Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
mental health on young adults essay
developmental stages of adolescent
adolescence period of development
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: mental health on young adults essay
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).
Parents should be more involved with their children’s lives, and try to discipline and set rules at an early age. It is better for a juvenile to be confined rather than him/her influencing average teenagers to follow in his footsteps. It is a sad day when a teenager has to spend his/her days in a juvenile facility rather than outside enjoying his freedom and childhood. Children, who attend these programs and cannot cope with the challenges, can be easily abused. The risk in enrolling these teenagers into such disciplinary programs may either break them or make them improve their behaviors and quality of life. Teenagers who come out of these camps are stronger, disciplined, educated and even become role models to other teens can someday help other delinquents. In order to change someone’s life, one must first change his/her actions and
Programs, policies, and practices are developed for at-risk youth, based on the evidence and research generated from this approach. The basis of such evidence is not to be the deciding factor, as stated above, but to help us identify programs, and policies that benefit our youth in positive ways.
Teenagers and children are expected, in these programs, to think about their futures and the long-term consequences of their actions. However, teenagers are “…impulsive, and think short term, especially when it comes to punishment.” (Sullivan). This creates a disconnect between what the facilitators of the program intend, and how the participants perceive the experience. This disconnect is formed because the participants do not see “beaten down losers”, as an adult would, they instead see “strong, muscular adults”
Students that have been labeled “delinquent” need help in beating the odds to become successful adults. As C. Ogletree discusses article, Total Reform for a Broken System, a program needs to be created that includes family involvement and support to create concrete goals and means for students to achieve them, in the aim of becoming successful students throughout each school until graduation. It is a great goal for school institutions to strive in changing students’ behavior for the better, giving them a fair opportunity in education. Not to single out those of low-income homes, race, or learning disabilities. It should be the goal to get to the heart of misbehavior that is introducing so many students into the juvenile justice system. School institutions need to be place of supportive and structured learning from day one. Students enter school as young children, for the first time away from parents, relying on educators to guide them throughout their day. School Institutions should look for a positive approach that emphasizes on individual strengths to promote learning. The restorative circles program is having been introduced into school systems as an alternative to the zero tolerance policies. It creates an involvement of communication between all parties in any issue. Whether it be good or bad, it offers support for students to discuss issues and ideas, opening a line of communication between parents, teachers, and students, which will be key a student’s
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
Many Juveniles have been deprived of their proper treatment due to society’s lack of understanding and compassion, yet research clearly shows that mental health treatment not only keeps them at bay from repeating their crimes, but also helps them live a more positive lifestyle in society. In times we blame the juvenile for their mistakes, however instead of pointing fingers at them, we can come together as community to help them overcome their “inner demons”. After all, it is not the children committing the crimes, but their mental disorder that is hindering them from living a normal lifestyle.
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...
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...
family resource centers work with the students by providing programs in developing self-esteem, conflict resolution, and behavioral management and work with the families by providing parenting skills training. The strategies of the Family Resource Center programs have produced increased attendance rates, reduced truancy rates, reduced dropout rates, and reduced disciplinary problems. Research-based training in parenting skills and techniques which are successful in helping destructive adolescents develop self-control and focus is provided by The family school resource
Every student in a school does not learn the same way. This may cause challenges for teachers, school administration, and student support workers such as case managers. These professionals are seeking ways to serve the unique needs that their students have, but discipline referrals, suspensions, and isolations do not leave room for growth, learning, or healing. Traditional “punishment” in schools is not always helpful, and can cause more distress in the student. When it comes down to it, children and teens need to be able to express their thoughts that lead to their feelings, which lead to their behaviors. They need to know that their school climate is one that promotes holistic health, trusting relationships, and a safe environment for expression. Case managers in school settings can play an important role as an advocate for restorative practices. They may be able to show this kind of research and outcomes to school administration, to show them how profound of a change it could have on the school and everyone in it. Restorative practices such as meditation, yoga, and creative art therapy are three options for schools to put in place of discipline referrals, suspensions, and isolation. These three restorative options leave room for creativity, growth, learning, coping mechanisms, outlets for energy, redirecting feelings, and healthy relationships. We want to give our students tools for success, not reasons
Emotional and behavioral disorders manifest from various sources. For some children, the core of these disorders is rooted in such factors as “family adversity...poverty, caregiving instability, maternal depression, family stress…marital discord…dysfunctional parenting patterns…abuse and neglect” (Fox, Dunlap & Cushing, 2002, p. 150). These factors are stressors that affect children both emotionally and behaviorally. Students have their educational performance and academic success impeded by such stressors once in school, which creates even more stress as they find themselves frustrated and failing. As a result, problem behaviors may manifest that can be described as disruptive, impulsive, pre-occupied, resistant to change, aggressive, intimidating, or dishonest. Such behaviors may also inflict self-harm.
Walker, Hill M. et al., “ The path to school failure, delinquency, and violence: Casual factors and some potential solutions,” Intervention in School and Clinic. Nov 1999. First Search. Feb 2007
Beginning at the influential ages of six to eight when children are meant to be exposed to caretakers that meet all their needs, mentally, physically, emotionally, and educationally, some are left wanting. When caretakers fail to instill the child with the basic fundamentals they, more often than not, veer off the path of ’normalcy,’ or what can be classified as normal child behavior on a basis of a scientific standpoint, to a teenage life of delinquency.