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Alternative Education Programs for At-Risk Youth: A Comprehensive Guide
Author: Dr. Emily Carter, Ph.D. in Educational Psychology, Professor of Education, specializing in at-risk youth and alternative learning environments. Twenty years of experience researching and implementing alternative education programs.
Publisher: Educational Insights Publishing, a leading publisher of educational resources with a strong reputation for rigorous research and evidence-based practices. They are known for their commitment to providing high-quality materials for educators and researchers in the field.
Editor: Sarah Miller, M.Ed., Experienced editor with fifteen years in educational publishing, specializing in educational reform and at-risk youth initiatives.
Keywords: alternative education programs for at-risk youth, at-risk youth education, alternative school programs, non-traditional education, dropout prevention, alternative learning environments, youth development programs, at-risk students, educational interventions, alternative education strategies.
Introduction:
The challenges faced by at-risk youth in traditional educational settings are well-documented. Factors such as poverty, trauma, learning disabilities, behavioral issues, and family instability often contribute to disengagement, low academic achievement, and ultimately, dropping out of school. Alternative education programs for at-risk youth offer a crucial intervention, providing tailored learning environments designed to meet the unique needs of these students and improve their chances of success. This comprehensive guide will explore the significance and relevance of these programs, examining their various models, effectiveness, and future directions.
Understanding At-Risk Youth and Their Needs:
Defining "at-risk youth" is complex, as it encompasses a broad spectrum of students facing challenges that hinder their academic progress and overall well-being. These challenges can include:
Academic Underachievement: Students struggling academically due to learning disabilities, lack of prior educational opportunities, or limited support at home.
Behavioral Problems: Students exhibiting disruptive behaviors, aggression, or substance abuse, often stemming from underlying emotional or psychological issues.
Social and Emotional Difficulties: Students experiencing trauma, anxiety, depression, or social isolation, impacting their ability to learn and engage in school.
Family Instability: Students from unstable or dysfunctional family environments lacking adequate support and resources.
Poverty and Economic Disadvantage: Students facing poverty, lacking access to basic necessities, and experiencing economic hardship that affects their ability to focus on school.
Types of Alternative Education Programs for At-Risk Youth:
Alternative education programs for at-risk youth are diverse, adapting their approaches to meet the specific needs of individual students. Common models include:
Alternative Schools: These schools operate outside the traditional public school system, offering smaller class sizes, individualized learning plans, and a more supportive environment. They often employ specialized teaching methods and address students' social and emotional needs.
Charter Schools: Charter schools may also serve at-risk youth, often focusing on specific pedagogical approaches like project-based learning or experiential learning. They are publicly funded but operate with more autonomy.
Magnet Schools: While not exclusively for at-risk youth, magnet schools with specialized programs (e.g., arts, technology) can provide a positive and engaging learning environment for students who may not thrive in traditional settings.
Vocational and Technical Schools: These schools offer hands-on training in specific trades and skills, providing a pathway to employment for students who may not be interested in or successful in traditional academic pursuits. This is a particularly powerful alternative education program for at-risk youth seeking practical skills.
Home-Based Education: For some at-risk youth, home-based education provides a more stable and supportive learning environment, allowing for customized instruction and attention to individual needs. This is often most successful with parental or guardian support.
Online Learning Programs: Online learning platforms provide flexible learning options for at-risk youth, allowing them to learn at their own pace and access educational resources from anywhere. This type of alternative education program for at-risk youth must include robust support systems to prevent isolation.
Effectiveness of Alternative Education Programs for At-Risk Youth:
The effectiveness of alternative education programs for at-risk youth varies depending on several factors, including the program's design, implementation, and the specific needs of the students. Research suggests that successful programs often incorporate the following elements:
Individualized Learning Plans: Tailored instruction to meet individual students' academic strengths and weaknesses, learning styles, and personal goals.
Supportive Relationships: Strong relationships with caring adults who provide mentorship, guidance, and emotional support.
Focus on Social and Emotional Learning: Addressing students' social, emotional, and behavioral needs through counseling, mentoring, and social-emotional learning curricula.
Collaboration with Families and Communities: Engaging families and communities in the student's educational journey, providing additional support and resources.
Early Intervention and Prevention: Identifying and addressing at-risk factors early to prevent academic failure and dropout.
Transition Services: Support for transitioning to higher education, vocational training, or employment after completing the program.
Challenges and Future Directions:
While alternative education programs for at-risk youth offer significant potential, several challenges remain:
Funding and Resources: Adequate funding and resources are crucial for implementing effective programs, including staffing, materials, and support services.
Teacher Training and Development: Educators in alternative settings need specialized training to work effectively with at-risk youth and implement evidence-based practices.
Data Collection and Evaluation: Rigorous data collection and evaluation are needed to assess the effectiveness of programs and inform improvements.
Addressing Systemic Inequalities: Alternative education programs must address systemic inequalities that disproportionately affect at-risk youth from marginalized communities.
Future directions for alternative education programs for at-risk youth include:
Increased use of technology and personalized learning: Leveraging technology to personalize learning and provide individualized support.
Greater integration of social-emotional learning: Prioritizing social-emotional learning as a crucial component of education.
Expansion of community partnerships: Strengthening partnerships with community organizations to provide comprehensive support.
Development of more robust evaluation frameworks: Improving data collection and evaluation to demonstrate program effectiveness.
Conclusion:
Alternative education programs for at-risk youth play a critical role in providing these students with the support and opportunities they need to succeed. By addressing academic, social, emotional, and behavioral needs, these programs can improve academic outcomes, reduce dropout rates, and promote positive youth development. Continued investment in research, program development, and effective implementation is essential to ensure that all at-risk youth have access to high-quality alternative educational opportunities.
FAQs:
1. What are the key differences between traditional schools and alternative education programs for at-risk youth? Alternative programs often prioritize smaller class sizes, individualized instruction, and a focus on social-emotional learning, addressing the unique needs of at-risk students often neglected in larger traditional settings.
2. How are alternative education programs funded? Funding sources vary, including public funds, grants, private donations, and partnerships with community organizations.
3. What role do families play in alternative education programs for at-risk youth? Family involvement is crucial. Successful programs actively engage families in the student's education, providing support and resources.
4. Are alternative education programs effective? Research suggests that effective programs, incorporating individualized instruction, social-emotional support, and community partnerships, show positive outcomes.
5. What are the common challenges faced by alternative education programs? Challenges include securing adequate funding, recruiting and retaining qualified staff, and ensuring equitable access for all at-risk youth.
6. How can I find an alternative education program for a child in need? Contact your local school district, search online directories of alternative schools, or consult with educational specialists.
7. What types of support services are typically offered in alternative education programs? These may include counseling, mentoring, tutoring, vocational training, and access to healthcare and social services.
8. What are the long-term outcomes for students who successfully complete alternative education programs? Successful completion often leads to improved academic outcomes, increased graduation rates, higher employment rates, and reduced involvement in the juvenile justice system.
9. How can I get involved in supporting alternative education programs for at-risk youth? You can volunteer your time, donate to organizations supporting these programs, or advocate for policies that increase funding and access to these crucial services.
Related Articles:
1. The Impact of Trauma on Learning in At-Risk Youth: This article explores the neurological and psychological effects of trauma on learning, highlighting the need for trauma-informed practices in alternative education.
2. Social-Emotional Learning in Alternative Education Settings: This piece examines the crucial role of social-emotional learning in supporting the well-being and academic success of at-risk youth.
3. Effective Strategies for Engaging Disengaged At-Risk Youth: This article presents practical strategies for educators to engage students who are disengaged from traditional schooling.
4. The Role of Mentorship in Alternative Education Programs for At-Risk Youth: This piece explores the benefits of mentoring relationships in providing guidance and support to at-risk youth.
5. Using Technology to Personalize Learning for At-Risk Students: This article examines how technology can be used to create more personalized and engaging learning experiences for at-risk youth.
6. Community Partnerships in Supporting Alternative Education Programs: This explores the vital role of community partnerships in providing comprehensive support for at-risk students and their families.
7. Addressing Systemic Inequalities in Alternative Education: This article analyzes the systemic barriers that disproportionately affect at-risk youth from marginalized communities and explores strategies for creating more equitable educational opportunities.
8. Evaluating the Effectiveness of Alternative Education Programs: A Framework for Assessment: This piece outlines a framework for evaluating the effectiveness of alternative education programs, focusing on key outcomes and indicators.
9. Career Pathways and Vocational Training for At-Risk Youth: This article highlights the importance of career pathways and vocational training in providing at-risk youth with opportunities for employment and economic self-sufficiency.
| alternative education programs for at risk youth: Helping Students Graduate Franklin Schargel, Jay Smink, 2013-10-31 This book describes the fifteen strategies identified through research reviewed by The National Dropout Prevention Center and Network at Clemson University. Each chapter in this book was written by a nationally recognized authority in that field. Research has shown that these 15 strategies have been successfully implemented in all school levels from K - 12 in rural, suburban, and urban centers; as stand-alone programs or as part of systemic school improvement plans. Helping Students Graduate: A Strategic Approach to Dropout Prevention also covers No Child Left Behind and its effects on dropout rates; Dealing with Hispanic dropouts; Differences and similarities between rural and urban dropouts. These fifteen strategies have been adopted by the U.S. Department of Education. They are applicable to all students, including students with disabilities. |
| alternative education programs for at risk youth: Understanding by Design Grant P. Wiggins, Jay McTighe, 2005 What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike. |
| alternative education programs for at risk youth: Effective Alternative Education Programs Christopher Scott Chalker, Kimila S. Brown, 1999 The number of alternative education programs in the United States has increased significantly over the past several years. Unfortunately, the number of resource books addressing alternative education has not paralleled program growth. Filling a major gap in the literature, Chalker and Brown provide concrete solutions to challenging problems associated with the planning, development, and implementation of alternative education programs for K-8 students. They break the book into equal parts, treating, respectively, K-5, 6-8 and combined K-8 efforts at prevention and early intervention before students reach high school. Public school administrators and alternative program educators will find this book useful and educational professionals at the national and state level will appreciate the activities aimed at school improvement initiatives. |
| alternative education programs for at risk youth: At Risk Students Jonas Cox, Richard Sagor, 2013-09-13 This book is organized around CBUPO, the basic psychological needs of all students: competence, ,belonging, usefulness, potency, and optimism. When teachers and schools focus on meeting these needs, the rate of at-riskness is drastically reduced. This book presents practical strategies and tips to help teachers and administrators help all students become successful learners. The revised edition offers new material on using classroom assessment, complying with standards and high stakes testing, an updated approach to evaluating At-Risk Prevention programs, and alternative strategies for meeting the motivational needs of at-risk youth, from developmental constructivism to mastery learning. |
| alternative education programs for at risk youth: Getting Smart Tom Vander Ark, 2011-09-20 A comprehensive look at the promise and potential of online learning In our digital age, students have dramatically new learning needs and must be prepared for the idea economy of the future. In Getting Smart, well-known global education expert Tom Vander Ark examines the facets of educational innovation in the United States and abroad. Vander Ark makes a convincing case for a blend of online and onsite learning, shares inspiring stories of schools and programs that effectively offer personal digital learning opportunities, and discusses what we need to do to remake our schools into smart schools. Examines the innovation-driven world, discusses how to combine online and onsite learning, and reviews smart tools for learning Investigates the lives of learning professionals, outlines the new employment bargain, examines online universities and smart schools Makes the case for smart capital, advocates for policies that create better learning, studies smart cultures |
| alternative education programs for at risk youth: Smart Parents Bonnie Lathram, Carri Schneider, Tom Vander Ark, 2016-01-15 By parents, for parents. That is what makes Smart Parents: Parenting for Powerful Learning different from most parenting books. Drawing on personal parenting stories and expert advice from more than 60 contributors, this guide will leave you with ideas you can put into action immediately.--from back cover. |
| alternative education programs for at risk youth: Delinquency Careers in Two Birth Cohorts Paul E. Tracy, Marvin E. Wolfgang, Robert M. Figlio, 2013-03-13 Delinquency in a Birth Cohort, published in 1972, was the first criminologi cal birth cohort study in the United States. Nils Christie, in Unge norske lovorertredere, had done the first such study as his dissertation at the University of Oslo in 1960. Professor Thorsten Sellin was the inspiration for the U.S. study. He could read Norwegian, and I could a little because I studied at the University of Oslo in my graduate years. Our interest in pursuing a birth cohort study in the United States was fostered by the encouragement of Saleem Shah who awarded us a grant from the National Institute of Mental Health to begin our birth cohort studies at the University of Pennsylvania by investigating the delinquency of the 1945 cohort. We studied this group of 9,945 boys extensively through official criminal history and school records of their juvenile years. Subsequently, we followed up the cohort as adults using both adult arrest histories and an interview of a sample of the cohort. Our follow-up study was published as From Boy to Man, From Delinquen cy to Crime in 1987. |
| alternative education programs for at risk youth: The Promise of Adolescence National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division, Division of Behavioral and Social Sciences and Education, Board on Children, Youth, and Families, Committee on the Neurobiological and Socio-behavioral Science of Adolescent Development and Its Applications, 2019-07-26 Adolescenceâ€beginning with the onset of puberty and ending in the mid-20sâ€is a critical period of development during which key areas of the brain mature and develop. These changes in brain structure, function, and connectivity mark adolescence as a period of opportunity to discover new vistas, to form relationships with peers and adults, and to explore one's developing identity. It is also a period of resilience that can ameliorate childhood setbacks and set the stage for a thriving trajectory over the life course. Because adolescents comprise nearly one-fourth of the entire U.S. population, the nation needs policies and practices that will better leverage these developmental opportunities to harness the promise of adolescenceâ€rather than focusing myopically on containing its risks. This report examines the neurobiological and socio-behavioral science of adolescent development and outlines how this knowledge can be applied, both to promote adolescent well-being, resilience, and development, and to rectify structural barriers and inequalities in opportunity, enabling all adolescents to flourish. |
| alternative education programs for at risk youth: Saving Our Students, Saving Our Schools Robert D. Barr, William H. Parrett, 2007-10-08 Praise for the First Edition: Barr and Parrett have provided educators, policy makers, and parents with an outstanding resource. If you′re serious about leaving no child behind, this is the one book you need to read. —Bill Scott, Executive Director Kentucky School Boards Association Praise for the Second Edition: We now have the tools to ensure that all our students are successful—what a glorious time for schools, thanks to Robert Barr and William Parrett! —Nancy Golden, Superintendent Springfield Public Schools, OR Improve achievement for all students with winning strategies that respond to NCLB requirements! Demonstrating that both struggling students and low-performing schools can show dramatic improvement, the authors provide lessons learned from experienced teachers to help educators effectively instruct students who are disadvantaged, culturally diverse, or who may be at risk. Featuring the voices of students, teachers, and administrators, this field-tested guide reviews NCLB mandates and encourages educators to: Establish priorities that focus on student learning Create a school and classroom climate of respect Maintain high expectations for academic performance Rely on results-driven instructional and assessment practices Collaborate with parents and families Saving Our Students, Saving Our Schools, Second Edition, is a valuable resource for educators who want to ensure positive school change and support academic success for their students. |
| alternative education programs for at risk youth: The Forgotten Room Mary Hollowell, 2009 Peachtree Alternative School has some of the toughest kids that society has to offer : kids who have dealt drugs, attempted rape, brought weapons to school, and made terrorist threats. Overcrowding creates a volatile situation. Teachers survive threats, assaults, brawls, and rampages with their therapeutic philosophies barely intact. A teacher survival story, examining the darker side of American education through chronicling the course of Peachtree Alternative School's tenth and final year. Offers a glimmer of hope in the safe zones created by hardworking teachers, but it is also a cautionary tale about the consequences of bureaucrats neglecting troubled teens. From publisher description. |
| alternative education programs for at risk youth: Approach to Independent Study Winslow Roper Hatch, Alice Louise Richards, 1965 |
| alternative education programs for at risk youth: Meta-Analysis for Explanation Thomas D. Cook, Harris Cooper, David S. Cordray, Heidi Hartmann, Larry V. Hedges, Richard J. Light, 1992-04-27 Social science research often yields conflicting results: Does juvenile delinquent rehabilitation work? Is teenage pregnancy prevention effective? In an effort to improve the value of research for shaping social policy, social scientists are increasingly employing a powerful technique called meta-analysis. By systematically pulling together findings of a particular research problem, meta-analysis allows researchers to synthesize the results of multiple studies and detect statistically significant patterns among them. Meta-Analysis for Explanation brings exemplary illustrations of research synthesis together with expert discussion of the use of meta-analytic techniques. The emphasis throughout is on the explanatory applications of meta-analysis, a quality that makes this casebook distinct from other treatments of this methodology. The book features four detailed case studies by Betsy Jane Becker, Elizabeth C. Devine, Mark W. Lipsey, and William R. Shadish, Jr. These are offered as meta-analyses that seek both to answer the descriptive questions to which research synthesis is traditionally directed in the health and social sciences, and also to explore how a more systematic method of explanation might enhance the policy yield of research reviews. To accompany these cases, a group of the field's leading scholars has written several more general chapters that discuss the history of research synthesis, the use of meta-analysis and its value for scientific explanation, and the practical issues and challenges facing researchers who want to try this new technique. As a practical resource, Meta-Analysis for Explanation guides social scientists to greater levels of sophistication in their efforts to synthesize the results of social research. This is an important book...[it is] another step in the continuing exploration of the wider implications and powers of meta-analytic methods. —Contemporary Psychology |
| alternative education programs for at risk youth: Alternative Education J. David Hawkins, John S. Wall, 1980 |
| alternative education programs for at risk youth: Alternative Education V.k.rao, 2008 |
| alternative education programs for at risk youth: No BS (Bad Stats) Ivory A. Toldson, 2019-04-09 A Brill | Sense Bestseller! What if everything you thought you knew about Black people generally, and educating Black children specifically, was based on BS (bad stats)? We often hear things like, “Black boys are a dying breed,” “There are more Black men in prison than college,” “Black children fail because single mothers raise them,” and “Black students don’t read.” In No BS, Ivory A. Toldson uses data analysis, anecdotes, and powerful commentary to dispel common myths and challenge conventional beliefs about educating Black children. With provocative, engaging, and at times humorous prose, Toldson teaches educators, parents, advocates, and students how to avoid BS, raise expectations, and create an educational agenda for Black children that is based on good data, thoughtful analysis, and compassion. No BS helps people understand why Black people need people who believe in Black people enough not to believe every bad thing they hear about Black people. |
| alternative education programs for at risk youth: Gauging the Value of Education for Disenfranchised Youth , 2017-11-26 Disengagement of youth from schooling is an issue of significant national and international concern, and is a key driver of educational policy and reform that look to maximise school retention for the benefit of both students and the wider community. In Australia, Flexible Learning Options (FLOs) have arisen as a response to the premature disengagement from schooling of a sizeable number of Australian youth. FLOs attend to the educational, social and well-being needs of young people experiencing complex life circumstances, yet empirical evidence of their value to date has been largely anecdotal. The significance of this book lies in its innovative approach to gauging the value of FLOs—to young people themselves, as well as the wider Australian community. Drawing on past research and new findings from a national investigation, the authors provide novel insight into the pressures pushing young people out of schools and the mechanisms at work in FLOs to re-engage them in education. The varied contributions of this book elucidate many of the measurable impacts of FLOs on the life trajectories of disenfranchised youth, including improved economic integration, mental and emotional wellbeing, and myriad other outcomes. The significance of this project lies in its exploration of how young people and staff understand the transformative nature of the FLO experience, with an analysis that brings to light the wider value of this type of educational intervention in terms of long term community benefit. |
| alternative education programs for at risk youth: Back to School Subhashini Rajasekaran, Joel Reyes, 2019-05-31 Back to School: Pathways for Reengagement of Out-of-School Youth in Education focuses on a social and global problem--200 million adolescents and youth are out of school, live in adverse life circumstances, and face multiple disadvantages. It analyzes the available evidence for what works, how, and why for reengaging and retaining these young people in education. The study further explores for whom and in what contexts the identified interventions can be effective, considering variations in both individual and contextual characteristics of the targeted youth. The synthesized findings from this review are used to build a broad theory of change which can guide efforts of policy and programming for designing contextualized interventions for education reengagement. |
| alternative education programs for at risk youth: Legislation on Alternative Education Programs Mary Matthias, 1993 |
| alternative education programs for at risk youth: The Pig Book Citizens Against Government Waste, 2013-09-17 The federal government wastes your tax dollars worse than a drunken sailor on shore leave. The 1984 Grace Commission uncovered that the Department of Defense spent $640 for a toilet seat and $436 for a hammer. Twenty years later things weren't much better. In 2004, Congress spent a record-breaking $22.9 billion dollars of your money on 10,656 of their pork-barrel projects. The war on terror has a lot to do with the record $413 billion in deficit spending, but it's also the result of pork over the last 18 years the likes of: - $50 million for an indoor rain forest in Iowa - $102 million to study screwworms which were long ago eradicated from American soil - $273,000 to combat goth culture in Missouri - $2.2 million to renovate the North Pole (Lucky for Santa!) - $50,000 for a tattoo removal program in California - $1 million for ornamental fish research Funny in some instances and jaw-droppingly stupid and wasteful in others, The Pig Book proves one thing about Capitol Hill: pork is king! |
| alternative education programs for at risk youth: School Dropout and Completion Stephen Lamb, Eifred Markussen, Richard Teese, Nina Sandberg, John Polesel, 2010-11-29 School dropout remains a persistent and critical issue in many school systems, so much so that it is sometimes referred to as a crisis. Populations across the globe have come to depend on success at school for establishing careers and gaining access to post-school qualifications. Yet large numbers of young people are excluded from the advantages that successful completion of school brings and as a result are subjected to consequences such as higher likelihood of unemployment, lower earnings, greater dependence on welfare and poorer physical health and well-being. Over recent decades, most western nations have stepped up their efforts to reduce drop out and raise school completion rates while maintaining high standards. How school systems have approached this, and how successful they are, varies. This book compares the various approaches by evaluating their impact on rates of dropout and completion. Case studies of national systems are used to highlight the different approaches including institutional arrangements and the various alternative secondary school programs and their outcomes. The evaluation is based on several key questions: What are the main approaches? How do they work? For whom do they work? And, how successful are they in promoting high rates of completion and equivalent outcomes for all? This book examines the nature of the dropout problem in advanced industrialized countries with the goal of developing a broader, international understanding that can feed into public policy to help improve completion rates worldwide. |
| alternative education programs for at risk youth: Urban Schools Laura Lippman, 1996 Illuminates the condition of education in urban schools compared to schools in other locations. Also explores differences between students from urban schools and students in other locations on a broad spectrum of student and school characteristics. Contents: education outcomes (student achievement, educational attainment, economic outcomes); student background characteristics and afterschool activities; school experiences (school resources and staff, school programs and coursetaking, student behavior). Bibliography. Over 100 charts and tables. |
| alternative education programs for at risk youth: Transforming Alternative Education Dr. Lateshia Woodley, 2016-06-17 This book is about viewing alternative education through the lens of being an alternative education student and then being a turnaround leader working with schools to transform alternative education programs. This book celebrates the successful work of many alternative schools, making a difference in the lives of students, and highlights the areas in which additional work is needed. |
| alternative education programs for at risk youth: SARB, School Attendance Review Board , 1985 |
| alternative education programs for at risk youth: Facts, Frameworks, and Forecasts Joan McCord, 1992 Facts, Frameworks, and Forecasts calls for rethinking the development of criminological theory. In her introduction, Joan McCord argues that the field is ready for new approaches and that its progress depends on a sound factual base. Examining the discipline's research design, methodology, and quantitative analysis efforts, the contributors identify significant advances in criminological theory. This empirical orientation results in a balanced blend of information and speculation. This book contains a comprehensive review. The first chapter describes biological conditions that have theoretical links with criminal behaviorâending with a discussion of how biological and social conditions may interact to influence criminal behavior. Early chapters discuss general issues related to crime. These are followed by expositions of theoretical orientations not typically found in criminological literature. The second half of the book describes seven longitudinal studies in four countries. The authors interpret their data to expose biological, social, and psychological factors they believe may influence criminal behavior. These contributors include: Guenther Knoblich and Roy King, Daniel Glaser, Robert A. Rosellini and Robin L. Lashley, Robert J. Sampson, Ellen S. Cohn and Susan O. White, Joan McCord, L. Rowell Huesmann and Leonard D. Eron, Robert Cairns and Beverly Cairns, Richard E. Tremblay, Patricia Cohen and Judith S. Brook, David P. Farrington and David Magnussen, Britt af Klinteberg, and Hakan Stattin. Facts, Frameworks, and Forecasts addresses the observation of noted criminologist Marvin Wolfgang that criminological theory had stagnated. This groundbreaking work, available in paperback for the first time, is as relevant now as when first published. It should be read by all concerned with data-related approaches to criminology. |
| alternative education programs for at risk youth: Transforming the Workforce for Children Birth Through Age 8 National Research Council, Institute of Medicine, Board on Children, Youth, and Families, Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success, 2015-07-23 Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children. |
| alternative education programs for at risk youth: Lost Educational Opportunities in Alternative Settings United States. Congress. House. Committee on Education and Labor. Subcommittee on Healthy Families and Communities, 2009 |
| alternative education programs for at risk youth: Pain Management and the Opioid Epidemic National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division, Board on Health Sciences Policy, Committee on Pain Management and Regulatory Strategies to Address Prescription Opioid Abuse, 2017-09-28 Drug overdose, driven largely by overdose related to the use of opioids, is now the leading cause of unintentional injury death in the United States. The ongoing opioid crisis lies at the intersection of two public health challenges: reducing the burden of suffering from pain and containing the rising toll of the harms that can arise from the use of opioid medications. Chronic pain and opioid use disorder both represent complex human conditions affecting millions of Americans and causing untold disability and loss of function. In the context of the growing opioid problem, the U.S. Food and Drug Administration (FDA) launched an Opioids Action Plan in early 2016. As part of this plan, the FDA asked the National Academies of Sciences, Engineering, and Medicine to convene a committee to update the state of the science on pain research, care, and education and to identify actions the FDA and others can take to respond to the opioid epidemic, with a particular focus on informing FDA's development of a formal method for incorporating individual and societal considerations into its risk-benefit framework for opioid approval and monitoring. |
| alternative education programs for at risk youth: Teen Pregnancy and Parenting Lisa Frick, 2007 The writings in this anthology have been selected to introduce readers to the broadest possible spectrum of viewpoints on teen pregnancy and parenting. A question-and-response format prompts readers to examine complex issues from multiple angles. Debated topics include whether teenage pregnancy is a problem, whether it causes negative consequences for all involved, whether it helps struggling teens to succeed, the role of sexual abuse, and the efficacy of sex education programs. |
| alternative education programs for at risk youth: Adolescence and Emerging Adulthood Jeffrey Jensen Arnett, 2013 Helps students understand how culture impacts development in adolescence and emerging adulthood. Grounded in a global cultural perspective (within and outside of the US), this text enriches the discussion with historical context and an interdisciplinary approach, including studies from fields such as anthropology and sociology, in addition to the compelling psychological research on adolescent development. This book also takes into account the period of emerging adulthood (ages 18-25), a term coined by the author, and an area of study for which Arnett is a leading expert. Arnett continues the fifth edition with new and updated studies, both U.S. and international. With Pearson's MyDevelopmentLab Video Series and Powerpoints embedded with video, students can experience a true cross-cultural experience. A better teaching and learning experience This program will provide a better teaching and learning experience-- for you and your students. Here's how: Personalize Learning - The new MyDevelopmentLab delivers proven results in helping students succeed, provides engaging experiences that personalize learning, and comes from a trusted partner with educational expertise and a deep commitment to helping students and instructors achieve their goals. Improve Critical Thinking - Students learn to think critically about the influence of culture on development with pedagogical features such as Culture Focus boxes and Historical Focus boxes. Engage Students - Arnett engages students with cross cultural research and examples throughout. MyVirtualTeen, an interactive simulation, allows students to apply the concepts they are learning to their own virtual teen. Explore Research - Research Focus provides students with a firm grasp of various research methods and helps them see the impact that methods can have on research findings. Support Instructors - This program provides instructors with unbeatable resources, including video embedded PowerPoints and the new MyDevelopmentLab that includes cross-cultural videos and MyVirtualTeen, an interactive simulation that allows you to raise a child from birth to age 18. An easy to use Instructor's Manual, a robust test bank, and an online test generator (MyTest) are also available. All of these materials may be packaged with the text upon request. Note: MyDevelopmentLab does not come automatically packaged with this text. To purchase MyDevelopmentLab, please visit: www.mydevelopmentlab.com or you can purchase a ValuePack of the text + MyDevelopmentlab (at no additional cost): ValuePack ISBN-10: 0205911854/ ValuePack ISBN-13: 9780205911851. Click here for a short walkthrough video on MyVirtualTeen! http://www.youtube.com/playlist'list=PL51B144F17A36FF25&feature=plcp |
| alternative education programs for at risk youth: Renewed Accountability for Access and Excellence Penny L. Tenuto, 2015-10-29 Renewed Accountability for Access and Excellence advances discussion of a conceptualized model for cultivating democratic professional practice in education (DPPE) and considers its relationship with contemporary teaching and leading praxes. A diverse and highly qualified group of scholars and practitioners have contributed chapters relating to innovative programs, co-constructed partnerships, empirical and teaching case studies, and examples of practical applications of theory for advancing teaching and leading. This single volume, a collection of works arranged into a conceptualized model with application for practice, is recommended as a resource for research libraries, a textbook in programs of teacher and educational leadership preparation, and a wellspring of knowledge and ideas for professional growth and innovation for P-12 teachers and school leaders. |
| alternative education programs for at risk youth: Education and Delinquency Institute of Medicine, National Research Council, Commission on Behavioral and Social Sciences and Education, Board on Children, Youth, and Families, Committee on Law and Justice, Panel on Juvenile Crime: Prevention, Treatment, and Control, 2000-10-04 The Panel on Juvenile Crime: Prevention, Treatment, and Control convened a workshop on October 2, 1998, to explore issues related to educational performance, school climate, school practices, learning, student motivation and commitment to school, and their relationship to delinquency. The workshop was designed to bring together researchers and practitioners with a broad range of perspectives on the relationship between such specific issues as school safety and academic achievement and the development of delinquent behavior. Education and Delinquency reviews recent research findings, identifies gaps in knowledge and promising areas of future research, and discusses the need for program evaluation and the integration of empirical research findings into program design. |
| alternative education programs for at risk youth: Deviant Peer Influences in Programs for Youth Kenneth A. Dodge, Thomas J. Dishion, Jennifer E. Lansford, 2007-06-01 Most interventions for at-risk youth are group based. Yet, research indicates that young people often learn to become deviant by interacting with deviant peers. In this important volume, leading intervention and prevention experts from psychology, education, criminology, and related fields analyze how, and to what extent, programs that aggregate deviant youth actually promote problem behavior. A wealth of evidence is reviewed on deviant peer influences in such settings as therapy groups, alternative schools, boot camps, group homes, and juvenile justice facilities. Specific suggestions are offered for improving existing services, and promising alternative approaches are explored. |
| alternative education programs for at risk youth: Antisocial Behavior in School Hill M. Walker, Elizabeth Ramsey, Frank M. Gresham, 2004 This classic in the literature of child violence and antisocial behavior has been updated to include coverage of the most recent and important school safety, prevention, and universal intervention programs. ANTISOCIAL BEHAVIOR IN SCHOOL has often been commended for its comprehensive coverage of the nature, origins, and causes of antisocial behavior as well its consistent focus on the best practices, interventions, and model programs for preventing and remediating this most destructive of behavior disorders. The authors' practical focus is reinforced by the inclusion of many useful tools for teachers and other professionals including worksheets, guidelines, assessment instruments, and a full chapter of case studies built around best practices for working with antisocial students. |
| alternative education programs for at risk youth: At-risk Youth J. Jeffries McWhirter, 1993 At-risk behaviors are the biggest single problem with youth today, a topic of growing importance in the fields of both counseling and education. Whether the term at-risk connotates a local school districts problems with youth suicide and school dropout, the correction systems concerns about juvenile delinquency, or the health systems concerns with teen pregnancy, child abuse, and AIDS, the individuals labeled as such need the on-going help of professionals to help them overcome their problems. ..In the McWhirters intriguing new book, the authors show how at-risk individuals can become responsible and productive adults. The book provides up-to-date information and research on the different at-risk categories and puts the categories in a unified and consistent conceptual framework. As the authors focus on the various aspects of at-risk behaviors for the different helping professionals -- especially counselors and teachers -- they present educational, psychological, and counseling interventions for prevention and treatment for each problem area..The book is organized for teaching flexibility: the chapters may be used in sequence, or several different teaching modules can be created using the text. By combining various chapters, instructors may create an overview module, a family module, a school issues and dropout module, a prevention module, four modules based on the at-risk categories: substance use, teen pregnancy, juvenile delinquency, and youth suicide, and four modules based on treatment interventions: refusal and resistance training; an Adlerian/Driekurs model; Glassers Reality Therapy; and crisis intervention. |
| alternative education programs for at risk youth: Alternative Programs for Troubled Youth United States. Congress. Senate. Committee on Labor and Human Resources, 1986 |
| alternative education programs for at risk youth: Alternative Schooling in India Sarojini Vittachi, Neeraja Raghavan, Kiran Raj, 2007-12-18 This book brings into focus the innovative methods of learning in many Indian schools. It sheds light on schools that make the learning process fun for the teacher as well as the taught, in contrast to the whirl of examination-oriented learning in mainstream schools. The researched data on alternative schools in the country offer the reader an array of institutions all over the country, where efforts are being made to move away from traditional and mainstream learning. It includes exclusive articles by leading practitioners in the field, who offer an insight into the ground reality when a certain philosophy is applied to a school, and also experiential accounts of how such alternative practices mould the learner, teacher and impact the parent as well. The book also consists of a directory of alternative schools in India, including many schools that are tucked away in remote corners of the country. Interestingly, the common thread binding these ‘alternative schools’ is concern for the welfare of the child by teachers who see their work as much more than a job. |
| alternative education programs for at risk youth: Working with Troubled Youth in Schools Garrett McAuliffe, 2002-04-30 The challenge of preventing and coping with violence and other psychosocial problems among youth is the inspiration for this work, which offers both a conceptual foundation and a practical guide for helping troubled youth in schools. The book is meant to be a guide for practicing school staff. It is intended to be either immediately useful, or to be a stimulus for longer-range plans. All chapters are written by veterans of school systems who are or have been principals, special education directors, directors of guidance, school counselors, school psychologists, teachers, and school social workers. The topics range from a call for socially critical leadership from school administrators to moment-to-moment suggestions for interactions with students. Two sets of words echo throughout this book: prevent and connect. Prevention, not only reaction, is necessary if schools are to assist troubled youth, and in order to do the best job possible, school staff members must connect not only with students, but with the students' families and the community at large, as well as other school colleagues. Part I presents the big pictures and helps readers to re-think current conceptions of the work of schools in the psychosocial development of youth. Part II provides complementary chapters with descriptions and illustrations of effective practices for meeting the learning needs of troubled youth. Armed with the inspiration and the applications of this book, school professionals will be able to get to work immediately on fulfilling all students' promise, as well as their own as professionals. |
| alternative education programs for at risk youth: Effective Programs for Students at Risk Robert E. Slavin, Nancy L. Karweit, Nancy A. Madden, 1989 A practical synthesis of latest research on how to enhance achievement of at risk elementary students. Includes chapter on compensatory education. |
| alternative education programs for at risk youth: Handbook of Research on Leadership Experience for Academic Direction (LEAD) Programs for Student Success Geri Salinitri, 2020 This book explores the many facets of the teaching profession as it relates to working with in-risk youth and helping them reach their full potential-- |
| alternative education programs for at risk youth: The School Services Sourcebook, Second Edition Cynthia Franklin, Mary Beth Harris, Paula Allen-Meares, 2013-01-31 A guide for school-based professionals--cover. |
ALTERNATIVE Definition & Meaning - Merriam-Webster
The meaning of ALTERNATIVE is offering or expressing a choice. How to use alternative in a sentence. Synonym Discussion of Alternative.
ALTERNATIVE | English meaning - Cambridge Dictionary
ALTERNATIVE definition: 1. An alternative plan or method is one that you can use if you do not want to use another one: 2…. Learn more.
ALTERNATIVE Definition & Meaning | Dictionary.com
Alternative definition: a choice limited to one of two or more possibilities, as of things, propositions, or courses of action, the selection of which precludes any other possibility.. See …
ALTERNATIVE definition and meaning | Collins English Dictionary
Alternative is used to describe something that is different from the usual things of its kind, or the usual ways of doing something, in modern Western society. For example, an alternative …
Alternative - Wikipedia
Alternative (Kamen Rider), a character in the Japanese TV series Kamen Rider RyukiAlternative comics, or independent comics are an alternative to mainstream superhero comics; Alternative …
Alternative - definition of alternative by The Free Dictionary
Define alternative. alternative synonyms, alternative pronunciation, alternative translation, English dictionary definition of alternative. n. 1. a. One of a number of possible choices or courses of …
alternative noun - Definition, pictures, pronunciation and usage …
alternative something that you can choose to have or do out of two or more possibilities: You can be paid in cash weekly or by cheque monthly: those are the two alternatives. option, choice or …
What does alternative mean? - Definitions.net
Alternative refers to one or more options or choices available as a substitute or replacement to the existing one. It generally denotes the possibility of choice between two or more things. In …
Alternative Definition & Meaning | Britannica Dictionary
ALTERNATIVE meaning: 1 : offering or expressing a choice; 2 : not usual or traditional often used to describe something that is more natural or that causes less pollution than the usual product, …
alternative - WordReference.com Dictionary of English
a choice among only two possibilities such that if one is chosen, the other cannot be chosen: Here are the alternatives: surrender or die. one of these choices: The alternative to riding is walking. …
ALTERNATIVE Definition & Meaning - Merriam-Webster
The meaning of ALTERNATIVE is offering or expressing a choice. How to use alternative in a sentence. Synonym Discussion of Alternative.
ALTERNATIVE | English meaning - Cambridge Dictionary
ALTERNATIVE definition: 1. An alternative plan or method is one that you can use if you do not want to use another one: 2…. Learn more.
ALTERNATIVE Definition & Meaning | Dictionary.com
Alternative definition: a choice limited to one of two or more possibilities, as of things, propositions, or courses of action, the selection of which precludes any other possibility.. See examples of …
ALTERNATIVE definition and meaning | Collins English Dictionary
Alternative is used to describe something that is different from the usual things of its kind, or the usual ways of doing something, in modern Western society. For example, an alternative …
Alternative - Wikipedia
Alternative (Kamen Rider), a character in the Japanese TV series Kamen Rider RyukiAlternative comics, or independent comics are an alternative to mainstream superhero comics; Alternative …
Alternative - definition of alternative by The Free Dictionary
Define alternative. alternative synonyms, alternative pronunciation, alternative translation, English dictionary definition of alternative. n. 1. a. One of a number of possible choices or courses of …
alternative noun - Definition, pictures, pronunciation and usage …
alternative something that you can choose to have or do out of two or more possibilities: You can be paid in cash weekly or by cheque monthly: those are the two alternatives. option, choice or …
What does alternative mean? - Definitions.net
Alternative refers to one or more options or choices available as a substitute or replacement to the existing one. It generally denotes the possibility of choice between two or more things. In …
Alternative Definition & Meaning | Britannica Dictionary
ALTERNATIVE meaning: 1 : offering or expressing a choice; 2 : not usual or traditional often used to describe something that is more natural or that causes less pollution than the usual product, …
alternative - WordReference.com Dictionary of English
a choice among only two possibilities such that if one is chosen, the other cannot be chosen: Here are the alternatives: surrender or die. one of these choices: The alternative to riding is walking. …
