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At-Risk Youth: A Comprehensive Response : For Counselors, Teachers, Psychologists, and Human Service Professionals,9780534548711
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At-Risk Youth: A Comprehensive Response : For Counselors, Teachers, Psychologists, and Human Service Professionals

by
Edition:
3rd
ISBN13:

9780534548711

ISBN10:
0534548717
Format:
Paperback
Pub. Date:
7/9/2003
Publisher(s):
Brooks Cole
List Price: $101.66
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Summary

Part I: AT-RISK CHILDREN AND YOUTH: THE ECOLOGY OF PROBLEMS. 1. An Introduction to At-Risk Issues: The Tree. 2. Environmental/Societal Factors that Contribute to Risk. 3. Family Problems of At-Risk Children and Youth. 4. School Issues that Relate to At-Risk Children and Youth. 5. Individual Characteristics of High-Risk and Low-Risk Children and Youth. Part II: AT-RISK CATEGORIES. 6. School Dropouts. 7. Substance Use and Addiction. 8. Teenage Pregnancy and Risky Sexual Behavior. 9. Antisocial Behavior, Delinquency and Youth Gangs. 10. School Shooters. 11. Youth Suicide. Part III: PREVENTION, INTERVENTION, AND TREATMENT APPROACHES. 12. A Prevention/Early Intervention/Treatment Framework and Other Environmental Considerations. 13. Core Components of Programs for Prevention and Early Intervention. 14. Peer Interventions. 15. Family Interventions. 16. Legal and Ethical Issues.

Table of Contents

Dedication v
Preface xvii
PART 1 At-Risk Children and Youth: The Ecology of Problems
1(92)
An Introduction to At-Risk Issues: The Tree
3(16)
The Scope of the Problems: An Overview of the Ecology of At-Risk Youth
5(5)
Facts of an At-Risk Society
5(1)
The Use of the Term At Risk: Definition Problems
6(3)
Assess the Context of Problems, Such as Poverty and Racism
9(1)
Case Study: The Andrews Family
10(3)
At-Risk Problems and Issues
13(1)
Cause or Effect?
13(1)
Vulnerable and Underserved
13(1)
The At-Risk Tree: A Metaphor
14(4)
Conclusion
18(1)
Environmental/Societal Factors That Contribute to Risk
19(17)
The Ecological Model
21(1)
The Economy and Poverty
22(4)
Poverty
22(1)
Welfare Reform
23(1)
Stagnation of the Working Poor
23(2)
Single Mothers
25(1)
Case Study: The Baker Family
26(3)
Homeless Families
28(1)
Socioeconomic Status
29(1)
Health Problems and SES
29(1)
At-Risk Categories and SES
30(1)
The Widening Gap
30(1)
Ennui and Purpose
30(1)
Parenting Networks
31(1)
Training for Life
31(1)
Modest Proposals and Suggestions
32(3)
Child Care
32(1)
Skill-Building Programs
33(1)
Comprehensive Preschool Programs
34(1)
Conclusion
35(1)
Family Problems of At-Risk Children and Youth
36(21)
Societal Changes Affecting the Family
37(2)
Divorce
38(1)
The Erosion of Extended-Family Networks
38(1)
Changes within the Family
39(4)
The Family Life Cycle
39(2)
The Family System
41(2)
Case Study: The Carter Family
43(3)
Families of Color
45(1)
Families of Gay, Lesbian, Bisexual, and Transgendered Youth
45(1)
Family Problems and Problem Families
46(2)
Families That Are Stressed
46(1)
Families with Dysfunction
47(1)
Child-Rearing Practices: Three Dimensions of Child-Rearing
48(8)
Parental Inconsistency
49(2)
Clusters of Child-Rearing Behaviors
51(5)
Conclusion
56(1)
School Issues That Relate to At-Risk Children and Youth
57(20)
The Value of Education
58(5)
Research on Effective Schools
63(2)
Variables in Research on School Effects
63(1)
Definitional Issues in Research on School Effects
64(1)
Case Study: The Diaz Family
65(6)
Educational Structure: Schools and Classrooms
71(5)
School Structure
71(1)
School Choice
72(1)
Charter Schools
73(1)
Classroom Structure
73(1)
Curriculum Issues
74(2)
Conclusion
76(1)
Individual Characteristics of High-Risk and Low-Risk Children and Youth
77(16)
Resiliency and Invulnerability
79(1)
Factors That Contribute to Resilience
79(3)
Social Environment
80(1)
Family Milieu
81(1)
Individual Characteristics
81(1)
Common Characteristics of Resilient Youth
82(1)
Skills That Characterize High-Risk Versus Low-Risk Youth
82(8)
Critical School Competencies
83(1)
Concept of Self and Self-Esteem
84(2)
Connectedness
86(2)
Coping Ability
88(1)
Control
89(1)
Things to do to Increase the Five Cs
90(1)
Conclusion
91(2)
PART 2 At-Risk Categories
93(126)
School Dropouts
95(19)
Definitional Issues of the Dropout Problem
96(1)
Literacy Standards
96(1)
Definition of Dropout
97(1)
Scope and Characteristics of the Problem
97(3)
Immigrant Students
98(1)
Latino Students
98(1)
Exceptional Students
99(1)
Gay, Lesbian, Bisexual, and Transgendered Students
99(1)
The Consequences of Dropping Out
100(1)
Economic Consequences
100(1)
Social Consequences
100(1)
Predictive Indicators and Type of Dropouts
101(3)
Differences Between Stayers and Leavers
101(1)
Predictive Variables and Dropout Types
102(2)
General Prevention and Intervention Strategies
104(5)
Family and Community
104(1)
School
105(4)
Specific Intervention: Comprehensive, Competency-Based Guidance
109(2)
Specific Intervention: Solution-Focused Counseling
111(2)
Conclusion
113(1)
Substance Use and Addiction
114(19)
Definitional Difficulties and Assessment
115(1)
The Scope of the Problem
116(2)
Some Determinants of Substance Use and Common Characteristics of Users
118(4)
Environmental and Social Correlates of Substance Use
118(1)
Peer Influence on Substance Use
119(1)
Family Correlates of Substance Use
119(1)
Personal Correlates of Substance Use
120(2)
Some Consequences of Substance Use
122(1)
Physiological Consequences
122(1)
Psychosocial Consequences
122(1)
General Prevention and Intervention Strategies
123(6)
Prevention
124(1)
Community Treatment Programs
125(1)
School Treatment Programs
126(2)
Guidelines for Best Practices in Drug/Alcohol Intervention
128(1)
Specific Intervention: Motivational Interviewing
129(3)
Conclusion
132(1)
Teenage Pregnancy and Risky Sexual Behavior
133(23)
The Scope of the Problem
134(2)
Precursors of Teen Pregnancy: Common Background Characteristics
136(4)
Adolescent Development
136(1)
Antecedent Characteristics
137(1)
Interpersonal Influences
138(1)
Media Influences
139(1)
Consequences of Early Childbearing
140(2)
Socioeconomic Consequences
140(1)
Educational Consequences
140(1)
Health-Related Consequences
141(1)
Family Development
141(1)
AIDS and Other Sexually Transmitted Diseases
142(2)
General Prevention and Intervention Strategies
144(2)
Sexual Antecedent Programs
144(1)
Nonsexual Antecedent Programs
145(1)
Specific Intervention: An Adlerian Model
146(9)
Purposiveness of Behavior
147(1)
Goals of Misbehavior
147(4)
Corrective Procedures
151(2)
Natural and Logical Consequences
153(1)
Encouragement
154(1)
Conclusion
155(1)
Antisocial Behavior, Delinquency, and Youth Gangs
156(21)
The Scope and Nature of Antisocial Behavior, Delinquency, and Gangs
157(4)
Family Aggression and Violence
158(1)
School Problems
158(1)
Vandalism
159(1)
Juvenile Delinquency
159(1)
Gang Membership and Youth Violence
160(1)
The Origins of the Problem
161(7)
A Developmental and Ecological Model
161(1)
Society, Communities, and Neighborhoods
161(2)
Risk Factors in Society, Communities, and Neighborhoods
163(1)
Family and Home Environment Risk Factors
163(1)
School Environment and Risk Factors
164(2)
Peer Group Environment
166(1)
Onset of Delinquent Behavior
167(1)
Gang Involvement
167(1)
Gang Risk Factors
167(1)
General Prevention and Intervention Strategies
168(2)
Family Prevention and Intervention
168(1)
School Prevention and Intervention
169(1)
Community Prevention and Intervention
170(1)
Specific Intervention: Reality Therapy
170(6)
Assumptions of Reality Therapy
171(2)
Theoretical Components of Reality Therapy
173(1)
The Seven Principles of Reality Therapy
174(2)
Conclusion
176(1)
School Shooters
177(18)
Scope of the Problem
178(1)
Ecological Contributions to the Problem
179(2)
Guns
179(1)
Media
180(1)
Identifying Potential Shooters
181(2)
Profiling and Checklists
181(1)
Predicting Versus Preventing
182(1)
General Prevention and Intervention Strategies
183(5)
Targets of Intervention
183(5)
Specific Intervention: Preventing School Shootings
188(5)
Anger Management
189(2)
Anti-Bullying Interventions
191(2)
Conclusion
193(2)
Youth Suicide
195(24)
The Scope of the Problem
197(2)
Risk Factors and Characteristics of Youth Suicide
199(5)
Interpersonal, Family, and Psychosocial Characteristics
199(2)
Intrapersonal and Psychological Characteristics
201(3)
Warning Signs of Suicide
204(3)
Suicide Motivations
204(2)
Verbal Messages
206(1)
Behavioral Changes
206(1)
General Risk Factors
207(1)
Common Misconceptions of Suicide
207(1)
Identification and Assessment Strategies
208(3)
Forms of Depression
208(2)
Interviews for Suicide Lethality
210(1)
Self-Report Inventories
210(1)
General Prevention and Intervention Strategies
211(1)
General Prevention
211(1)
Brief Therapy and Skills Training
211(1)
Specific Early Intervention, Crisis Management, and Postvention
212(5)
Crisis Management and Response
213(2)
Postvention and Follow-Up Treatment
215(2)
Conclusion
217(2)
PART 3 Prevention, Intervention, and Treatment Approaches
219(101)
A Prevention/Early Intervention/Treatment Framework and Other Environmental Considerations
221(19)
A Comprehensive Prevention/Early Intervention/Treatment Framework
222(1)
History of Prevention Programs
223(2)
Prevention Defined
225(1)
Description of the Framework
226(3)
The Risk Continuum
226(1)
The Approach Continuum
226(3)
The Prevention/Treatment Continuum
229(1)
Environmental Settings
229(5)
Society/Community
231(1)
Family
231(1)
School
231(3)
Practical Considerations
234(1)
Counselor/Psychologist/Teacher Interface
234(1)
Additional Environmental Issues
235(4)
Relationships
235(1)
Empowerment
236(3)
Conclusion
239(1)
Core Components of Programs for Prevention and Early Intervention
240(24)
Critical School Competencies
242(5)
Training in Life Skills
242(2)
Prevention Strategy for Children: Interpersonal Cognitive Problem Solving (ICPS)
244(3)
Concept of Self
247(4)
Training to Prevent Depression
247(1)
Optimism
248(1)
Basic Skills of Optimism
249(1)
Application for At-Risk Problem Prevention
250(1)
Connectedness
251(3)
Training in Interpersonal Communication
251(1)
Assertiveness Skills
252(2)
Coping Ability
254(3)
Beneficial Relaxation
254(1)
Progressive Relaxation
255(1)
Visual Imagery
255(1)
Affirmations
256(1)
Control: Strategies for Cognitive Change
257(6)
Control of Decisions
258(1)
Self-Management and Self-Control
259(2)
Control for Learning
261(1)
Cognitive Restructuring
261(2)
Conclusion
263(1)
Peer Interventions
264(21)
Importance of Peers
265(3)
Peer Influence---For Good or Bad
266(1)
Peer Cluster Theory
267(1)
Cooperative Learning and Peer Support Networks
268(5)
Cooperative Learning
268(1)
Positive Effects of Cooperative Learning Groups
268(2)
Peer Support Networks
270(2)
Elements of Cooperative Learning
272(1)
Peer and Cross-Age Tutoring Programs
273(5)
Cost-Effectiveness
273(1)
Readiness
274(1)
Preparation
274(1)
Sample Method: Pause, Prompt, and Praise
275(1)
Program Implementations
276(2)
Peer Mediation Programs
278(5)
Background
278(1)
Theoretical Assumptions
279(1)
Benefits to Students and to the School
279(1)
Training Staff Members
280(1)
Training Student Peer Mediators
280(1)
Implications
281(1)
The Ripple Effect
282(1)
Counseling Ramifications
282(1)
Peer Facilitation
283(1)
Training Phase
283(1)
Service Phase
283(1)
Conclusion
284(1)
Family Interventions
285(19)
Family Counseling
287(5)
Referring the Family for Counseling
288(1)
The Nature of Family Counseling
289(1)
Strategies in Family Counseling
290(2)
Alternatives and Adjuncts to Family Counseling
292(11)
The Family Check-Up
293(1)
Parent Education and Training
293(3)
Parent Education and Training for Families of Color
296(1)
Parent Effectiveness Training
297(4)
Parent Support Groups
301(2)
Conclusion
303(1)
Legal and Ethical Issues
304(16)
The Legal System
305(8)
Criminal Law
306(3)
Civil Law
309(4)
Specific Legal Concerns
313(6)
Legal Issues in Problems of Substance Use
313(1)
Legal Issues in Youth Sexuality
313(2)
Legal Issues in Delinquency
315(1)
Legal Issues in Youth Suicide
316(2)
Testifying in Court
318(1)
Conclusion
319(1)
References 320(44)
Name Index 364(6)
Subject Index 370


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