to an
external site.). Learning Disability Quarterly, 20,43-60.
Retrieved from http://www.ldonline.org/article/6174/
· This article uses the concepts of risk and resiliency to frame
an understanding of how having a learning disability affects
nonacademic outcomes. Implications for the development of
proactive interventions and areas for future research are
discussed. Reference this article in support of the Week Four
Assignment.
Multimedia
[Edutopia.] (October 1, 2003). Biotech academy: A catalyst for
change (Links to an external site.)[Video file]. Retrieved from

19. http://www.edutopia.org/biotech-academy-school-career-video
· This insightful video presented by Edutopia supports your
response to Week Four Discussion One and Assignment. The
faculty and students share the vision and mission of Biotech
Academy as well as the challenges of supporting youth at risk.
Success stories are shared as well as statistics pertaining to
student success.
Website
National Center for School Engagement. (n.d.). Serving at-risk
youth (Links to an external site.). Retrieved from
http://schoolengagement.org/school-engagement-services/at-
risk-youth
· This website offers information regarding children and youth
at risk in educational environments as well as practical
approaches and resources for educators or those in related
fields. This resource will inform your response to Week Four
Discussion Two and Assignment.
Recommended Resources
Articles
National Coalition for Youth. (2012, September 11). A shared
vision for youth: Common outcomes and indicators (Links to an
external site.). Retrieved from
http://www.collab4youth.org/documents/NCYCommonOutcomes
.pdf
· This document presents an outcome framework by the
National Collaboration for Youth Research Group designed to
enhance organizations’ individual and collective ability to
define, communicate about, and document the purpose of youth
development organizations and to showcase how school, child
care , afterschool programs and other community resources can
positively impact youth development. This resource may
support the Week Four Assignment.
Required Resources

20. Text
Rubin, A. (2012). Clinician’s guide to evidence-based practice:
Programs and interventions for maltreated children and families
at risk. Retrieved
. Learning Disability Quarterly, 20,43-60. Retrieved from
http://www.ldonline.org/article/6174/
· This article uses the concepts of risk and resiliency to frame
an understanding of how having a learning disability affects
nonacademic outcomes. Implications for the development of
proactive interventions and areas for future research are
discussed. Reference this article in support of the Week Four
Assignment.
Multimedia
[Edutopia.] (October 1, 2003). Biotech academy: A catalyst for
change (Links to an external site.)[Video file]. Retrieved from
http://www.edutopia.org/biotech-academy-school-career-video
· This insightful video presented by Edutopia supports your
response to Week Four Discussion One and Assignment. The
faculty and students share the vision and mission of Biotech
Academy as well as the challenges of supporting youth at risk.
Success stories are shared as well as statistics pertaining to
student success.
Website
National Center for School Engagement. (n.d.). Serving at-risk
youth (Links to an external site.). Retrieved from
http://schoolengagement.org/school-engagement-services/at-
risk-youth
· This website offers information regarding children and youth
at risk in educational environments as well as practical
approaches and resources for educators or those in related
fields. This resource will inform your response to Week Four
Discussion Two and Assignment.