Case Study Experimental Design

Community-Based Juvenile Prevention Programs presents the most appropriate solution to juvenile challenges across the United States. The country should promote community-based juvenile prevention programs because the programs offer practical and more cost effective solution to juvenile problems compared to the formal juvenile justice system. The programs are superior because they promote adolescent development, keep the community safe, and more cost effective compared to the formal juvenile justice system. Also, the programs safeguard the youths from the harm caused by incarceration and the processes of the formal juvenile justice system.

Students spend much of their time in scheduled or required activities such as school, before and after school programs, hours spent doing homework, etc. that their calendars may already allow little time for other interests or just unwinding (Worsnop 443). The long, traditional summer breaks away from daily schedules and demanding workloads may be these students’ only time to really pursue other interests and opportunities (Worsnop 438), especially activities that may take more time and dedication. A common and often efficient way to explore these interests is through the wide variety of summer camps offered during the traditional break (“Leave Those Kids” 5). These activities could help students learn new skills that are more specific to their field of interest or can be applied to any aspect of life (Worsnop 443). Offering educational and interesting opportunities such as these camps can help students realize that “not all learning happens in the classroom” and inspire them to seek out other ways to explore their interests (“Leave Those Kids” 5). However, these enrichment and educational possibilities are not always available to everyone, potentially putting certain students at a disadvantage. To counter act the financial disparity possibly causing this obstacle, actions should be taken to aid these students specifically oppose to changing an entire school’s schedule (“Leave Those Kids” 5). Moreover, for the number of schools unable to offer additional courses during breaks, students would not be able to take required classes outside of the school day in order to replace them with enrichment courses which can provide a source of self-expression and relieve stress (Mazzochi 121) as well as a way to expose or fill students with passion for something new. Many advocates of year-round systems highlight the fact that both systems, traditional and year-round, provide the same

One if the “best ways” viewed by society of addressing the issue of juvenile delinquency is early intervention with the family. Use of state and federal funded agencies attempt to intervene using both community and independent sources seeking new and alternative ways to combat the problem of juvenile delinquency. As stated by Florencio Ramirez “the focus in the juvenile system is not on punishment or retribution but rehabilitation and restitution” (n.d.). By offering support for the family, in the community and addressing issues such as education, employment services/training, and substance abuse counseling for the family, an early intervention provides the offender with options to change the direction in which he/she is headed (Juvenile Delinquency

This past year, Mountain Home Junior High reinvented their after-school program. Throughout the year, several students in the program dropped out, and by the end of the school year, only ten students were being served. The ineffectiveness of the program, in my opinion, was due to a weak initiation phase before the program was implemented. A small committee was formed to write a grant from the program, set the program goals. There were no teachers, teacher leaders, or counselors on the committee and no input from community members or parents were considered. The curriculum for the program centered only on addressing benchmark scores of basic and below basic students and did not meet any other needs or the students. As a counselor, I heard complaints from parents throughout the year that their children would benefit more from having homework help and extended instruction. Teachers felt as if they were already using instruction time during the regular school day to prepare students for the last year’s PARCC and now the ACT Aspire exams.

Chapter 11 focuses on preventing delinquency for children who are at risk. Having antisocial behavior can lead to delinquent acts. This chapters gives an overview on how programs are designed to prevent delinquency. The YMCA and the Boys and Girls Club are great examples of delinquency prevention programs. In fact, the public health approach was one of the first efforts to classify the many different types of delinquency prevention activities. The activities for prevention are called primary, secondary, and tertiary. Primary focuses on helping troubled youths get access to health care services and general prevention education. Secondary interviews children who are more likely to be at risk for becoming offenders. Tertiary prevention interview

Did you know that 1.2 million high school students drop out of school every year just in the United States alone (11 Facts)? The decrease of high school graduation rates is a fairly important issue, and there are plenty of reasons to propose a change. According to the U.S. Department of Education, the current standard dropout rate of high school students is 7.4%. High school dropouts encounter way more difficulties and challenges than a high school graduate would. An average high school drop out lacks the basic education that one needs in order to be successful in life. They are more likely to face problems dealing with financial insecurity, communication skills, and of course, educational matters. With a high school diploma, one is more likely to get hired for a job, earn a higher income, and educate oneself even further. Some possible causes of high school students dropping out include stress, boredom, family problems, pregnancies, and drugs. With that said, with every issue, there is always a solution. By taking the problem at hand and looking at it from a broad perspective, we can thoroughly identify the source of the high dropout rates of U.S. high school students. There are countless factors that may be the cause of this epidemic, but a few ideas including making learning more relevant, limiting the workload given to students, and providing mandatory classes on drugs and safe sex may possibly be a solution to this

In the past decade, the issue of high school dropouts has been a major problem in the United States. On the other hand, several studies have shown that in 2015 students are still dropping out, but not nearly at the dropout rate since 2008. Nevertheless, there is still a high school dropout crisis. In today’s society the majority of student’s dropout for reasons such as their financial state at home, the increased teen pregnancy rate, and the pressure of alcohol and drugs.

The purpose of this study is to explore ways to assist and/or intervene at-risk students in order to set them on the path towards graduation. The NCES reported the graduation rate declined from 12% to 7% during 1990 – 2013. These are good improvements, however, we must continue take the necessary steps to lower these numbers for future generations. Graduation will open up a world of opportunities that might not other-wise be available to them without a high school diploma. According to an article in PBS Frontline in 2012, an individual without a high school diploma can earn, a national average of, $20,241 a year. That is $10,386 less than a person who graduated from high school. $10,000 does not sound like a lot of money spread out over an entire year, but it averages out to be an extra $200 a week. In my opinion, that is significant. Someone who goes on to earn their bachelor degree can expect to earn an additional $36,364 per year. What many students do not understand is that without high school graduation they cannot enter the military or qualify for many lower scale jobs as these require a diploma or high school equivalency. There are so many factors that contribute to a student’s decision to stay in school or to dropout but if communities and schools can intervene, maybe the national dropout rate can be lowered lending to a better life for all involved.

In the twenty-first century, there have been many changes in the implementation of juvenile delinquency prevention in the United States (Ramirez, 2008). Investing time and effort in effective prevention programs results in a better way of life, not only for our youth, but for communities, society as a whole, and generations to come (Ferdon et al., 2014). Over the years, juvenile delinquency prevention programs have evolved and demonstrated their effectiveness (Flores, 2003). Some approaches to prevention that have proven successful are educational support, community involvement, and parental education.

So, it is obvious that more attention should be catered by the government to the high school dropout rates as a remedy to improve student retention and redesign the education system in the high school. School based interventions should be employed to address number of high school experience, should promote social emotional learning environment which guarantees better adolescent achievement and promise better and healthier lifestyle(Archambault, jansozs, Morizot & Pagani,

The purpose of creating a summer school program is to give kids the necessary resources to become successful academically while attaining skills that may be used in their everyday lives. According to a recent study most students lose two months of learning during the summer (Alexander, 2009). Our program has decided to put their focus on the students of McInnis Elementary School located in De Leon Springs, Florida. The reason for the choosing of this school was because of their below average test scores. McInnis Elementary is a “C” school, with students who are predominantly hispanic (City-Data, 2010). The School’s review are as followed:

253). The program that Gottfredson et al. evaluated was the Maryland’s After School Community Grant Program (MASCGP). “Fourteen programs participated in the outcome evaluation of this initiative during the 1999-2000 school year” (Gottfredson et al., 2004, p. 256). The aim of this study was to reduce “unsupervised time during the after school hours,” discourage positive “attitudes towards substance use and illegal behavior,” limit peer negative influence, promote academic performance, and improve social skills (Gottfredson et al., 2004, p. 256). Every program “offered academic assistance, social skills training and recreational or enrichment activities aimed at retaining the youths in the program” (Gottefredson et al., 2004, p. 256). Some of the programs even offer special activities including, sailing, entrepreneurship, soccer, and karate. Participants filled out a “special version of the What About You? Survey at the beginning and end of the school year” to measure students’ delinquent behavior, rebellious behavior, drug tendencies, involvement in constructive activities, social skills, positive peer association, and peer drug models (Gottefredson et al., 2004, p.

This week will be the Experimental Design Discussion lab that will also act as an introduction to the Beetle Behavior lab over the next few weeks. The students will go over proper experimental procedures/designs because the beetle lab is more free-thinking than other previous labs. They get to establish their own hypotheses and procedures as long as it correlates with beetle behavior of course. It would be beneficial for you all to look over the Romero article again as it has valuable information about beetle behavior that could help the students in formulating a workable, observable experiment. The students will be observing the beetles in the big glass dishes that will be set up at each station. Make sure they properly handle the beetles

During early adolescence can bring many challenges that increase academic and behavioral problems and can eventually lead to school dropout. In 2003, approximately 9.9 percent (36 million) of all 16- to 24-year-olds were not in school and had not earned their degree or GED (Jozefowicz-Simbeni, 2008). This statistic indicates that school social workers need to provide ways that can prevent drop outs in the future. The journal provides ways that school social workers are needed and can be involved in dropout prevention in the middle schools, this article examines student and ecological risk factors associated with school dropout, the early adolescent life stage, dropout prevention approaches, and the role school social workers can play in multilevel dropout prevention efforts aimed at the middle school years (Jozefowicz-Simbeni, 2008). It is believed that with these skills, it will maintenance an effective dropout prevention efforts in schools. This journal is credible because it is from the proQuest date

The social environment of teens holds an enormous influence on how the teens act and behave. Teens are easily influenced by their surroundings and they look to others for guidance. Their behavior results from that of the parent and peer influences. Parents play a particularly influential role in their child’s life and it is up to them to make sure that they are leading their sons or daughters in the right directions. A teen’s peers also play a large role in how the teen behaves when the parents are not around. A teen’s social environment, consisting of family and peers, plays a vital role in their life, therefore becoming the ultimate cause of juvenile delinquency.