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Trails Carolina A child skips school, gets drunk, and does not come home until he wants to. When he does go to school he is disrespectful to teachers, apathetic toward schoolwork, and has thoughts about dropping out. It is not uncommon for adolescents to struggle in their learning environment. Students may struggle in school for a variety of reasons, some of which include the immense stimuli in a classroom which leave many children distracted, emotionally distressing events which set a child on course for self-destruction, and peer groups which influence an adolescent to be unconcerned with school work. Trails presently offers their services to at risk youth and teens ranging from ages 10 to 17 and is currently registered by the state of North Carolina as a non-public school, a Therapeutic Facility, and a Mental Health Program (Struggling Teens). “TRAILS” is an acronym for Trust, Responsibility, Accountability, Integrity, Leadership, and Service. The goal of the program is to instill these values in the youth during their minimum 28-day stay at Trails. At Trails, each student must go through four phases to graduate. These phases are learning, growing, changing, and solidifying. Each phase is comprised of its own objectives and tasks that the student must complete before moving on to the next task. There are many programs in both wilderness therapy and alternative schools, which are for youth with a specified issue. Not all programs are designed for a specific issue, but many are. Figure 1 depicts the percentage of alternative schools, and programs for public school students, which are solely for a singular issue (nces.ed.gov). Trails is not exclusive, it is a program that accepts a wide array of students and issues. Their clinica... ... middle of paper ... ...t. “Blending traditional and non-traditional teaching strategies, we aim to reignite their intellectual and creative curiosity and to provide opportunities for academic success” (handbook thingy). In addition to providing children with the skills needed to succeed when they return to public school, Trails can help a student stay on track with their current “home-bound classwork” and even finish and receive credit for classes which were not completed prior to coming to Trails (Trails ). If a high school student is enrolled at Trails for a minimum of 50 days, he will earn a total of 3 high school credits and a transcript from The Academy at Trails Carolina. A student will receive 1.0 credit in Adventure Education (P.E.), 0.5 credits in Health and Wellness, 0.5 credits in Appalachian History, 0.5 credits in World Literature, and 0.5 credits in Earth Science (Trails).
Many of Federal Way's alternative high schools or high school programs are actually schools within the Federal Way Public School System. The city also has private schools, special education schools and religious schools but they are not designated as alternative schools. Students in Federal Way have many options when it comes to education.
Many schools in America try to balance the line of success. Usually, success takes years to research and map the data out to show improvements. For the children at “Weedpatch Camp,” their success improves
The definition of motivation according to Kennedy (2000), “[t]he internationalist view asserts that internal and external factors influence the change process From this perspective, motivation is seen as an interpersonal process that can be influenced in a positive way by the professional (para.18). A high-risk youth is defined as a male or female between the ages of 12-17 years old who has had some contact with the law or is at risk of becoming an offender. There is a lack of motivation in some high-risk youth to positively change their lives around. According to Stinson (2009), risk factors associated with juvenile delinquency include “poor academic performance, early childhood aggression, and hyperactivity; lack of parental involvement/interaction and inadequate parental supervision and monitoring; and community/environmental factors, including access to drugs and weapons, and lack of access to community resources due to poverty” (p. 11). At risk youth that engage in community based programs in Ridge Meadows, B.C. such as KidStart, Connex, Yardworks, Community Work Service, sports and leisure and counseling, are more successful later on in their young adulthood versus high risk youth who do not attend such programs. The KidStart program is a mentoring and one-on-one program that works with youth who are at-risk and experiencing difficulties in their lives. According to PLEA (2010), “[t]he primary objective of the program is to strengthen the young person's resilience to the risk factors that are known to lead to victimization, violence and criminal activities” (para. 1). Yardworks is a program that provides youth with work experience and life skills to allow them to enter the workforce and work alongside with a PLEA staff membe...
“Pros and Cons of Intensive Residential Treatment Programs for Teens.” Ezine Articles. Jenna Brooklyn, n.d. Web. 2 Mar. 2014. .
But, there needs to be more done than just funding. Therefore, to establish a nurturing academic environment, “families, schools, and communities all need to work together to create an environment that is healthy for the youths” (Center for Disease Control and Prevention 2009). This means that the parents, community, and school needs to impact the at-risk youths’ life positively. As a result, one method that can provide this positive impact is the restorative justice disciplinary strategy. Restorative Justice is the act of not punishing students through harsh methods, but in four different ways (London 2017). First, “administration needs to address all the needs and concerns the school has” (London 2017). Secondly, school faculties and students need to have a healthy bond where conversations are able to happen safely (London 2017). Thirdly, instead of punishing the students for breaking the rules, faculties need to sit down with the students to discuss about what happened and how to prevent the situation from repeating (London 2017). Lastly, faculties need to put in the effort to help the youths repair broken friendships and develop a safe space where students can enjoy learning (London 2017). Through this, at-risk or misbehaved youths can learn how to problem solve, practice proper social behavior, and spend more time in an academic
Hess, R. S., Magnuson, S., & Beeler. L. (2012). Counseling children and adolescents in schools. Thousand Oaks, CA: SAGE Publications.
The main purpose of this article was to explain the positive correlation that a comprehensive school-counseling program can have on students’ outcomes. The article, “Comprehensive School Counseling in Rhode Island: Access to Services and Student Outcomes” explained the importance for all students to have equal access to a school counselor who can provide counseling interventions for students who are having academic performance and mental health problems. In addition to, explaining the overall benefits and the impact that a comprehensive school-counseling program can have on students’ outcomes (Dimmitt, Wilkerson, & Lapan, 2012). In this article, the authors mentioned that a fully implemented comprehensive school-counseling program is significantly correlated with the improvement of students’ academic outcomes in many aspects. For example, increased on school satisfaction, improved teacher to student relationship, and greater interest on college information from students. Although, there is a positive impact on students’ academic, social, and behavioral outcomes due to the implementation of school counseling programs; there is not enough counseling resources for low socio-economic level students, who often do not have counseling interventions that met their future career needs. Therefore, school counselors have to their best effort with the limited resources, large students caseload, and prioritize crisis interventions over counseling services for students (Dimmitt, et al., 2012).
During assessment I met with Steve, his mother, and the attendance counselor to assess the problem with attendance and discuss ways to encourage coming to school regularly. As the meeting concluded, a goal for increased attendance was set, in order for Steve to improve his academic grades. Throughout our initial meetings, Steve was closed off. Steve refused to express reasons for the issues at school. Brandell (2010) stated, “Adolescents often demonstrate resistance before and during the course of therapy because of their wish of autonomy and their fear that the therapist- an agency of the parents- will attempt to transform them…” (p. 141). This manifestation of refusal to mandated treatment in the preliminary stages of my work with Steve provided an opportunity to actively involve him in addressing the issue within a ‘safe enough space’. However, it became evident that Steve did not want to discuss poor attendance and behavioral issues because it caused him great dis...
What do you think of when you hear the word “Behavioral Education”? Unfortunately, the children in these classes are usually stereotyped as the “future criminals of America”. Fortunately, due to the dedication of behavioral self-contained teachers, these children are striving to become functioning members of society everyday. With just a little patience, consistency, and a strict class setting- these kids are transforming and are constantly beating the odds. With the right understanding types of behavioral education settings, reasons behind behaviors, classroom management, and behavior management it becomes easy to understand how these “problem children” are so easily converted of their ways after only a year or two within these programs.
A three year survey of four hundred fifty five runaway teens were leaded by sociologists at the University of Nebraska-Lincoln. The survey showed that runaway teens are highly more likely than average teens to surfer from mental disorders such as conduct disorder, post-traumatic stress disorder, substance abuse and severe depression. Kurt Johnson who is one the sociologists said “seventy four percent of male runaways and fifty seven percent of female runaways in the study have conduct disorder, compared to fifteen percent of the general teen population. Also twenty three percent of males and forty three percent of females show symptoms of post-traumatic stress disorder” (“Study on Runaways”). Psychological which is also known as a mental disorder. It is a pattern on behavioral or psychological symptoms that impact multiple life areas and cre...
As a social worker advocating for Jennifer, a focus on how society handles and responds to teenagers that maybe going through a rough patch in life is crucial. Many times teens perceived as difficult or unruly are often lost or thrown into the legal justice system. This is why it is important to embrace a teen that may be acting out in a negative way. Proper application of MSLC, with a teenager like Jennifer, will give insight into his or her thought process and the reasons behind the teens actions. Taking the time to understand the ecological systems, life courses, symbolic interactions and examining social change will provide an opportunity for change for a teenager, such as Jennifer (Murphy-Erby et al.,
Student’s lack of success can occur for many reasons but some believe that that it stems from poverty. Many families are forced to work more than one job in order to maintain the household and the children end up staying at home without adult supervision. Adult supervision is needed in order to provide structure, rules, and teach children basic social skills. Social skills are essential in our daily life as it is what we use to communicate with people to get what we want or need. In my experience, I have also noticed that the majority of at risk youth come from single mom or grandparent homes. I have experienced talking to single moms or guardians who do not implement discipline at home because they do not know how to discipline. Other times, they feel bad that the child’s other parent or parents are not in the picture so they try to composite by not enforcing consequences. The mental health of a child is another important concept that schools should consider when they are dealing with troubled youth. Many students have experienced trauma in their lives that has never healed. Teaching children to properly express their emotions is something that sometimes parents do not know how to teach. Having mental health services such as counseling is a great way to help the student heal from the trauma that has been keeping them from being successful. Schools should require all student to receive a mental health screening along with their physical in order to know the student’s history and to understand and help
So much of who a child is, is their mindset. A child’s belief in his or her own capabilities is a powerful influence on his or her development and achievement. This is unfortunate for juvenile delinquents in America, because their beliefs cannot be altered even if they participate in a Juvenile Awareness program such as Scared Straight.
The prevalence of these disorders did not only call for youthful and adult criminality but also offending in a recidivism cycle. It was not until recent findings that mental health has been linked to juvenile delinquency. Since juveniles are faced with these problems it is often hard for them to stay on the correct path once they have been put into the system. Once they are in the juvenile system they are usually not given the correct treatments for their conditions. Children who have been repeatedly abused or maltreated have often been reported to abuse substances. These children go on to have depression and post-traumatic stress disorders. Not only does maltreatment affect the mental health of adolescent but it also affected the educational
Nowadays, education in the United States is a mandatory obligation for children until a certain age. This requirement forces youth to maintain a state of “adolescenthood” for a longer period of time. For that matter, teens may rely on help from one another rather than older role models. This idea takes us back to peer groups and peer pressure. Secondly, dropping out of school has also been linked to delinquent behavior although it is not entirely proven. Some studies have linked dropouts to antisocial behavior as well as having a history of poor performance in school. These factors along with other emotional and psychological issues seem suggest a correlation between delinquent behavior and schooling. Finally, bullying in schools, which stats show occurs in 25% of public schools across the nation, is a major precipitating factor. A survey showed that 10% admitted to carrying a weapon at least once to their school. A high percentage of these bullies live in poverty stricken neighborhoods with high unemployment rates. This idea corresponds with the effects of family on their children along with their environmental