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Breaking the Stereotype of At-Risk Students

Breaking the Stereotype of At-Risk Students. November 11 th , 2011. Introductions. Katie Burton Kara Larkin. Goals for this session:. Who are at-risk youth? Characteristics of at-risk youth Challenges Strategies Guidance lessons. Who are at-risk youth ?. Definition:.

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Breaking the Stereotype of At-Risk Students

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  1. Breaking the Stereotype of At-Risk Students November 11th , 2011

  2. Introductions • Katie Burton • Kara Larkin

  3. Goals for this session: • Who are at-risk youth? • Characteristics of at-risk youth • Challenges • Strategies • Guidance lessons

  4. Who are at-risk youth?

  5. Definition: At-risk youth are children who are more likely to drop out of school due to a variety of demographic, socioeconomic, and institutional characteristics.

  6. Some characteristics of at-risk youth: • Chronic poverty • Single parent • Bad grades • Toxic environment • Negative peer influence • Drug use • Absence from school • Low motivation and self-esteem • Homelessness • Poor social skills

  7. If a teen is experiencing more than four of the following warning signs, they could be at-risk. • Has the teen ever been suspended, expelled, been truant, or had their grades drop? • Is the teen verbally abusive? • Does the teen struggle with basic family rules and expectations? • Does the parent have difficulty getting the teen to do basic household chores and homework? • Has the teen had problems with the law? • Does the parent have to pick their words carefully when speaking to the teen, so as not to elicit a verbal attack or even rage from them? • Is the teen in danger of dropping out of high school? • Does the teen associate with a suspect peer group? • Has the teen lost interest in former productive activities, sports, hobbies, or childhood friends? • Has the teen ever displayed any evidence of suicide? • Does the teen seem depressed or withdrawn? • Is the teen sexually promiscuous? • Has the teen’s appearance or personal hygiene changed? • Is the teen deceitful and manipulative? • Has the teen been caught stealing money or personal items from their family? • Is the teen severely lacking in motivation? • Does the teen sometimes lie regarding their activities? • Does the teen display outbursts of temper? • Does the teen lack self-worth and self-esteem? • Does the teen defy established rules regardless of the consequences? • When trying to deal with the teen, do the parents feel powerless? • Does the teen have a problem with authority? • Do the parents suspect the teen is experimenting with drugs or alcohol? • Does the teen ever display violent behavior?

  8. Risk along a continuum Students from low income, low skill, low education families are twice as likely to drop out as students from affluent families. (from Randall Grayson, PhD.)

  9. Strategies • Family • Self • Friends/Mentor • School • Community

  10. Family • Focus groups • Supportive family member • Community Resources • Involvement • Relationships

  11. Self • Self-esteem • Motivation • Empowerment • Social skills • Ignite Hope • Control • Relationships

  12. Friends & Mentors • Positive peer influence • Mediation • Problem-solving • Mentor • Relationships

  13. School • Basic skills • High Expectations • Proper classroom placements • School involvement • Relationships What does my student need right now?

  14. Community • Connectedness • Philanthropy • Relationships • Opportunity for positive activity

  15. Guidance Lessons • Stereotype Lesson • Diversity Activity • Meyers Briggs • Question Ball • Healthy vs. Unhealthy Relationships • Speakers • Career options

  16. Resources Grayson, Randall, Ph.D. “At-Risk Youth and Resilience Factors”. www.visionrealization.com. 10 October 2011. Bradley, Michael J. “Who is At-Risk”. www.at-risk.org 10 October 2011. Oakes, Duane D. Elise Sweet, and Mutinkhe Kaunda. “Challenges and Strategies: Working with At-Risk Youth”. www.mesacc.edu. 12 October 2011 A good resource for counselor’s: http://at-risk.com/

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