This sensitivity
makes youth substance use particularly risky
Not exact matches
Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality
youth - oriented social and ethical story content, i.e. stories of
substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote
youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined)
using an «evidence - based» pedagogy that A)
makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are
made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.
(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627:
Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision
Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639:
Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and
Youth (1998) E635: What Does a Principal Need to Know About Inclusion?
This research project invited 23 people with
substance use and mental health issues to speak about their experiences of
youth alcohol and other drugs (AOD) and mental health services, and to share their ideas about how to
make these services more effective.
Outcome measures included self - reports of delinquency
using the National
Youth Survey, parents» reports of youth substance abuse, and behavioral improvement ratings made by teachers who were not aware of the boys» treatment condit
Youth Survey, parents» reports of
youth substance abuse, and behavioral improvement ratings made by teachers who were not aware of the boys» treatment condit
youth substance abuse, and behavioral improvement ratings
made by teachers who were not aware of the boys» treatment conditions.
However, whereas some view
substance use as an outcome of CD (e.g., Rhee and Waldman 2002), others suggest that
substance use may increase antisocial behavior in
youths by increasing exposure to deviant peers and by impairing decision -
making (Loeber et al. 2002, 2003).
By increasing the decision -
making and coping skills of
youth and the behavior management skills of caregivers, as well as strengthening an individual community - based system of support for each family,
youth with complex needs will be able to successfully remain in their home, school, and community and have the resiliency to avoid future
substance use.