Abstract
At-risk youths may be defined by a variety of factors including students who face disabilities, impoverished conditions or are ethnic or racial minorities. This paper explores at-risk youth in an attempt to identify trends in education, best practices and curriculum or instruction suggestions for educators working with at-risk youths. It discusses how to develop a method for promoting the highest level of achievement for students at risk.

Outline
Introduction
Trends/Issues/Best Practices Curriculum and Instruction for At Risk Student
Summary
Conclusion

From the Paper
"Examination of trends in education and student behaviors, best practices and other aspects of education and curriculum development are vital to the success of students in the at risk population. There are many negative consequences associated with students who are deemed 'at risk.' Many of these students are more likely to experience negative outcomes as a result of their status than students who are otherwise deemed 'ordinary' with regard to the classroom setting. The section below will explore the trends, issues, best practices and other matters related to educating at risk students including instructional methods.
There are many issues at stake for at risk students, the most statistically relevant of which is student drop out rates, which statistics suggest are approximately 30 percent for at risk students (Druian & Butler, 2001). The drop at rates for students comprising the at risk population are much higher than the rates for other students. The statistic is alarming, and suggests that at risk students are not getting the support they need in order to excel and find satisfaction in the classroom environment.
Findings also suggest that there is not at this time a relevant definition of what at risk students are or why the number of at risk students dropping out is increasing, however there is evidence to suggest that society will bear the financial burden for educating and supporting at risk students in the future (Druian & Butler, 2001; Levin 1986). This suggests that the at risk population is likely very diverse in nature and comprised of students from multitudinous backgrounds and environments."

Tags:education, youth, school

Abstract
The first part of this paper looks at the formal definitions of the terms ?at-risk youth? and ?juvenile delinquency.? The next part then examines the factors that contribute to the growing number of at-risk youth, such as abuse and addiction. In the last part, this paper looks at various programs created to address the problem of at-risk and delinquent youths. The paper also argues that, because such problems are largely the result of socio-economic factors, the only effective way to address the problems of at-risk youth and to stem youth delinquency is through programs that address these combined factors as a whole.

From the Paper
"The category of "at risk youth" has become a catchall phrase in recent years, having been applied to juvenile criminals, teenage mothers, adolescents with behavioral problems and high school dropouts. To define the category, however, experts like Caram (2002) limit this category to youth who are not yet in "serious trouble." In line with Caram, Resnick and Burt (1996) define the at risk category as the presence of "negative antecedent conditions" which make the youth vulnerable to criminal behavior. These antecedents are further worsened by negative behaviors and experiences that these youth often encounter in their lives."

Tags:criminal, offenses, petty, theft, drug, abuse, violence, teenage, mothers, adolescents, behavioral, problems, high, school, dropouts

Abstract
This paper investigates how the sexual abuse of children has an effect on at-risk youth behavior. The paper explains the relationship between being sexually abused as a child and youth behavior and then takes a look at how this problem is being addressed by the family, school, social service agencies and/or the government. The paper also focuses on ways to assist children, who have been sexually abused, avoid at-risk behaviors.

Table of Contents:
Introduction
The Sexual Abuse Of Children And Its Impacts
How Sexual Abuse Of Children Has An Affect On At-Risk Youth Behavior
How This Problem Is Being Addressed
Solutions To Assist Children Who Have Been Sexually Abused

From the Paper
"Lastly this particular research also found that depression did not necessarily explain the correlation between child sexual abuse and high risk sexual behaviors. This finding is actually consistent with previous research which has evaluated the interaction effects of emotional status and sexual abuse as it related to high risk sexual behaviors. The study found there were no interaction effects of depression on the correlation between child sexual abuse and sexuality variables such as the amount of unwanted pregnancies (Addy et al 2003). On the other hand, girls with high anxiety scores who also had experienced child sexual abuse had the most significant number of unwanted pregnancies (Addy et al 2003). In addition, Morrill, Kasten, Urato, and Larson (2001) discovered that depression and problems with drug and alcohol addiction did not serve as a link between sexual abuse and sexual risk in a sample of both women and men in substance abuse facilities in Massachusetts (Addy et al 2003). Overall such findings propose that the affects of child sexual abuse impact sexual behaviors through a social learning process (Addy et al 2003). That is this process is developed as a result of modeling and reinforcement as opposed to indirect contributory factors such as depression (Addy et al 2003)."

Tags:adolescent, assault, drug

Abstract
This dissertation looks at the difference between at-risk youth that are mentored and at-risk youth that are not mentored and attempts to determine whether there is a difference between the two groups based on their graduation percentages. The paper hypothesizes that there will be a difference between these two groups and that mentoring these at-risk youth affects them strongly in their understanding of life and its obligations and their willingness to graduate.

Table of Contents:
Abstract
Chapter One: Introduction
Introduction to the Problem
Background of the Study
Statement of the Problem
Purpose of the Study
Research Question and Hypotheses
Nature of the Study
Significance of the Study
Definition of Terms
Assumptions and Limitations
Organization of the Remaining Chapters of the Proposal
Chapter Two: Literature Review
Introduction
Rationale for the Research
Theoretical Framework
Research Question's Relationship to Major Literature Themes
Developmental Support for Alternative Hypotheses Generation: Quantitative Analysis
Synthesized Research in Theme Area One - Mentoring Programs
Synthesis of Research for Theme Area Two - Other Mentoring Options
Summary: Contribution of This Research to the Field of Study
Chapter Three: Methodology
Philosophy of the Researcher: Quantitative Methodology
Theoretical Framework
Research Design Strategy
Sampling Design
Measures
Data Collection Procedures
Data Analysis
Limitations of Methodology
Expected Findings and Ethical Issues
Time-lines
Philosophy of the Researcher: Qualitative Methodology
Theoretical Framework
Research Design Strategy
Sampling Design
Measures
Data Collection Procedures
Data Analysis
Limitations of Methodology
Expected Findings and Ethical Issues
Time-lines

From the Paper
"These mentoring programs have succeeded so well in schools and communities across the country that they are also being considered and used where the juvenile justice system is concerned. Other options for juvenile offenders are adult courts and boot camps, but research has shown that mentoring programs, over the long-run, provide better outcomes than any of the other options for these juvenile offenders (Henriques, 1997). This also ties very strongly into the previously discussed issue of school-community mentoring programs, because those in the juvenile justice system believe that the juvenile offenders have been failed by both their schools and their communities when they turn to crime, drugs, and violence (Henriques, 1997). This may not be the case with every youth, but overall the statistics for the juvenile offender population lean heavily toward youth that are minority and/or disadvantaged in some way due to poverty, gangs, or other problems (Townsel, 1997)."

Tags:education, minorities, society, instruction

Abstract
This paper discusses and analyzes programs, termed intervention programs, that are designed to help children catch-up with their counter-parts in academic settings and prevent them from being retained. The study focuses on intervention programs at middle schools and, more specifically, whether intervention programs such as teaching students study skills are successful in helping students achieve success.

Introduction
The At-Risk Child
Retention
Social Promotion
Intervention Programs
Study Skills
Justification of the Study
Statement of the Problem
Research Question
Hypothesis
Definition of Terms
Significance of the Study
Outline of the Study
Literature Review
Methodology

From the Paper
"President George W. Bush signed the Elementary and Secondary Education Act (ESEA) known as the No Child Left Behind Act into law on January 8, 2002. President Bush, like many former Presidents, claimed education as a top priority in his administration. The Act has four critical components, which include: (1) mandating states to create standards, and then to test students frequently focusing on "adequate yearly progress," (2) giving states and local schools more control over federal funding dollars, (3) allowing parents the choice as to which school their child attends if their current school is identified as "failing", and (4) directing more funds toward research-based programs with a heavy emphasis on reading and professional development for teachers (www.nochildleftbehind.gov/next/overview/index.html--I have). No longer, says the legislation, will we allow our schools to fail our children. All children must be competent in the core academic areas and must be achieving at grade level. However, current reality is that many children are failing. What happens to a child who fails? Over the years there have been two philosophical approaches to the failing child. One recommends retention in the grade until the child demonstrates the necessary competencies. The other holds that students should be kept with their peers regardless of performance for the emotional health of the child (social promotion). While all children have the potential to suffer academic problems in school, specific demographics - some based on race, ethnicity, or parents education, among others - are targeted as the most at-risk."

Tags:failure, home, life, occurrences, personal, experiences, low-socioeconomic, backgrounds

Abstract
The paper focuses on learning disabled minority students who possess social, economic and academic problems that challenge their ability to succeed in college and within a professional or career context. The paper discusses how multiple problems and conflicts face the minority learning disabled community. The paper shows how despite the Disabilities Act of 1973, minority students with learning disabilities still face many barriers to their success and well being. The paper presents strategies for successful integration and concludes that it is vital for educators, family members, employers and community members to avoid labeling this at-risk population and to instead focus on the abilities these students have to offer their communities and families.

Outline:
At-Risk Community Overview
Overview Strategic Plan for Engaging Community
Strategies for Integration
Conclusions/Recommendations

From the Paper
"An ecological systems perspective suggests that a family-centered approach represents a new paradigm for sociologists interested in shifting away from medical models to discover new methods for diagnosing and treating problems within families using an ecological model (Connard & Novick, 1996). This model provides the foundation for a family centered approach which focuses on the following elements: creating effective partnerships within the family context, supporting family and child development through enhanced relationships, building the community environment surrounding families to provide education, resources and support and linking families with community support programs so that participation between the family and community is two way."

Tags:ecological, integration, support, academic

Abstract
This paper discusses problems encountered by HIV at-risk populations, especially women and children, adolescents, gays and lesbians, persons of color, and international populations.

Abstract
Counseling has been one part of the ministry of pastoral care within Christianity since new testament times and within Judaism for longer. More recently in America and then in Europe it has become explicitly recognized in the movement for pastoral care and counseling and in the specific work of specialist pastoral counselors and psychotherapists. The American Association of Pastoral Counselors fosters the work of individual therapists and of counseling services and agencies throughout North America. In Britain, the Westminster Pastoral Foundation and its affiliate centers are most representative of specialist pastoral counseling. Furthermore, the theories of the human and social sciences and the techniques of counseling have spread widely amongst pastors of all persuasions, clerical and lay. The pastoral care and counseling associations in many countries, including African and Asian states, endeavor to relate the insights of relevant secular disciplines to those of theology in the Judeo-Christian tradition. It is the purpose of this paper to examine the relationship between pastoral counseling and care for at-risk adolescents

Abstract
The purpose of this study is to gain understanding of the factors that cause children to be at-risk for school failure, while also exploring models, methods, and techniques that are effective in working with these children to avoid a negative outcome. The paper outlines the significance of the study and provides an explanation of the method, limitations, related literature and includes a number of conclusions and recommendations drawn from the experiment.

From the Paper
"The significance of the problem is that everyone loses when children fail to succeed in the schools. The child probably suffers the most, denied the opportunity to develop a strong sense of capability and worth, and often denigrated, criticized, and shamed. Besides the personal damage done to the child who always feels a failure, there is considerable social damage. The economy suffers from the lack of skilled workers. The social fabric suffers from the crime and poverty that seems to follow school failure. For example, juvenile delinquency is highly correlated with school problems, including drop-out rates and the inability to read effectively (Hodgkinson, 1992). There are other costs to the community, including special remedial programs and welfare."

Tags:experiment, special, education, disadvantaged, handicap, support, welfare

Abstract
Looping, which is also known as multi-year teaching or multi-year placement, occurs when teachers are promoted with their students to the next grade level, staying with the same group of children for two or three years. This paper introduces the educational process of looping, as well as evaluates the benefits that looping can have on students. It also addresses the individual needs of at-risk children, and explains how looping effects these children.

Table of Contents
Abstract
Introduction
Statement of the Research Problem
Review of the Literature
Hypothesis
Method
Research Question Overview
Operational Definition
Subjects
Setting/Site
Instruments and Materials
Design and Procedures
Data Analysis

From the Paper
"Studies show that one of the most critical factors influencing the positive development of at-risk children is attachment to at least one adult who believes in the child and provides acceptance and support for the child (Hawkins, 1995). Pro-social behavior often occurs when children bond with pro-social adults, such as parents and teachers, adopting their beliefs and values (Hawkins). On the other hand, antisocial behavior occurs when children bond to antisocial individuals, like gang members, adopting their beliefs and values. For positive bonding to occur, there must be an opportunity for bonding to take place, as well as cognitive and social skills to support the bonding opportunities and a consistent system of recognition and reinforcement for accomplishments (Hawkins)."

Tags:Milburn, Carnegie, Foundation, F.A.S.T