Sustaining School and Community Efforts to Enhance Outcomes for Children and Youth: A Guidebook and Tool Kit

2008 ◽  
Keyword(s):  
Children And Youth ◽  
School And Community ◽  
Outcomes For Children

Learning from and with Aboriginal Learners: Rethinking Aboriginal Education in Canada

2014 ◽  
Vol 116 (14) ◽  
pp. 465-492
Author(s):  
Natalia Panina-Beard
Keyword(s):  
Elementary School ◽  
Secondary School ◽  
Children And Youth ◽  
Aboriginal Education ◽  
Transgenerational Effects ◽  
Educational Models ◽  
Aboriginal Communities ◽  
Post Secondary ◽  
Outcomes For Children

This chapter presents an overview of Aboriginal education in Canada that focuses on linking the transgenerational effects of colonialism with current issues. Educational models, partnerships, and programs already exist that make an enormous impact on outcomes for children and youth in and from Aboriginal communities. Examples of six successful programs that were developed in partnership with Aboriginal communities and range from elementary school through post-secondary school are highlighted.

Lessons Learned

2017 ◽  
Author(s):  
Paula Allen-Meares ◽  
Leslie Hollingsworth ◽  
Patricia L. Miller
Keyword(s):  
Technical Assistance ◽  
Rank Order ◽  
Lessons Learned ◽  
Children And Youth ◽  
University Of Michigan ◽  
Urban Context ◽  
Economic Changes ◽  
Outcomes For Children ◽  
School Of Social Work ◽  
The University

Abstract: Chapter 12 is organized very differently from earlier chapters in this volume. It contains a list of lessons learned from those associated with the University of Michigan School of Social Work/Technical Assistance Center (UMSSW/TAC) and includes observations from those deeply involved in the Good Neighborhoods project. These observations and insights are divided into topical areas, but the list does not reflect a rank order of lessons learned or priorities. They are instead reflections on a multiyear initiative to create better outcomes for children and youth living in an urban context undergoing vast social and economic changes and challenges, some of which were adverse (see Chapter 2).

Counting on Context: Cross-Sector Collaborations for Education and the Legacy of James Coleman’s Sociological Vision

2017 ◽  
Vol 674 (1) ◽  
pp. 262-280 ◽  
Author(s):  
Carolyn Riehl ◽  
Melissa A. Lyon
Keyword(s):  
United States ◽  
New York ◽  
Social Services ◽  
Social Ties ◽  
The United States ◽  
Children And Youth ◽  
Multnomah County ◽  
Outcomes For Children ◽  
Available Information ◽  
Education Business

Many localities across the United States are pursuing efforts to improve outcomes for children and youth through place-based, cross-sector collaborations among education, business, government, philanthropy, and social services agencies. In this article, we examine these place-based initiatives, investigating how they attempt to ameliorate educational inequity and how they might reflect the broader sociological vision of James S. Coleman. We draw from publicly available information on a set of 182 cross-sector collaborations across the United States and from in-depth case studies of collaborations in Buffalo, New York; Milwaukee, Wisconsin; and Portland/Multnomah County, Oregon. We find evidence that in some ways, cross-sector collaborations contribute to improving schools, offer interventions and resources to support families and communities, and attempt to revitalize localities with strong norms and social ties to support education and equity. However, these outcomes are not yet fully formed, widespread, or guaranteed to last over time.

scholarly journals Mental disorder and mental health interventions for children and youth: the cases of non-suicidal self-harm and unruly behaviour A philosophical inquiry

2021 ◽  
Author(s):  
Snita Ahir-Knight
Keyword(s):  
Mental Health ◽  
Mental Disorder ◽  
Interesting Case ◽  
Health Intervention ◽  
Health Interventions ◽  
Children And Youth ◽  
Mental Health Intervention ◽  
Mental Health Interventions ◽  
Self Harm ◽  
Outcomes For Children

<p><b>Thesis abstract </b></p><p> </p><p>This dissertation is a contribution to the philosophy of mental disorder with a focus on children and youth and questions about what interventions they need. </p><p>I start by asking whether non-suicidal self-harm in youth is a mental disorder. Non-suicidal self-harm involves someone causing themselves harm with no intent to try to kill themselves. Young people cutting themselves alone and when with peers may be viewed as destructive, abnormal and irrational. Yet, I argue that non-suicidal self-harm in youth is never a mental disorder in its own right. Although non-suicidal self-harm in youth is not a disordered behaviour, that does not imply that it never merits intervention. </p><p>This leads to the question of what criteria should be applied when deciding whether to offer mental health interventions. I claim that whether one has a mental disorder should not determine whether one is offered a mental health intervention. The argument is made through considering the cases of non-suicidal self-harm in youth and unruly behaviour in children and youth. Unruly behaviour includes a wailing toddler, a child deliberately breaking items and a youth crossing police lines when protesting. </p><p>Unruly behaviour is another interesting case. In some instances, there is a high likelihood of negative outcomes for some children and youth who are behaving in an unruly way. However, unruly behaviour may also be part of a passing phase and helpful for development. Furthermore, in some cases, unruly behaviour may be praiseworthy, and encouraging unruliness may advance an individual’s welfare. The case of unruly behaviour, then, raises the question of when mental health clinicians should intervene. </p><p>The cases of non-suicidal self-harm and unruly behaviour help make my central claims. I say that behaviours and thoughts that are usually part of a passing phase and produce goods appropriate to that phase of life are not mental disorders; that managing life in the best way one can with the abilities available at a particular stage of life is not disordered; and, furthermore, that whether one has a mental disorder should not determine whether one is offered a mental health intervention. Finally, I say that, rather than depending on whether a person has a mental disorder, interventions should be offered only when they will advance the welfare of the service user. </p><p>My dissertation will appeal to philosophers. I also hope that youth, parents, teachers, clinicians, policy makers and similar will be interested in the contents. This is because important practical questions are asked that challenge common views, and that guide policies and clinical practice to improve the welfare and service outcomes for children and youth. </p>

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