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Youth (Teens & Adolescents)

Youth (Teens & Adolescents) . KNR 365. D isabilities 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.

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Youth (Teens & Adolescents)

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  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 RiskRobertson & 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 RiskRobertson & 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 ContinuumMinimal Risk • Favorable demographics • Higher socioeconomic status • Positive family, school, and social interaction • Limited psychosocial stressors

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

  8. At-risk ContinuumHigh 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 ContinuumImminent 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 ContinuumAt-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 • Inpatient & outpatient psych. • Lurie’s Children’s Hospital of Chicagohttps://www.luriechildrens.org/en-us/Pages/index.aspx • Highland Park Hospitalhttp://www.northshore.org/Psychiatry-Behavioral-Sciences/Clinical-Services/ • The Pavilionhttp://www.pavilionhospital.com/adolescent.html • Residential • Cunningham Children’s Homehttp://www.cunninghamhome.org/ • Epworth Children & Family Serviceshttp://www.epworth.org/ • Lawrence Hallhttp://www.lawrencehall.org/programs

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

  13. Developmental Assets ModelWitt & 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

  23. Relationship Between Assets & Negative & Thriving Behaviors

  24. Casey Life Skills (CLS)http://www.casey.org/cls/assessments/LifeSkills.pdf • 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 • http://health.gov/paguidelines/midcourse/

  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

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