Workforce Approaches and Learning Supports for Youth with Mental Health and Behavioral Issues

1. Workforce Approaches and Learning Supports for Youth with Mental Healthand Behavioral Issues Dawn Anderson-Butcher, PhD, LISW Ohio State University

2. �It is important that Americans as a whole recognize that our means of sustaining competitive advantage in the global economy must draw upon our base of knowledge and skills, as opposed to physical might. In order to do that successfully we must establish an effective learning system, inspire a pursuit of knowledge, and convey the importance of lifelong learning in the general population� With the shift from industrial economy to an information-based one, there is a growing need to produce higher skilled workers. Estimated that there will be a shortage of more than 14 million workers who have postsecondary education in the near future Some progress within the educational systems to date (access to high quality child care, standards-based education movement aligning curriculum, instruction, and assessment. Still gaps in achievement Many young people not advancing successfully and/or graduating from high school Of those graduating, only � receive postsecondary education and/or training Of those that do attend postsecondary, 40-63% require remediation Wide disparities by race, ethnicity, and socioeconomic status P-16 planning is one approach that promises whole system reform, as it pays attention to key transition points across the various levels of the education system. With the shift from industrial economy to an information-based one, there is a growing need to produce higher skilled workers. Estimated that there will be a shortage of more than 14 million workers who have postsecondary education in the near future Some progress within the educational systems to date (access to high quality child care, standards-based education movement aligning curriculum, instruction, and assessment. Still gaps in achievement Many young people not advancing successfully and/or graduating from high school Of those graduating, only � receive postsecondary education and/or training Of those that do attend postsecondary, 40-63% require remediation Wide disparities by race, ethnicity, and socioeconomic status P-16 planning is one approach that promises whole system reform, as it pays attention to key transition points across the various levels of the education system.

3. Workforce Development Challenges Shortage of more than 14 million workers with postsecondary education projected Fastest growing job sectors today call for at least some education post-high school Need for advanced skills and knowledge necessary in the global market Also demands �soft skills� such as problem solving, interpersonal skills, critical thinking, etc Major achievement gaps and disparities among racial, ethnic, and socio-economic status within an increasingly diverse population compound these needs

4. Workforce Development Issues Over 30% of ninth graders do not graduate from high school within four years 10% of adults do not have high school diplomas Number of dropouts is increasing in many communities Of those that do graduate from high school, 1/3 do not receive any postsecondary education or training directly after high school 60% of 9th graders do not immediately enroll in college after high school 40% of four year and 63% of two year students require remediation � of first year students at community colleges drop our prior to their second year Many students who go on to four year colleges do not graduate in four years Wide disparities exist by race, ethnicity, and socioeconomic status

5. Providing all youth with sufficient skills necessary to access good jobs that tend to require at least some education or training after high school will present fiscal, curriculum, and institutional challenges (Carnevale & Desrouchers)

6. P-16 Approaches Creating educational pathways, beginning in preschool and/or pre-kindergarten and continuing through the completion of college degrees or advanced technical/vocational programs post-high school. Educators and other stakeholders form state, local, and regional P-16 Councils that plan for whole system reform Attention is paid to key transition points between various levels of education Preschool to primary Primary to high school High school to college and/or vocational/technical College and/or vocational/technical to careers

8. Early Learning Strategies Ensuring every child under 5 has access to high quality, early learning preschool programs Ensuring all children enter kindergarten ready to succeed Increasing parents/guardians awareness and understanding learning expectations for children

9. K-12 System Strategies Ensuring all children achieve basic literacy by the end of 3rd grade (8 years) Ensuring all children demonstrate algebra and geometry proficiency by 8th grade (13 years) Increasing the number of high schoolders successfully completing a rigorous high school curriculum Increasing percentage of high school graduates moving on to postsecondary education

10. Postsecondary Strategies Ensuring college admission and course placement standards are coordinated with P-12 standards Increasing the number of college freshman who continue into the sophomore eyear Increasing the number of adults who take advantage of flexible opportunities to add to or upgrade skills

11. For Some of Our Kids Getting the Conditions Right is Difficult Students come to school with issues and barriers that impact their learning Many students don�t spend enough of their out-of-school time on learning and academic achievement priorities Teachers need help addressing these barriers; and in getting students to focus on academics during their out-of-school time Without help, even the best teachers will not reach every child; in fact, some will be blamed, causing them to consider leaving teaching Parents and Teachers� Ultimately, parents and teachers want the same thing for children But because we do not have broad, supportive structures in place that get parents and teachers on the same page, we continue to have tensions and even open conflicts Teachers need and deserve help in recruiting and mobilizing parents to foster children�s learning, academic achievement, and sense of connection to schoolStudents come to school with issues and barriers that impact their learning Many students don�t spend enough of their out-of-school time on learning and academic achievement priorities Teachers need help addressing these barriers; and in getting students to focus on academics during their out-of-school time Without help, even the best teachers will not reach every child; in fact, some will be blamed, causing them to consider leaving teaching Parents and Teachers� Ultimately, parents and teachers want the same thing for children But because we do not have broad, supportive structures in place that get parents and teachers on the same page, we continue to have tensions and even open conflicts Teachers need and deserve help in recruiting and mobilizing parents to foster children�s learning, academic achievement, and sense of connection to school

12. P-16 Councils in Ohio 5 Counties focused on educational pathways Knowledge Works Foundation planning grants

13. Key Practice Strategies High expectations for all youth Awareness of expectations by youth and parents Alignment of standards with curriculum, instruction, and assessments Attention to transitions across the �vertical� pipeline Dual enrollment programs (complete college credits while in high school) Quality instruction in educational settings Learning supports removing barriers to learning

14. Learning Supports Early identification, linkage, and referral Targeting youth at critical transition points in the pipeline (entering kindergarden; elementary to middle school; 8th to 9th grade; high school to postsecondary, etcc) Addressing key risk factors and building protective factors

15. Risk Factors   Characteristics or circumstances that increase the likelihood that children and youth will evidence personal-social needs and engage in problem behaviors

16. Example Risk Factors Community availability of drugs/alcohol; neighborhood attachment, disorganization; economic deprivation Family conflict; family history of problem behaviors and/or substance use; supervision; management practices School lack of commitment to school; early and persistent antisocial behaviors Individual and Peer alienation; rebelliousness; attitudes toward problem behavior; interaction with antisocial peers

17. The same risk factors predict multiple problem behaviors Find one risk factor, sooner or later, you will find others Rarely does just one risk factor �turn the tide.� It is the overall cumulative effect of multiple risk factors that contributes to negative outcomes Some youth withstand substantive risk and excel in their development and achievement (e.g., Resilience) What Do We Know?

18. Protective Factors Mechanisms that prevent risk factors and problem behaviors, and/or assets that act to mollify the effects of risk

19. Example Protective Factors Community Caring adults in neighborhood; access to opportunities; connection to faith-based organizations; community values youths, value diversity Family Parental support; family attachment; family opportunities/rewards; parental involvement in school School Caring school climate; relationships with teachers; opportunities for extracurricular activities Individual and Peer Self-esteem; social skills; autonomy; intelligence; optimism; prosocial peers; social support; temperament

21. Risk and Protective Factor Frameworks

22. Lessons� Risk factors and protective factors must be identified and addressed simultaneously to promote comprehensive helping strategies Intervene to address the one risk factor now, but at the same time, implement comprehensive preventive strategies to prevent others in the future

23. Avoid �one size fits all� thinking and interventions. Place, context, timing, and the mix of people matter, and practice must be tailored in response Intentionally link intervention strategies back to priority outcomes (e.g., targeted risk and protective factors)

24. Key Ideas Build protective factors through universal strategies Identify risk early Develop systems of support that allow for interventions to be put in place immediately Evaluate and monitor progress Continue to develop �system� and infrastructure through partnerships See: http://www.csw.ohio-state.edu/occmsi/USDOE.html

26. Outcomes Reduced risk factors and enhanced protective factors Increased high school graduation rates Increased achievement scores Decreased achievement gaps Decreased needs for remediation Increased employability, civic engagement, and stronger workforce

27. What Does it Take Collaboration Well Articulated and Unified Framework Leadership Supportive Policies Professional Development and Learning Data and Accountability Systems Funding and Incentives Practice Strategies

28. For More Information: Dawn Anderson-Butcher 325D Stillman Hall 1947 College Road College of Social Work Ohio State University Columbus, OH 43210 Phone: 614-292-8596 Email: anderson-butcher.1@osu.edu