Youth Comprehensive Risk Assessment: A Clinically Tested Approach for Helping Professionals presents a complete youth risk assessment and treatment program based on Dr. Ken Coll's 20 plus years of research on assessing and treating at-risk youth. In this book, helping professionals will find not only a wide range of succinct and easy-to-use assessments, but also proven helpful, highly specific approaches and treatment strategies. Case studies and intervention techniques show professionalsāfrom therapists and social workers to teachers and nursesāhow they can help struggling youth find motivation to work on their concerns. This book also offers professionals a menu of assessment surveys and action strategies so that they can develop a plan that best fits the needs of particular youth and their families.
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Yes, you can access Youth Comprehensive Risk Assessment by Kenneth M. Coll in PDF and/or ePUB format, as well as other popular books in Psychology & Psychotherapy. We have over one million books available in our catalogue for you to explore.
ā¢ Application of the Asset Checklist (key YCRA component)
ā¢ Commonly reported high and low assets
ā¢ Strategies and interventions that work
ā¢ An example of a school-based asset intervention
Jason is a gawky and talkative 16-year-old with tremendous obstacles to deal with. He has had one recent suicide attempt, and he was just charged with assault for fighting. He is currently a grade behind in school and has frequent angry outbursts. He began drinking and smoking marijuana at age 13. He has been living with his grandmother for the last four years. His father is in prison and he has had no contact with his mother for the last 10 years.
These facts about Jason sound pretty grim, donāt they? All too often we stop here and try to help as best we can, focusing on decreasing these behaviors. However, with that approach, we are missing a great deal on painting the overall picture of who Jason is, which is an essential component of understanding what he needs and what the best approach is to work with him.
Jason turns out to be a gifted athlete, excelling in soccer and football. In spite of being a year behind in school, his teachers have noticed his genuine talents and interest in science. He makes friends easily and is a loyal friend back. It pains him to think his behavior has disappointed and hurt his grandmother, someone he cares deeply about, and she for him.
It is true that we often focus on the problems, the deficits. But arenāt a youthās strengths more important? Isnāt the more balanced question, how do we help Jason grow his strengths and reduce his obstacles, self-imposed or otherwise?
Risk and Resiliency
Risk
We know a great deal about the factors that contribute to risky behaviors in adolescence. The research literature (American Academy of Child and Adolescent Psychiatry Council, 2010; Duke, Borowsky, Pettingell, & McMorris, 2011; Subramaniam, Lewis, Stitzer, & Fishman, 2004) consistently reports the following factors:
ā¢ high levels of alcohol and other drug (AOD) abuse
ā¢ lack of parentāchild closeness
ā¢ family conflict
ā¢ beliefs and attitudes favorable to criminality
ā¢ early childhood aggressiveness, antisocial behavior, and poor peer acceptance.
Additionally, we know that high-risk behavior in adolescents has long been associated with certain societal ills (Huizinga, Loeber, Thornberry, & Cothern, 2000; Hawkins et al., 2000), such as:
ā¢ lower socioeconomic status (i.e., poverty)
ā¢ easy access to alcohol and other drugs and family splintering
ā¢ co-occurring AOD abuse and mental health problems.
Common clinical practice is to provide broad-based problem-focused assessment, with heavy reliance on clinical judgment without any room for what youths and their families perceive as their assets or strengths.
Resiliency
In fact, like Jason, despite extremely debilitating environmental, family, and personal experiences, many young people can develop impressive and reliant personal strengths. Indeed, a typical ātroubledā adolescent like Jason often shows remarkable signs of what is called āresiliency,ā defined as a sustaining competence under stress and an ability to adapt and function with success despite chronic stress and adversity (McWhirter, McWhirter, McWhirter, & McWhirter, 2007).
So using the metaphor of a see saw, an often missed truism is that if we can intervene on the strengthsā sideāhelp a youth increase personal resilience or assetsāwe will also markedly help reduce risk factors.
The Wonderful World of Assets
Letās now work with Jason to assess his assets per the Search Instituteās Asset Checklist, a thoroughly researched assessment tool that provides much evidence and proof that the more assets one can have, the more functional and successful one will be.
Many people find it helpful to use a simple checklist to reflect on the assets young people experience. This checklist simplifies a youthās strengths to help prompt conversation and ideas. NOTE: This checklist is neither intended nor appropriate as a scientific or accurate measurement of developmental assets.
Jason:Answer each question with T (True) or F (False)
EXTERNAL ASSETS
Support
T
F
X
___
1. I receive high levels of support from family members.
X
___
2. I can go to my parent(s) or guardian(s) for advice and support and have frequent, in- depth conversations with them.
___
___
3. I know some non- parent adults I can go to for advice and support.
___
___
4. My neighbors encourage and support me.
___
___
5. My school provides a caring, encouraging environment.
___
___
6. My parent(s) or guardian(s) help me succeed in school.