Working within a Social Cognitive Career Theory framework, the study explored outcomes associated with participation in a dual-enrollment (high school and community college) College Transition Support Program (CTSP). The study used three data points over a nine month period to explore whether participation in the CTSP was associated with changes in college self-efficacy, education-related future aspirations and goals, perceived barriers, perceived support, locus of control, depression, anxiety, academic achievement-related expectations, academic achievement-related fears, and academic achievement-related expectation-fear balance, as well as college persistence and cumulative college GPA. Repeated measure responses of a group of 34 CTSP students were contrasted with a group of 34 students in a non-equivalent comparison group. Baseline data for a group of 207 non-CTSP alternative high school students were also used to test for selection bias for both of the longitudinal groups. Doubly multivariate repeated measures analysis of variance (DMRM-ANOVA) procedures were conducted. Multivariate results suggested that participation in the CTSP was associated with positive, statistically significant growth in the weighted linear combination of outcome variables. Repeated measures univariate analyses were also conducted to provide more detail. CTSP participation was associated with growth over time on several positive student outcomes, including college self-efficacy, education-related future aspirations and goals, academic achievement-related expectation-fear balance, academic locus of control, and college persistence/retention. In addition, CTSP students earned significantly higher cumulative college GPAs over their first year at the community college.

BACKGROUND: The Aspire program is an eight-week program for troubled youths around the Canberra, Australia community that is run by former Canberran of the year and Canberra Raiders Captain Alan Tongue. The program aims to build self-esteem, develop social skills, help teach the effects actions have on others, understand how practice and hard work provide support, give purpose in life, and teach other practical, lifelong skills. During the program, Alan uses a combination of various activities including fitness, teamwork, discussion, writing, and self-reflection to help youth see their potential. PURPOSE: The purpose of this study was to examine the lasting effects of the Aspire program. METHODS: Twenty-six of last year’s participants across six schools were interviewed ten months after the program had taken place. Qualitative data was taken via group discussion, while quantitative data was taken via an eleven-question survey. RESULTS: Overall, the program received positive feedback from both the students and the youth workers in both qualitative and quantitative responses. CONCLUSION: The Aspire program had a positive effect on the participant’s behaviors, confidence, and outlook on life after ten months post-program.

Leaders of youth intervention programs provide a significant social service by redirecting at-risk youth onto a productive path. The standards for youth-serving organizations are inconsistent from 1 organization to another across a wide range of youth-worker training certification programs in the United States. A single-case study was conducted to explore the strategies that 3 leaders of a nonprofit organization located in Minnesota, use to select, collect, and analyze data to assess the effectiveness of training certification programs for youth workers. The 2017-2018 Baldrige Excellence Framework provided the structure for a systems-based evaluation of the client organization; Freeman's stakeholder theory was the conceptual lens for the study. Data were collected from conducting semistructured interviews, reviewing the participating organization's internal documents and performance outcomes, and analyzing open-source resources. Through thematic analysis, 4 key themes emerged: (a) the social return on investment analysis and the overall cost savings by investing in and supporting youth programs, (b) the opportunity to focus research on certification for youth workers, (c) the value of providing training for youth workers, and (d) the opportunity to provide a platform for the youth to share success stories with their community. Specific recommendations stemming from the research findings were to create a state or national recognition standard for youth-worker certifications and to make youth work a paid profession. Implementation of these recommendations may result in positive social change by improving the lives and trajectories of youth.

The major purpose of this dissertation was to investigate the construct validity of a new parent rating scale, the Home and Community Social Behavior Scales (HCSBS), that was used to measure the social skills and antisocial behaviors of at-risk youth in Northern Utah. The results indicate that the HCSBS possesses strong internal consistency with high alphas. Convergent validity with both teacher ratings and student self-ratings of social competence and antisocial behavior appeared slight. Discriminant validity was indicated by the near zero correlations between the HCSBS and the KTEA. The instrument appeared able to detect group differences as indicated by the large and clinically significant effect size differences between at-risk and non-at-risk sample mean scores, as well as a 92.37 correct classification percentage. Finally, the factor analysis of the HCSBS suggested four social competency factors and three antisocial behavior factors, which were extremely similar to the results obtained for the teacher version of the instrument. Directions for future research, as well as implications and limitations of the current study, are noted.

This dissertation was a qualitative study of school social workers who worked with special needs adolescent youth with emotional and behavioral disabilities in a public high school. This study centered on the experiences of 10 social workers in a public high school in New Jersey. All 10 school social workers were interviewed individually to uncover (a) how they perceived the school social worker's role within the public school setting, (b) the lived experiences of school social workers who worked with special needs youth with emotional and behavioral disabilities, and (c) why they desired to continue working with at-risk special needs youth based on their own experiences? Besides one-to-one interviews, each social worker completed a survey and wrote a personal statement reflecting on his or her work as a school social worker in the research setting. The researcher conducted interviews of each social worker at a mutual location decided by the researcher and the social worker. Results and findings may decrease misunderstandings and inconsistencies in the literature regarding school social workers and their role as they work with at-risk special needs youth in public schools. Social work practice and public school administrators may acquire new knowledge regarding the social worker's desire to continue working with this population group. The study should also contribute to existing literature regarding school social workers, adult social support, at-risk youth, special needs youth with emotional and behavioral disabilities, and qualitative studies aimed at understanding the lived experience working with the at-risk youth population. At the same time, this study should increase the researcher's personal and professional growth of how this population group perceived and acclimated to social work experiences.

It is well documented that adolescent substance use is associated with deficits in brain function and behavior. However, possible deficits that predate substance use initiation remain poorly characterized in preadolescents at-risk for developing substance use disorder (SUD). To characterize potential brain and behavioral differences that predate substance use, substance naïve preadolescents, ages 11–12, were recruited into three groups to complete functional magnetic resonance imaging delay discounting: (1) High-risk youth (n=35) with a family history of SUD and externalizing psychiatric disorders, (2) psychiatric controls (n=35) with no family history of SUD, but equivalent externalizing psychiatric disorders as high-risk youth, and (3) healthy controls (n=29) with no family history of SUD and minimal psychopathology. While no behavioral differences between groups were identified, there were group differences in posterior cingulate cortex (PCC) function during decision making. Specifically, the high-risk group showed stronger deactivation of the PCC than healthy controls. These results suggest that high-risk preadolescents may need to suppress activity of key nodes of the default mode network (a task negative network) to a greater extent to properly allocate attention to the task.

Indiana University-Purdue University Indianapolis (IUPUI) / It is well documented that adolescent substance use is associated with deficits in brain function and behavior. However, possible deficits that predate substance use initiation remain poorly characterized in preadolescents at-risk for developing substance use disorder (SUD). To characterize potential brain and behavioral differences that predate substance use, substance naïve preadolescents, ages 11–12, were recruited into three groups to complete functional magnetic resonance imaging delay discounting: (1) High-risk youth (n=35) with a family history of SUD and externalizing psychiatric disorders, (2) psychiatric controls (n=35) with no family history of SUD, but equivalent externalizing psychiatric disorders as high-risk youth, and (3) healthy controls (n=29) with no family history of SUD and minimal psychopathology. While no behavioral differences between groups were identified, there were group differences in posterior cingulate cortex (PCC) function during decision making. Specifically, the high-risk group showed stronger deactivation of the PCC than healthy controls. These results suggest that high-risk preadolescents may need to suppress activity of key nodes of the default mode network (a task negative network) to a greater extent to properly allocate attention to the task.

Childhood mental health problems are considered to fall along internalizing and externalizing dimensions; however, this framing does not fully capture the complexity of the relations among these symptoms. Specifically, internalizing problems (Int), conduct problems (CP), and callous/unemotional (CU) behaviors frequently co-occur and may share emotion functioning and contextual correlates that differentially confer risk across these potential symptom profiles. Research is shifting toward testing models of shared vulnerabilities to childhood emotional and behavioral symptoms, but has yet to extensively examine CU behaviors concurrently with these symptoms. The culmination of findings across relevant literature, though sparse, identifies candidate shared child-specific correlates such as emotion function (i.e., recognition, regulation, lability, processing); exposure to community violence; parent emotion socialization practices; and peer processes (e.g., bullying/victimization, social support) as shared correlates of Int, CP, and CU behaviors that may further differentiate profiles that differ in the frequency, type, or severity of symptoms. Such information could facilitate identification of youth at risk for problematic symptoms and outcomes. The current study sought to identify profiles of Int, CP, and CU behaviors in a sample of 104 low-income (69% income < $19,999; all eligible for free school meals) urban youth (M= 9.93 ± 1.22 years old; 50% male; 95% African American). Teachers rated Int, CP, and CU behaviors; and caregivers rated their emotion socialization practices and youth emotion regulation and lability. Youth reported on bullying, peer victimization, social support, and exposure to community violence and completed two lab tasks to assess emotion recognition and processing. A latent profile analysis yielded three teacher-reported profiles: (1) high internalizing, moderate CU, and moderate CP (High-Int/Mod-CU/CP, n = 16; 51.7% male); (2) high generalized anxiety disorder symptoms, CU, and CP (High-GAD/CU/CP, n = 16; 80.9% male); and (3) low problematic behaviors (Low, n = 59; 45.5% male), with the first two profiles rated as having co-occurring presentations of anxiety, depression, and CU behaviors, with different levels of CP. Auxiliary analyses revealed that the High-Int/Mod-CU/CP and High-GAD/CU/CP profiles differed only in levels of recognition of sad facial expressions, whereas the High-GAD/CU/CP and Low profiles differed on witnessing community violence and emotion regulation. The High-GAD/CU/CP profile also reportedly exhibited the greatest engagement in bullying and emotional lability. Current findings add to the growing literature on profiles of youth emotional and behavioral problems that include different constellations with co-occurring CU behaviors among youth in contexts that place them at increased risk for poor functional outcomes. / Psychology

The liberal peace approach guided the Disarmament Demobilisation and Reintegration (DDR) programmes under the auspices of the United Nations. While both practitioners and policymakers recognised that context fitted approaches are required, which resulted in the revision of DDR policy and practice, the driving principle approach remained the liberal peace theory, which creates a hierarchical relationship between the intervener and the intervened. I argue that applying the relational sensibility concept that places relations, dialogue, and hybridity in its focus can (potentially) contribute to a more effective locally designed, led, and implemented reintegration programme that is owned by the different stakeholders instead of imposed. Most reintegration programmes focused on the economic reintegration of ex combatants yielding limited results. I argue that social development for not only former combatants but also for youth at-risk of criminalisation is an essential element of reintegration. I probe the applicability of an alternative peace-building approach to the liberal peace that prioritises actions over relations by reviewing past DDR programmes and a specific case study in Somalia. I establish that an inclusive, community-based reintegration programme that focuses on the social rehabilitation and integration of vulnerable and at-risk youth by strengthening their social and spiritual capitals, as well as promotes restorative justice, can contribute to the decreased level of aggression at the individual level and the perceptions of the increased level of community security in Somalia. I conclude that DDR programmes both policy and practice, should look into more community-based approaches, inclusivity, and balancing between social and economic development opportunities.

To date, a little is understood about the experiences of mentors of at-risk youths.The present study sought to enrich this understanding by connecting with mentorsfrom Flamman, a youths-prevention organization in Malmö, Sweden, inquiringabout benefits and negative consequences they experienced as mentors, and whataspects contributed to the development of those outcomes. The study adoptedmixed methods design but only one part of data collection was successful,resulting in four in-depth interviews with mentors from Flamman. The resultsshowed numerous benefits deriving from a role of a mentor in terms of positivechanges in personality and attitudes, development of skills, and practical gains.Some negative consequences were revealed as well, specifically negative changesin personality and attitudes, and practical risks, although those were perceived asless important than the reported benefits. The nature of the experienced outcomesresulted from the interaction of the three actors of mentoring: the mentors, thementee, and the organization. The positive experience was generally characterizedby the ability to make a difference, experience success, and nurture positiverelationships with mentees and colleagues, while negative experience tended toresult from lack of success, difficult relationships, and barriers placed by outerinfluences. Overall, the mentors perceived the experience of mentoring inFlamman as positive and beneficial.