Promoting the Positive Development of Latino Youth in an Alternative School Setting: A Culturally Relevant Trauma-informed Intervention

2015 ◽  
Vol 36 (5) ◽  
pp. 388-390 ◽  
Author(s):  
Janna Lesser ◽  
John D. Vacca ◽  
Daniel V. Pineda
2010 ◽  
Vol 16 (1) ◽  
pp. 27-38 ◽  
Author(s):  
Michele Mouttapa ◽  
Donnie W. Watson ◽  
William J. McCuller ◽  
Chris Reiber ◽  
Winnie Tsai ◽  
...  

2016 ◽  
Vol 8 (1) ◽  
pp. 177-188 ◽  
Author(s):  
Diana L. Perry ◽  
Monica L. Daniels

2019 ◽  
Vol 47 (6) ◽  
pp. 1493-1513
Author(s):  
Amy‐Jane Griffiths ◽  
Elena Lilles Diamond ◽  
James Alsip ◽  
Michael Furlong ◽  
Gale Morrison ◽  
...  

Author(s):  
Flavia Peréa ◽  
Nina Sayles ◽  
Amanda Reich ◽  
Alyssa Koomas ◽  
Heather McMann ◽  
...  

Youth can be valuable partners in community health improvement efforts. Latino youth from Lawrence, MA were engaged in research and health promotion over an 11-month period. Utilizing their knowledge of the community, youth assessed local parks and carried out evidence-based health promotion efforts to communicate community resources to encourage physical activity, nurture community ownership of parks, and advocate for park improvements. Health promotion efforts can engage youth in strategies to address critical public health issues by leveraging their unique perspective and distinct location within communities. The communications developed by the youth were distributed within the community, benefiting residents directly. Youth were motivated to engage in the project by a sense of civic obligation, and upon completing the project, they expressed that they had gained research and communication skills and were inspired to continue to support their community. Youth engagement in applied research and health promotion at the local level can provide a foundation for community health improvement efforts that are relevant for distinct communities, while fostering the positive development of youth, and nurturing community-driven efforts to help create a healthier environment.


2021 ◽  
pp. 107755952110250
Author(s):  
Heather T. Pane Seifert ◽  
Angela M. Tunno ◽  
Ernestine C. Briggs ◽  
Sherika Hill ◽  
Damion J. Grasso ◽  
...  

Polyvictimization is a robust predictor of emotional and behavioral problems and is linked to involvement in juvenile justice and other public sector systems. This study extends prior research by employing person-centered methods for identifying polyvictimization patterns among trauma-exposed, clinic-referred, justice-involved youth ( n = 689; ages 12–18 years) and how identified classes differ on psychosocial outcomes and demographic characteristics. Most participants had experienced multiple traumatic event (TE) types. Latent class analyses identified three classes: mixed trauma/bereavement exposure group (55.1%; Mean = 3.0 TE types); maltreatment polyvictimized group (29.3%; Mean = 5.7 TE types); and maltreatment plus extreme violence polyvictimized group (15.7%; Mean = 9.3 TE types). Polyvictimized youth were more likely to be female, in out-of-home placements, and experiencing negative psychosocial outcomes (e.g., Posttraumatic Stress Disorder). Hispanic/Latino youth were overrepresented in the extreme polyvictimized subgroup. Results underscore the need for cross-system coordination of trauma-informed, comprehensive services for clinic-referred, justice-involved youth.


2012 ◽  
Vol 3 (2-3) ◽  
pp. 214
Author(s):  
Cait McMillan ◽  
Carol Stuart ◽  
Jennifer Vincent

Using a semi-structured interview format, students (<em>n </em>= 7) attending an alternative school program who were supported by child and youth care (CYC) practitioners described their view of the work these practitioners do and the effect it has on the students. We were interested in learning about how students perceived the strategies and interventions they experienced and how the said interventions affected student outcomes. Students described program strategies such as the use of a token economy and daily group sessions as well as practitioner strategies including presence, support, use of self, and the student as resources for information and assessment. Students accomplished a variety of academic and socio-emotional outcomes, and identified the relationship as the basis for effective work between themselves and the CYC practitioner. Students identified both passive and persistent engagement strategies in the relational context. Together, these two types of engagement seem to create a continuum of constant engagement. Through a comparison of the student perceptions to the CYC practice literature, we offer a beginning point for a dialogue between students and theorists and researchers about some of the accepted and common practice strategies in our field.


Sign in / Sign up

Export Citation Format

Share Document