Relevant bibliographies by topics / Youth with social disabilities – united states – case studies

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Academic literature on the topic 'Youth with social disabilities – united states – case studies'

Author: Grafiati
Published: 29 July 2024
Last updated: 31 July 2024

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Journal articles on the topic "Youth with social disabilities – united states – case studies"

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Rosenfeld, Lindsay, Jessica M. Kramer, Melissa Levin, Kimberly Barrett, and Dolores Acevedo-Garcia. "Scoping Review: Social Determinants of Young Children’s Participation in the United States." OTJR: Occupation, Participation and Health 38, no. 4 (July 6, 2018): 225–34. http://dx.doi.org/10.1177/1539449218784727.

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Optimal child development is supported by services, policies, a social determinants of health (SDOH) frame, and meaningful participation (as defined by the International Classification of Functioning, Disability, and Health–Children and Youth [ICF-CY]). This scoping review describes the social determinants that may affect the participation of young children aged 0 to 3 years with developmental disabilities (DD) in the United States. Scoping review of studies including U.S. children with DD aged 0 to 3 years, from 2000 to 2016, were used. 5/979 studies met inclusion criteria. Two researchers independently coded studies to align them with both ICF-CY and SDOH. Studies found determinants of participation stemming from the child (e.g., individual) and multiple contexts: immediate, community, and policy. The emergent literature continues to primarily focus on child determinants but suggests participation of young children with DD is affected by social determinants stemming from the community and policy contexts. The literature underrepresents children from racial/ethnic minority backgrounds.
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Mitchell, Monique B., and Louisa H. Vann. "Staying connected with youth transitioning out of foster care: “Thank you for not giving up on me”." Journal of Social Work 18, no. 2 (June 17, 2016): 142–63. http://dx.doi.org/10.1177/1468017316654342.

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Summary Numerous research studies have addressed the experiences and outcomes of youth transitioning out of foster care; however, far fewer have addressed how to overcome the challenge of locating and retaining research participants from this population. This article contributes to the field by highlighting effective approaches to staying connected with (i.e., recruiting, relocating, and retaining) youth participants in longitudinal research studies. Two hundred ninety-four youth in the Southeastern United States participated in a longitudinal research study about their experiences as they transitioned out of foster care. Two years later, 80% of eligible participants from the baseline population ( n = 223) chose to participate in the second wave of data collection. Findings Case examples are presented to illustrate the practical applications of youth-centered and person-centered approaches to participant recruitment, relocation, and retention and how engaging with youth on a case by case basis can minimize attrition rates and maintain participant interest in the study. Application We affirm the importance of encouraging youth involvement in all phases of the research process, highlight the methodological approaches used to recruit, relocate, and retain participants, and discuss the value of establishing and maintaining meaningful connections with youth participants involved in longitudinal research.
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Weitzman, Michael, Joel J. Alpert, Lorraine V. Klerman, Herbert Kayne, George A. Lamb, Karen Roth Geromini, Karen T. Kane, and Lynda Rose. "High-Risk Youth and Health: The Case of Excessive School Absence." Pediatrics 78, no. 2 (August 1, 1986): 313–22. http://dx.doi.org/10.1542/peds.78.2.313.

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Excessive school absence is a major educational and social problem in the United States, yet very little is known about its etiology or how to prevent or ameliorate it. This paper reports results from a series of related studies conducted in seven Boston middle schools (grades 6, 7, and 8) to test the hypotheses that (1) health problems and unmet health needs are major characteristics distinguishing excessively absent students from regular attenders and (2) that a health-oriented approach using medically mediated interventions is effective in reducing absences among excessively absent students. There were no significant differences between regular attenders and excessively absent students on multiple measures of student and family health status, health habits, and health service utilization patterns in a casecontrol study. The intervention program was not associated with a significant decrease in absence school-wide or for participating students. We conclude that demographic and educational characteristics of students exert a greater effect on their behavior in regard to absence from school than do health status or receipt of health services and that a health-oriented approach, such as the one used here, will not have a major impact on what remains one of the most profound educational and social problems involving children in the United States today.
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Connon, Irena L. C., Alexandra Crampton, Christopher Dyer, and Rita Xiaochen Hu. "Social Disability as Disaster: Case Studies of the COVID-19 Pandemic on People Living with Disabilities." Social Sciences 13, no. 4 (April 5, 2024): 203. http://dx.doi.org/10.3390/socsci13040203.

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Social disability is a process or event that significantly disrupts, paralyzes, or prevents the formation and/or sustaining of interpersonal social relations required for meeting human needs. When prolonged, the ‘disabling’ of essential human interrelationships can have a destructive impact. This is especially true in communities where people are highly interdependent and where individuals living with disabilities rely upon social relationships to prevent isolation and decline in overall wellbeing. Meanwhile, disaster response systems have developed to first rescue or protect individuals’ ‘bare life’ and immediate, bodily needs. We argue that these systems, intended to mitigate disaster, can exacerbate social disability as a kind of collateral damage. We explore this problem as it unfolded amidst the COVID-19 pandemic in two research sites: one located in rural, northern Scotland and another located in rural, Midwestern United States. The Scottish research focuses on experiences, causes and risks of social disability for adults living with disabilities within a small rural community, while the U.S. research focuses on emergence of and resistance to social disability among residents of a continuing care retirement community for 55+ aged adults. We conclude with implications and recommendations for disaster intervention and future research.
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Mendez, Jennifer Bickham, and Leah Schmalzbauer. "Editors’ introduction: Latino youth and struggles for inclusion in the 21st century." Ethnicities 18, no. 2 (January 14, 2018): 165–77. http://dx.doi.org/10.1177/1468796817752494.

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This special issue features carefully selected case studies that document and analyze the experiences of Latino youth and young adults as they struggle for inclusion in the United States. Articles draw from qualitative research with Latinos/as who reside in different regions of the United States, hail from or trace their origins to various countries, and embody distinct experiences of incorporation and inclusion. Special emphasis is placed on the 1.5 generation, young people who immigrated to the US as young children but have spent the majority of their lives there—some of whom hold temporary protection under the Deferred Action for Childhood Arrivals program. This introduction presents a conceptual framework for analyzing the experiences of Latino youth and young adults. We argue for an approach that centers intersecting social locations of youth and the specificity of place for understanding the dynamics and implications of Latino youth’s struggles for inclusion in the 21st century.
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Mikhail, Judy Nanette, and Lynne Sheri Nemeth. "Trauma Center Based Youth Violence Prevention Programs." Trauma, Violence, & Abuse 17, no. 5 (July 8, 2016): 500–519. http://dx.doi.org/10.1177/1524838015584373.

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Objective: Youth violence recidivism remains a significant public health crisis in the United States. Violence prevention is a requirement of all trauma centers, yet little is known about the effectiveness of these programs. Therefore, this systematic review summarizes the effectiveness of trauma center–based youth violence prevention programs. Methods: A systematic review of articles from MEDLINE, CINAHL, and PsychINFO databases was performed to identify eligible control trials or observational studies. Included studies were from 1970 to 2013, describing and evaluating an intervention, were trauma center based, and targeted youth injured by violence (tertiary prevention). The social ecological model provided the guiding framework, and findings are summarized qualitatively. Results: Ten studies met eligibility requirements. Case management and brief intervention were the primary strategies, and 90% of the studies showed some improvement in one or more outcome measures. These results held across both social ecological level and setting: both emergency department and inpatient unit settings. Conclusions: Brief intervention and case management are frequent and potentially effective trauma center–based violence prevention interventions. Case management initiated as an inpatient and continued beyond discharge was the most frequently used intervention and was associated with reduced rearrest or reinjury rates. Further research is needed, specifically longitudinal studies using experimental designs with high program fidelity incorporating uniform direct outcome measures. However, this review provides initial evidence that trauma centers can intervene with the highest of risk patients and break the youth violence recidivism cycle.
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Browne, Laurie P., Ann Gillard, and Barry A. Garst. "Camp as an Institution of Socialization: Past, Present, and Future." Journal of Experiential Education 42, no. 1 (January 4, 2019): 51–64. http://dx.doi.org/10.1177/1053825918820369.

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Background: Summer camps are perhaps the most expansive outdoor experiential education (OEE) context in the United States today; yet, camp participants are overwhelmingly White and able-bodied, with most coming from middle- to upper-income earning families. Purpose: In response to Warren, Roberts, Breunig, and Alvarez’s question “What will it take before OEE programs become genuinely accessible to all who want to participate?” (p. 98), we explore issues of access, equity, and inclusion within the institution of camp. Methodology/Approach: We present a historical review followed by three case studies that demonstrate how some camps address access, equity, and inclusion in the past and today. Findings/Conclusions: Camps in the United States have shaped young people for over a century through powerful socializing factors, but there is much to be done to ensure camps are truly accessible and inclusive for all. Implications: Our case studies demonstrate specific ways camps can address appropriation of Native American culture and ensure inclusion of transgender youth and youth without the resources necessary to attend camp. We also discuss ways to promote equity across social identities and through environmental justice.
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Gross, Kelly M. "Social interaction development in inclusive art rooms1,2." International Journal of Education Through Art 16, no. 1 (March 1, 2020): 129–42. http://dx.doi.org/10.1386/eta_00021_1.

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Abstract The purpose of this study was to assess the impact of inclusive postmodern visual arts education for students with emotional disabilities (ED) in the area of social interaction development. This research focuses on the ability of students to build art skills and change social interaction skills through constructivist pedagogical approaches. Mixed-methods case studies were implemented over a period of two semesters with three students, three teachers and two high schools in the United States. Pedagogical approaches that emphasized student interaction and personal choice allowed students to effectively interact with peers and led to student engagement. The findings from this study indicate that over time the students in visual arts developed fluency and skills in artmaking, which led to confidence in their work and better peer relationships.
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Riehl, Carolyn, and Melissa A. Lyon. "Counting on Context: Cross-Sector Collaborations for Education and the Legacy of James Coleman’s Sociological Vision." ANNALS of the American Academy of Political and Social Science 674, no. 1 (October 25, 2017): 262–80. http://dx.doi.org/10.1177/0002716217735284.

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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.
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Terriquez, Veronica, Tizoc Brenes, and Abdiel Lopez. "Intersectionality as a multipurpose collective action frame: The case of the undocumented youth movement." Ethnicities 18, no. 2 (January 16, 2018): 260–76. http://dx.doi.org/10.1177/1468796817752558.

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During the early 2010s, undocumented youth activists were leading the charge to gain congressional support for the federal Development, Relief, and Education for Alien Minors Act, which sought to provide a pathway to citizenship for eligible undocumented youth in the United States. Led primarily by Latino college students and graduates, this movement became very attentive to and inclusive of the concerns of lesbian, gay, bisexual, transgender, and queer members. Drawing on semi-structured interviews of Latino lesbian, gay, bisexual, transgender, and queer undocumented youth and other documentary evidence, this article demonstrates how activists can deploy intersectionality as a collective action frame that serves multiple purposes. Specifically, intersectionality can function as: (1) a diagnostic frame to help activists make sense of their own multiply-marginalized identities; (2) a motivational frame to inspire action; and (3) a prognostic frame that guides how activists build inclusive organizations and bridge social movements. We show how this frame guided the ways in which lesbian, gay, bisexual, transgender, and queer and other undocumented activists interpreted their own life experiences, prompted them to build inclusive organizations, and broadened the scope of their movement. We conclude by arguing that activists have the potential to adopt intersectionality as a master frame that strengthens ties among various movements mobilizing marginalized populations.
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Dissertations / Theses on the topic "Youth with social disabilities – united states – case studies"

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Jones, Kevin Richard. "An Interpretive Phenomenological Analysis of Long-Term Mentoring Relationships from the Youth Perspective." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3107.

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When mentoring programs are well-designed and well-implemented, young people can experience positive gains in a number of social, emotional, behavioral, and educational areas. While some of the processes underlying mentoring relationships have been explored, the voices and perspectives of participants themselves have thus far been largely excluded from the mentoring literature. The lack of participant voice in mentoring research suggests that an important source of empirical and interpretive information is unavailable to the field in the process of designing, implementing, and researching mentoring programs. This study used interpretive phenomenological analysis (IPA) to explore how youth participants in the Friends of the Children (FOTC) mentoring program experience and understand their long-term mentoring relationships. This study used an innovative approach to IPA that combines traditional phenomenological techniques with poetry writing as a key interpretive tool to explore the interplay between the content and meaning of participants' experiences. IPA methods were used to collect and analyze interview data from 12 FOTC participants who had been in the program for more than ten years and who had the same mentor for at least the last four years. Participants were selected purposively to maximize the potential depth and richness of the data. The study included several elements to ensure trustworthiness, including a reflexivity journal, an audit trail, and member checking. Findings suggest that for the participants in this study, long-term mentoring relationships meant: 1) unconditional support and commitment, 2) consistent and reliable help in difficult situations, 3) the chance to develop and appreciate one's own identity, and 4) a path to expanded opportunities in many facets of life. Subthemes within each category are described and interpreted. The poems created from the interview transcripts provide powerful and complementary illustrations for emergent themes by capturing some of the emotional content that can be lost in the process of analyzing, categorizing, and describing complex human phenomena. Key recommendations for mentoring programs and social work professionals are provided. Implications for future research are also discussed.
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Books on the topic "Youth with social disabilities – united states – case studies"

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MacLeod, Jay. Ain't no makin' it: Aspirations and attainment in a low income neighborhood. 3rd ed. Boulder, CO: Westview Press, 2008.

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MacLeod, Jay. Ain't no makin' it: Leveled aspirations in a low-income neighborhood. Boulder, Colo: Westview Press, 1987.

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G, Tierney William, and Colyar Julia E. 1969-, eds. Urban high school students and the challenge of access: Many routes, difficult paths. New York: Peter Lang, 2009.

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G, Tierney William, and Colyar Julia E. 1969-, eds. Urban high school students and the challenge of access: Many routes, difficult paths. New York: Peter Lang, 2009.

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G, Tierney William, and Colyar Julia E. 1969-, eds. Urban high school students and the challenge of access: Many routes, difficult paths. New York: Peter Lang, 2009.

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Deutsch, Nancy L. Pride in the projects: Teens building identities in urban contexts. New York: New York University Press, 2008.

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Deutsch, Nancy L. Pride in the projects: Teens building identities in urban contexts. New York: New York University Press, 2008.

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Carris, Joanne M. Ghosts of No Child Left Behind. New York: Peter Lang, 2010.

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Romo, Harriet. Latino high school graduation: Defying the odds. Austin: University of Texas Press, 1996.

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Hill, M. Anne. Underclass behaviors in the United States: Measurement and analysis of determinants. [New York, N.Y.]: Center for the Study of Business and Government, Baruch College, City University of New York, 1993.

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Book chapters on the topic "Youth with social disabilities – united states – case studies"

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Chapman, Amy L. "Introduction: Reclaiming Civic Education." In Palgrave Studies in Educational Media, 1–16. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10865-5_1.

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AbstractOne of the original purposes of schools in the United States was to prepare students to inherit democracy (Mann, An oration, delivered before the authorities of the City of Boston, July 4, 1842. WB Fowle and N. Capen, 1842; Krutka, 2014). Given the trends in youth civic participation over the last few decades, civic education is not effectively working to support this goal. Research has shown effective civic education practices (e.g., participatory pedagogies, an open classroom climate, service learning), but little civic education follows these suggestions (Torney-Purta et al., Citizenship and education in twenty-eight countries: Civic knowledge and engagement at age fourteen. IEA Secretariat, 2001). Further, most teachers report not having sufficient time, preparation, or resources to teach civics effectively (Hahn, Challenges to civic education in the United States. In J. Torney-Purta, J. Schwille, & J. A. Amadeo (Eds.), Civic education across countries: Twenty-four national case studies from the IEA civic education project (pp. 583–607). IEA Secretariat, 1999). Social media could provide a way for teachers to deepen their teaching of civics by making it more accessible and more relevant, and by having students engage in civic participation in real time.
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"Case Study Analysis of a Team/Collaborative Model With Specific Learning Disabled Students." In Advances in Early Childhood and K-12 Education, 219–40. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8069-0.ch007.

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This chapter focuses on specific learning disabilities (SLDs), which is the most common type of designated disability among school-aged students in the United States. SLD is a disability that can have devastating effects on a student's learning ability, as in the most severe cases, the SLD student may remember little, if anything, about what he or she has learned; may have difficulties focusing on even one thing; may not be able to read above an elementary level; and may live in isolation due to poor social and motivational skills. This chapter discusses the service delivery models for students who have SLD and provides two case studies of models that can be successful if implemented properly. Finally, the chapter presents intervention strategies to assist the general education teacher when working with students with SLD.
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