• Uncategorized

Individual Programmatic Assessment On At Risk Youth

IndividualProgrammatic Assessment On At Risk Youth


IndividualProgrammatic Assessment On At Risk Youth

At-riskyouths could be those youths who lack financial resources or don’thave the ability to affect an optimistic change within theirsurrounding or environment as a way, get involved in wrong doings.The at risk youth are very vulnerable to the intersecting andmultiple menaces which occur within the society, including risktaking behaviors, substance abuse, violent behaviors, and deprivedconnection. Conversely, these at risk youths are most likely tohabituate in susceptible communities or families which areinsufficiently supportive and contain an inordinate rate ofconflicts, exposing the youths to high risk activities.

Interpersonalskill also referred to as social skills is a fundamental element ofrelating to the youths who are at higher risks (Bishop,Smith &amp Lewith, 2013).The interpersonal skills can include how someone communicates withthe at-risk youths as well as how good, they listen and understandwhatever is being said. Some of the interpersonal skills which can beused in working with the at-risk youths include the use of meaningfuleye contact to predict whether they are really concentrating duringthe communication.

Theother interpersonal skill which can be used in addressing the youthsis the use of facial expression. Anybody working with the youths,need to use facial expression to show you understand what they aretaking about instead of just staring at them blankly (CommunityMental Health Services, 2012). It is also important to make sure thatyou are not fidget by eversion of distractions from other things, forinstance, mobile phones or what is happening outside the venue.

Whenworking with the at-risk youths, anyone needs to develop an excellentway of gathering more information or data from them, for exampleencouraging discussion among them. There are two types of questionsone can develop to aid him or her in working with the at risk youths.These are either open ended questions or closed questions perhaps,it is decent to use a balance of both closed and open questions. Theopen ended questions are suitable to the at risk youths since theyhave no specific responses and they as well encourage people to speaktheir mind hence providing more information. They are also criticalin letting the youths express their views. On the other hand, closedquestions have got a limited number of alternatives and alwaysconfirm known information.

Whenworking with the at-risk youths, it is also essential to use the bodylanguage since most of them rally enjoy the body language so much. The body language should be always open, relaxed, and tranquil andalways show that you are equally paying attention to them, forexample, lack of eye contact and closed legs exemplify defensiveness(Bishop,Smith &amp Lewith, 2013).More importantly, at the end of the conversation with any at riskyouth, it is virtuous to re-state the major points so as to remindthem of what is expected of them by the society.

Thepersonal qualities that help the human services professionals tosuccessfully work with the at risk youths is mainly throughrelationship building with the at risk youths. The relationship theprofessionals build with the customers is a very significant elementin creation of change in the youths’ future lives blankly(Community Mental Health Services, 2012). Additionally, some of theprofessional skills which help the human services in working with theyouths at risk youths include empathy, which is the ability toimagine oneself in another person’s place and be able to understandthe person’s thoughts, behaviors, and feelings as if they were yourown.

Secondly,the professional human services have acceptance, which is the prowessof accepting another person’s unconditionally. They also have theability to understand that the world is complex and has abstract ways(cognitive complexity). They have a stronger sense of self and canhear feedback from others who are willing to share, learn, and beopen with people.

Thehuman professionals have also gained skills in counseling. They havelearnt to deal with the at risk youths menaces via gaining afirst-hand sense of what works in the counseling. They use theirexperiences to identify the at-risk youths’ problems throughgaining self-insight. Other qualities of the human serviceprofessionals include wellness, competence, genuineness, andcross-cultural sensitivity.

Theyouths who are at risk require a different treatment , for example,the society need to establish at-risk youths programs such as ‘cominghome project’ which can offer summer and after school programs andto target the at risk youths by providing them with educationalassistance and recreational services blankly (Community Mental HealthServices, 2012). The government should also inaugurate a familyresource service team to address the needs or wants of the youths whodemonstrate on important family or personal issues with the aim ofpreventing out-of-home settlement and developing family work.

Athorough residential team should be put in place to provide intensiveor rigorous case management and counseling services to many at-riskyouths who are unable to settle or remain in their community basedsetting or homes (Burnard,2013).In addition, an open door youth service should be provided to offercounseling and intervention services for all the youths involved inany crisis.

Itis also important to construct an at-risk youth based home to providea momentary living arrangement and accommodation for youths of agesseventeen to twenty one who are referred from the state or county orwho are court-ordered due to emotional, legal or behavioral issues.When these programs are put into place, the at-risk youths will ableto change from their bad or wrong behaviors to become good and worthymembers of the society

Accordingto the current research conducted on positive youth development anddeterrence of the behavioral menace, the potential challenges facingthe at risk youths may include lack of individual or personal asset,deficits or inadequacy in the community and neighborhood resources,and lack of family assets like land. The youths also idle duringtheir free time since they have nothing crucial to do and due this,they think of unnecessary activities. The research indicated that thepositive youth development agenda addresses the historical dividebetween the prevention strategies and the public health. Its remediesconceptualize the deficits which at one time existed around thedeterrence of mental disorders and the various applications of publichealth aspects to the mental health.

Thesechallenges can be met through establishing a universal interventionto target the entire populace of the at-risk youths. The interventionstrategies should target the groups or individuals particularly inhigh risk environs for poor outcome, on the basis of the variousindividual characteristics, family state, and environmentalconditions (Bishop,Smith &amp Lewith, 2013).Basically, early intervention should also be implemented whollythrough an individual’s life. Early intervention for the youths atrisk involves mainly skill building and can also focus on buildingthe communication skills, ability of problem solving and the prowessto make very healthy choices and limit unhealthy and destructivebehaviors.

Theearly intervention can basically form a link in between treatment andprevention by targeting the at risk youths as soon as they commence exhibiting problematic behaviors such as smoking, taking prohibiteddrugs ,and drinking hard beverages (Bishop,Smith &amp Lewith, 2013).Identifying those who need intensive services is very vital and dueto this, schools are the key part of any comprehensive strategy sinceschool failures are often associated with substance abuse andbehavioral disorder.

Thegovernment should take a major role in employing the youthsimmediately they complete their studies. This will help to reducebehavioral disorders since the youths will be engaged at theirrespective places of work. The youths at risk should also berehabilitated painstakingly so that when they come from therehabilitation centers, their behaviors can change drastically

Theyouths also deserve a comprehensive public oriented- health serviceswhich are capable of covering the spectrum of different interventionsand populaces. Even though many of the at-risk youths aremarginalized as well as live in sidelined communities, services andprograms that have got an aim of strengthening their opportunities inlife should not be marginalized.

Weas the society members can overcome the challenges facing youths byusing different techniques. For instance, through providing guidanceto the indigenous authorities on the integration of the school basedsupportive programs (Burnard,2013).The human services agencies and health services via a mutualframework of emotional, social, and learning assistance may alsoimprove the outcomes for the troubled and high risk youths. Moreover,Interdisciplinary knowledge development promotion can also act as anovercome for these challenges.

Anotherpreventive program which can be used in secondary schools andcolleges would the provision of resources to youths who normally donot have access to the resources. Some of these resources would beprovision of transportation to and from the drug counseling servicesin their community (Bishop,Smith &amp Lewith, 2013).Secondly, providing job training services for the students who mightbe struggling academically and assisting them find a skill or tradewhich they would enjoy or would be a motivation for them andeventually shun using the hard drugs.

Someof these youths have never been introduced to recreational servicesby their parents. Through provision of these recreational activities,they will be able to get something to do besides hanging out andtaking the drugs. Provision of drug prevention classes or lessonswithin the high school will too help the youths to communicate andlearn much about the consequences of drug abuse.Remarkably,another remedy of overcoming these challenges may involve provisionof technical assistance as well as professional development onoverarching risks and the protective elements in youth’s lives.

Inconclusion, at risk youths face more somber and very critical riskscompared to any other prior generation. The at-risk youths also havethe potential to be influenced deleteriously by peers, family, socialfactors or by their environment hence deterring positive andhealthier social growth. Majority of the newspapers, journals, books,magazines, and sites define at risk youths as youths who lackpositive role models, parental guidance, and finance. Notably, anumber of youths are at higher risks since they are exposed to drugs,sex, violence, and bad behaviors at a very tender age. Because anat-risk youth can conspicuously be any teen or child in this world,it ruled out that there is no definite classification as to whom anat-risk youth is.


Bishop,F. L., Smith, R., &amp Lewith, G. T. (2013). Patient preferences fortechnical skills versus interpersonal skills in chiropractors andphysiotherapists treating low back pain. Familypractice,30(2),197-203.

Burnard,P. (2013). Teachinginterpersonal skills: A handbook of experiential learning for healthprofessionals.Springer.

CommunityMental Health Services for At-Risk Youth and Families: RN/BSNCompletion Students as Court Nurse Interns. (Health &amp HumanServices). (2002). Michigan Academician, (1), 46.

Knerr,W., Gardner, F., &amp Cluver, L. (2013). Improving positiveparenting skills and reducing harsh and abusive parenting in low-andmiddle-income countries: A systematic review. PreventionScience,14(4),352-363.