Needs assessment of community-based services for children and youth with emotional or behavioral disorders and their families: Part 1. A conceptual model

1996 ◽  
Vol 23 (4) ◽  
pp. 418-431 ◽  
Author(s):  
Michael H. Epstein ◽  
Kevin Quinn ◽  
Carla Cumblad ◽  
Deborah Holderness
Keyword(s):  
Needs Assessment ◽  
Conceptual Model ◽  
Behavioral Disorders ◽  
Children And Youth ◽  
Community Based ◽  
Community Based Services ◽  
Emotional Or Behavioral Disorders

Problems and Promises in Special Education and Related Services for Children and Youth with Emotional or Behavioral Disorders

1991 ◽  
Vol 16 (4) ◽  
pp. 299-313 ◽  
Author(s):  
◽  
Robert K. Zabel ◽  
James M. Kauffman ◽  
John W. Lloyd ◽  
Lynne Cook ◽  
...  
Keyword(s):  
Special Education ◽  
Behavioral Disorders ◽  
Children And Youth ◽  
Related Services ◽  
Emotional Or Behavioral Disorders

scholarly journals The impact of COVID-19 on the learning and achievement of vulnerable canadian children and youth

FACETS ◽  
2021 ◽  
Vol 6 ◽  
pp. 1693-1713
Author(s):  
Jess Whitley ◽  
Miriam H. Beauchamp ◽  
Curtis Brown
Keyword(s):  
Social Services ◽  
High Speed ◽  
Children And Youth ◽  
Community Based ◽  
School Closures ◽  
Vulnerable Children ◽  
Critical Areas ◽  
Inclusive Learning ◽  
The Impact ◽  
Community Based Services

Many children and youth in Canada are identified as vulnerable due to educational, environmental, and social factors. They are more likely to be negatively affected by events that cause significant upheaval in daily life. The changes imposed by COVID-19, such as physical distancing, school closures, and reductions in community-based services all have the potential to weaken the systems of support necessary for these children to learn and develop. Existing inequities in educational outcomes experienced by vulnerable children prior to the pandemic have been greatly exacerbated as cracks in our support structures are revealed. Many children and youth have experienced disengagement, chronic attendance problems, declines in academic achievement, and decreased credit attainment during the pandemic, with the impact far deeper for those already at-risk. This chapter examines what is known to date regarding the impact of COVID-19 on vulnerable children and youth and provides recommendations to guide postpandemic planning. Vulnerable children, youth, and their families require access to reliable high-speed internet, effective and inclusive learning spaces, and a range of coordinated social services. All stakeholders need to develop and fund initiatives that address these critical areas to ensure that educational opportunities for all children and youth can be realized.

scholarly journals Meaningful Intervention with Children and Youth: A Reflection on Ten Years of Inquiry

2010 ◽  
Vol 1 (2) ◽  
pp. 118
Author(s):  
Sibylle Artz ◽  
Diana Nicholson ◽  
Elaine Halsall ◽  
Susan Larke
Keyword(s):  
Risk Assessment ◽  
Young People ◽  
Needs Assessment ◽  
Children And Youth ◽  
Youth Engagement ◽  
Aid Workers ◽  
Font Size ◽  
Community Based ◽  
Sensitive Tool ◽  
Youth Friendly

<p class="MsoNormal" style="margin: 0in 0in 0pt 28.35pt;"><span style="font-size: small;"><span lang="EN-US">It has been known since the early 1970s that youth risk assessment does not necessarily assist us in determining youth needs and services. Still, where</span><span style="font-family: Times;"><span lang="EN-US"> young people and crime are the concerned, interventions are often focused on risk assessment rather than need assessment, especially when these young people face incarceration. In this article we emphasize needs assessment and the development of a youth friendly approach to such assessment.<span style="mso-spacerun: yes;">  </span>We draw on a number of community-based and community involved studies that were conducted over a ten-year period, studies that </span><span style="mso-ansi-language: EN-GB;" lang="EN-GB">focused on the perspectives, experiences, and needs of children and youth, </span><span lang="EN-US">and present as key among these studies a project on the development of a gender-sensitive tool for needs assessment that can aid workers with youth engagement and needs focused intervention.</span></span></span></p>

Advocacy for Students with Emotional or Behavioral Disorders in the 21st Century

2002 ◽  
Vol 28 (1) ◽  
pp. 57-69 ◽  
Author(s):  
Brenda Scheuermann ◽  
Beverley Johns
Keyword(s):  
Behavioral Disorders ◽  
21St Century ◽  
Children And Youth ◽  
Complex Problems ◽  
Success Stories ◽  
The Media ◽  
Effective Advocacy ◽  
Emotional Or Behavioral Disorders

Advocates for students with emotional or behavioral disorders (E/BD) face numerous challenges in efforts to improve conditions for these children and youth. Politicians and policymakers push for quick, “sound-bite” legislative responses to complex problems in education. Teachers and administrators, frustrated with the job of trying to educate these students in an era when schools are under intense scrutiny, sometimes resort to interventions that range from ineffective to legally and ethically unsound. The media tend to focus on the negative and sensational, not the success stories of these students. This article describes major challenges to advocates in three areas—legislative and judicial, educational, and media—and offers suggestions for effective advocacy in each area.

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