Differentiating Among Delinquent, At-Risk, and Not At-Risk Adolescents Using a Multidimensional Model of Self-Concept

2000 ◽  
Vol 10 (1) ◽  
pp. 69-80 ◽  
Author(s):  
Tania Marie Bianco ◽  
Stephen Houghton ◽  
Davina French ◽  
Miguel Fernandez
Keyword(s):  
At Risk ◽  
Exploratory Study ◽  
Justice System ◽  
Juvenile Justice System ◽  
School Context ◽  
Self Concept ◽  
At Risk Youth ◽  
Multidimensional Model ◽  
Not At Risk ◽  
At Risk Adolescents

This exploratory study sought to differentiate 24 delinquent, 30 at-risk and 30 not at-risk adolescent males according to a multidimensional model of self-concept. Participants completed the Song and Hattie Test of Self-Concept (1992), which consists of seven dimensions of self-concept; namely, achievement self-concept, ability self-concept, classroom self-concept, family self-concept, peer self-concept, physical self-concept and confidence in self.Significant differences between the not at-risk, at-risk and delinquent groups were found across six of the seven dimensions of self-concept. Implications of these findings suggest an effective procedure for differentiating between not at-risk and at-risk youth within the school context, prior to involvement with the Juvenile Justice system. The implications for intervention are discussed.

scholarly journals An Occupation-Based Program to Promote Mental Health of At-Risk Youth in an After-Care Setting

2021 ◽  
Author(s):  
◽  
Alexa Smith
Keyword(s):  
Mental Health ◽  
At Risk ◽  
Conflict Resolution ◽  
Juvenile Justice ◽  
Justice System ◽  
Care Setting ◽  
Juvenile Justice System ◽  
At Risk Youth ◽  
Positive Communication ◽  
After Care

The disproportionate tendency for young adults from disadvantaged backgrounds to shift from schools to the juvenile justice system is referred to as the “school to prison pipeline”. Treating and preventing mental health difficulties is within the scope of occupational therapy, and while the school system assists in mental health treatment, there is a lack of mental health supporting services in after-care settings. The purpose of the program development project is to increase the supportive mental health services provided to at-risk youth in the after-care setting. The project ran mental health group sessions using Cole’s Seven Step Model with participant groups of 10-20 middle school students at two after-care facilities once a week for 9 weeks. Based on the program results, the participants were the most interested in sessions covering confidence building, conflict resolution, and positive communication with adults. They believed that sessions covering aggression, conflict resolution, and positive communication with adults were the most effective in reaching their targeted goal. Increasing the amount of services provided to at-risk youth in urban areas can both increase engagement in typical occupations of youth and decrease the overwhelming number of these youths in the juvenile justice system.

Predicting drug-free days among at-risk youth

2016 ◽  
Vol 17 (5) ◽  
pp. 599-615
Author(s):  
Chau-kiu Cheung ◽  
Steven Sek-yum Ngai
Keyword(s):  
At Risk ◽  
Social Workers ◽  
Illicit Drugs ◽  
Baseline Survey ◽  
At Risk Youth ◽  
Drug Rehabilitation ◽  
Prospective Design ◽  
Not At Risk ◽  
Drug Free

Summary Whether or not at-risk youth eschew illicit drugs because of its expected harm remains uncertain. In theory, expectancy is influential when the harm is valuable to the youth. Hence, to examine this possibility, this study employed a prospective design to collect data from 169 at-risk youths identified by social workers in Hong Kong, China. Findings Results revealed that when a youth has higher expectancy and valuation of harm in the baseline survey, he/she had considerably more drug-free days in the follow-up survey. However, neither the expectancy nor valuation alone introduced an effect on drug-free days. Applications These results sustained approaches to fostering the expectancy and valuation of harm for effective drug rehabilitation. Specifically, the approaches required to raise the expectancy of youth on the harm of drug abuse to their vigour and the value of sustaining their vigour simultaneously.

scholarly journals Academic performance of secondary education students in socio-familial risk contexts

2021 ◽  
Vol 28 (2) ◽  
Author(s):  
Daniel Rodríguez-Rodríguez ◽  
◽  
Remedios Guzmán ◽  
Keyword(s):  
At Risk ◽  
Academic Performance ◽  
Secondary Education ◽  
Self Efficacy ◽  
At Risk Students ◽  
Familial Risk ◽  
Course Evaluation ◽  
Self Concept ◽  
Cognitive Variables ◽  
Not At Risk

Introduction: The relationship that socio-familial and non-cognitive variables have on students in regards to their academic performance is a very important element for success in Secondary Education. In this study the influence of non-cognitive variables (academic self-concept, self-efficacy and perceived family affective support) and socio-familial variables (educational level and expectations of each parent) on the academic performance of secondary school students were analysed. Method: Students were grouped according to their accumulated socio-familial risk index (at-risk students, n = 305; not-at-risk students, n = 991). To measure the variables, the scales What do you think of yourself, General Self-Efficacy and Perceived Family Support were used. Socio-family variables were measured with an ad hoc questionnaire, and academic performance with the end-of-course evaluation scores. Results: The receiver operating characteristic curve showed a decrease in students’ academic performance from three or more accumulated risks. Structural Equation Modelling (SEM) was performed for each group. The results showed that for at-risk students, academic performance was mainly determined by two variables: academic self-concept and self-concept; in contrast to the not-at-risk students in which self-efficacy was the one that had the greatest effect on performance. In both groups, the parents’ expectations were the family variable with the highest incidence being performance, although, for the at-risk group, the effect was greater. Conclusions: The relevance of the identification of non-cognitive and socio-familial variables on the academic performance of at-risk students in regards to secondary education due to socio-familial factors is discussed.

Self-Concept Correlates between At-Risk and Not-At-Risk Ninth-Grade Students

1995 ◽  
Vol 76 (2) ◽  
pp. 683-687 ◽  
Author(s):  
Mary H. Jackson ◽  
Kimberly B. Reddick ◽  
Richard G. Dubes
Keyword(s):  
At Risk ◽  
Ninth Grade ◽  
Self Concept ◽  
Dropping Out ◽  
Satisfaction Scale ◽  
Ninth Grade Students ◽  
Not At Risk ◽  
Multivariate Discriminant ◽  
Item Scale

This study examined whether the Tennessee Self-concept Scales could be used to discriminate among 43 ninth-grade students who were designated as being at risk of dropping out of high school and 47 students who were thought to show probability of persisting. Scores on the scales were submitted to stepwise multivariate discriminant analysis. Scores on the Self-satisfaction Scale constituted a linear function that correctly classified 72.22% of the subjects. Further investigation confirmed a 13-item scale selected from the Tennessee Self-concept Scales correctly identified the classification of 76.67% of the students.

scholarly journals Goal Setting and Self-Efficacy Among Delinquent, At-Risk and Not At-Risk Adolescents

2012 ◽  
Vol 42 (3) ◽  
pp. 431-443 ◽  
Author(s):  
Annemaree Carroll ◽  
Kellie Gordon ◽  
Michele Haynes ◽  
Stephen Houghton
Keyword(s):  
At Risk ◽  
Goal Setting ◽  
Self Efficacy ◽  
Not At Risk ◽  
At Risk Adolescents

Self-Concept among African-American At-Risk Adolescents

1992 ◽  
Vol 74 (2) ◽  
pp. 465-466 ◽  
Author(s):  
Paula C Wood ◽  
Stephen B. Hillman ◽  
Shlomo S. Sawilowsky
Keyword(s):  
At Risk ◽  
African American ◽  
African American Adolescents ◽  
Self Concept ◽  
At Risk Adolescents

Self-concepts of 196 African-American adolescents examined here were higher than the norms despite their being at-risk and academic underachievers.

scholarly journals Emotion reactivity, emotion dysregulation, and non-suicidal self-injury among at-risk adolescents: A multiple mediation analysis

2020 ◽  
Author(s):  
Paula Floyd
Keyword(s):  
At Risk ◽  
Emotion Dysregulation ◽  
Age Of Onset ◽  
Health Concern ◽  
At Risk Youth ◽  
Multiple Mediation ◽  
Emotion Reactivity ◽  
Major Health ◽  
Self Injury ◽  
At Risk Adolescents

Non-suicidal self-injury (NSSI) is defined as deliberate self-inflicted damage to bodily tissue without the intent to die. NSSI has been identified as a major health concern, as it is related to both poor psychosocial outcomes and increased suicide risk. NSSI is especially important to understand among adolescents, as age of onset is typically during adolescence and prevalence rates are highest among this age group. One of the most well-established correlates of NSSI is emotion dysregulation. While many studies have examined emotion dysregulation and its subcomponents in relation to self-injury, there has been far less work devoted to factors that may increase one’s likelihood of being emotionally dysregulated. Previous literature suggests that emotion dysregulation is strongly influenced by individual levels of emotion reactivity; however, no studies to date have assessed the combined effects of emotion reactivity and emotion dysregulation in terms of NSSI frequency. In addition, prior research suggests that the cognitive process of rumination may play a role in NSSI engagement. The current study sought to understand the relationships between emotion reactivity, distinct facets of emotion dysregulation, rumination, and NSSI among a sample of at-risk youth in a residential facility. Furthermore, a multiple mediation model was used to test which facets of emotion dysregulation serve as the most powerful mediators between emotion reactivity and NSSI frequency. Findings and implications are discussed.

scholarly journals Where’d You Hear That? Examining the Importance of Individuals and Institutions in Providing Knowledge to At-Risk Adolescents about Their Local Community

2016 ◽  
Vol 11 (2) ◽  
Author(s):  
Rosemary V. Barnett ◽  
Paige E. Combee ◽  
Caroline Payne-Purvis
Keyword(s):  
At Risk ◽  
Local Community ◽  
After School Programs ◽  
After School ◽  
At Risk Youth ◽  
Community Based ◽  
School Programs ◽  
Community Issues ◽  
Positive Correlations ◽  
At Risk Adolescents

The purpose of this study was to explore the relationships between individuals and institutions when providing information to at-risk youth. This research examined how community issues are translated to 302 at-risk youth participants in two community-based after school programs. It specifically sought to identify the individuals and institutions where adolescents self-reported that they receive information from about community issues and whether there were relationships between these two entities. At-risk youth self-reported learning about community issues from key individuals and institutional connections. Positive correlations were found between all of the individuals and institutions, which indicate youth receive information about their communities from multiple individuals and institution types. The results provide important implications for institutions and individuals to consider as they work with youth.

Enabling Voice: Perceptions of Schooling from Rural Aboriginal Youth at Risk of Entering the Juvenile Justice System

2008 ◽  
Vol 37 (1) ◽  
pp. 165-177 ◽  
Author(s):  
Christine Edwards-Groves ◽  
With Colleen Murray
Keyword(s):  
At Risk ◽  
Juvenile Justice ◽  
Justice System ◽  
Juvenile Justice System ◽  
School Experiences ◽  
Aboriginal Youth ◽  
South Wales ◽  
Youth At Risk ◽  
Study Participants ◽  
Perceptions Of School

AbstractIn this article the perceptions of school experiences by male Aboriginal youth at risk of becoming in contact with the juvenile justice system are presented. These adolescent boys, from inland rural New South Wales, attend Tirkandi Inaburra Cultural and Development Centre (Tirkandi). Tirkandi is a short term residential centre designed to provide at risk boys with an opportunity to participate in strengths-based culturally appropriate educational, cultural, social and personal programs. In this study, participants give detailed accounts of schooling describing their lives as students. Their voices offer a powerful insight into the situated construction of agency and identity in classroom life, culture and learning among Aboriginal students. They serve as a window in to how perceptions and voice are socially-culturally-politically configured – both in their production and deployment. Further, they show the complexity and deeply problematic nature of how individuals' lived experiences collide across contexts when these contexts operate in isolation. The insider's voices, presented in this paper, are significant because they offer valuable insights that will encourage educators to be challenged by therelational architecturesdominating teaching practices. These voices form not just the backdrop but the centerpiece for discussion in this paper.

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