What It Means to Be At-Risk and Why It Matters
It is likely that you have at least heard the term at-risk used in a variety of contexts, but you may not know exactly what is meant by this commonly used term. When working in a community or educational environment, one must be aware of the scope of at-risk groups so as to implement or guide them toward appropriate and effective supports or services. In this discussion, you will analyze a variety of descriptions of at-risk groups and behaviors associated with them for the purpose of acquiring your own working definition. You will include this definition in your website that is created throughout the course and finalized during the Week Six Final Project and make adjustments to your working definition during Week Six when you reflect upon how your definition has expanded.
Prepare for this discussion by reading the Week One Instructor Guidance and reviewing the following resources that provide descriptions of at-risk groups and the behaviors associated with them:
U.S. Department of Health & Human Services: At-Risk Individuals
A website defining at-risk individuals.
U.S Department of Health & Human Services: Factors That Contribute to Child Abuse and Neglect
A website about child abuse and neglect.
American Academy of Child and Adolescent Psychiatry
An article describing violent behavior in children and adolescents.
A website defining the concept of being at-risk.
National Center for School Engagement
A website offering descriptions for youth at risk.
Initial Post: Considering the descriptions in the websites provided above, create an initial post that addresses the following:
Discuss which of the websites most effectively described the term at-risk as it relates to establishing and enhancing your understanding of the phrase.
Write a working definition of the term at-risk in your own words. Review the Week One Instructor Guidance for what constitutes a working definition.
Explain what the personal value is in having knowledge of groups at risk in relation to your current or anticipated future work with children and/or families.
Evaluating the Impact of Poverty: A Review of “Quality” Online Resources
Post Due by Day 3. An important part of assisting at-risk children and families is having knowledge of the resources and programs available as sources of support. As such, a significant part of your course work in EDU644 involves discovering, analyzing, and creating resources! In your analysis of various descriptions of at-risk this week in Discussion 1, you discovered that those living in poverty are at-risk, with significant factors impacting their well-being and ability to thrive. In this discussion, you will examine online resources with information and supports for individuals and groups in poverty. Using what you discover, start developing your ideas for the website you will begin to create in Week Two. Therefore, during your investigation, it is important that you take note of how the websites are organized and the way content is presented. Considering what makes a resource effective will help you design comparable organization and content structures in your own website. To prepare for this discussion, examine the Poverty USA website. Additionally, review the Week One Instructor Guidance, making sure to review the intellectual elaboration and the section dedicated to guidance for the assessments.
Initial Post: Create an initial post addressing the following:
Summarize what you learned from the Poverty USA website and how this knowledge will be useful to you in your current or future professional practice.
Summarize the statistical data from the Poverty USA website that explains the impact poverty has on children and families and include at least one example of a program, policy, or resource that provides support. Be sure to explain how the example provides support and cite where the information is located on the Poverty USA website.
Describe the organizational and content features of the Poverty USA website that were particularly helpful, innovative, interactive, or that otherwise caught your attention and that you might emulate when creating your own website in this course.
Using your preferred search engine, locate at least one additional website focused on groups in poverty and cite the website in your initial post. Include a two-to-three sentence description of the type of information included in the website.
Describe the organizational and content features of the website you located that were particularly helpful, innovative, interactive, or that otherwise appealed to you and that you might emulate when creating your own website in this course.
· American Academy of Child & Adolescent Psychiatry . (2011, December). Understanding violent behavior in children and adolescents. Retrieved from http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Understanding_Violent_Behavior_In_Children_and_Adolescents_55.aspx
· This AACAP website provides an overview of violent behavior in children and adolescents and links to other Facts for Families Pages that may be of use for this course. This website is a required resource for the Week One discussion about what it means to be at-risk.
· Teachnology. (n.d.). The effects of poverty on teaching and learning.Retrieved from http://www.teach-nology.com/tutorials/teaching/poverty/
· This website provides an overview of the concept of at-risk and explores several challenges of poverty in learning environments. This website is a required resource for the Week One discussion about what it means to be at-risk.
· U.S. Department of Health & Human Services. (2012). At-risk individuals. Retrieved from: http://www.phe.gov/Preparedness/planning/abc/Pages/at-risk.aspx
· This HHS website provides the HHS definition of at-risk individuals and elaborates on how their definition is related to the National Response Framework (NRF) definition of at-risk individuals. The website also discusses the typical services an individual at risk typically needs and provides examples for how to identify an individual at risk. This website is a required resource for the Week One discussion about what it means to be at-risk and assignment about poverty.
· National Center for School Engagement. (n.d.). Serving at-risk youth. Retrieved from http://schoolengagement.org/school-engagement-services/at-risk-youth
· The National Center for School Engagement was established based on over a decade of educational research conducted by Colorado Foundation for Families and Children. NCSE has generated many resources about school attendance, attachment, and achievement. NCSE provides training and technical assistance, research and evaluation to school districts, law enforcement agencies, courts, as well as state and federal agencies – to name a few. This website is a required resource for the Week One discussion about what it means to be at-risk.
· Poverty USA (http://www.povertyusa.org)
· The Poverty USA website describes an initiative of the Catholic Campaign for Human Development offering a vast array of information regarding issues related to poverty in the United States as well as ways to make a difference, how to get involved, the provision of resources, stories of hope and videos that show the impact of poverty. This website is a required resource for the Week One discussion about Evaluating the Impact of Poverty.
· U.S. Department of Health & Human Services (n.d.). Factors that contribute to child abuse and neglect. Retrieved from https://www.childwelfare.gov/can/factors/contribute.cfm
· This HHS website provides links to articles about several factors that contribute to child abuse and neglect. The website also emphasizes the importance of awareness of these factors for individuals working with groups at risk. This website is a required resource for the Week One discussion about what it means to be at-risk.and assignment about poverty
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