Other Youth Topics

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References

American Academy of Child and Adolescent Psychiatry. (2009). Systems-based practice: Family-driven, youth-guided care. Retrieved from https://www.aacap.org/App_Themes/AACAP/docs/resources_for_primary_care/training_toolkit_for_systems_based_practice/h%20-%20Systems%20Based%20Practice%20Module%20-%20Family%20Driven%20Care%20For%20Web.pdf

Barnard, W. M. (2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review, 26(1), 39-62. http://dx.doi.org/10.1016/j.childyouth.2003.11

Bergman, P. (2014). Parent-child information frictions and human capital investment: Evidence from a field experiment. Columbia University Teachers College Working Paper. Retrieved from http://www.columbia.edu/~psb2101/BergmanSubmission.pdf

Bryk A. S., Gomez L. M., Grunow A. (2010). Getting ideas into action: Building networked improvement communities in education. Carnegie Foundation for the Advancement of Teaching, Stanford, CA, essay, Retrieved from https://www.carnegiefoundation.org/resources/publications/getting-ideas-action-building-networked-improvement-communities-education/

Burke, J. D., Mulvey, E. P., Schubert, C. A., & Garbin, S. R. (2014). The challenge and opportunity of parental involvement in juvenile justice services. Children and Youth Services Review, 39, 39–47. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3989100/

Cené, C. W., Johnson, B. H., Wells, N., Baker, B., Davis, R., & Turchi, R. (2016). A Narrative review of patient and family engagement: The “foundation” of the medical home. Medical Care54(7), 697–705. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4907812/

Child Welfare Information Gateway. (2010). Family engagement (Bulletins for Professionals). Retrieved from https://www.childwelfare.gov/pubs/f-fam-engagement/

Child Welfare Information Gateway. (2016). Family engagement: Partnering with families to improve child welfare outcomes. Washington, DC: U.S. Department of Health and Human Services, Children's Bureau. Retrieved from https://www.childwelfare.gov/pubs/f-fam-engagement/

Child Welfare Information Gateway. (2017). The family engagement inventory: A brief cross-disciplinary synthesis. Retrieved from https://www.childwelfare.gov/pubPDFs/synthesis.pdf

Development Services Group, Inc. (2018). Family engagement in juvenile justice. Literature review. Washington, D.C.: Office of Juvenile Justice and Delinquency Prevention. Retrieved from https://www.ojjdp.gov/mpg/litreviews/FamilyEngagement-in-Juvenile-Justice.pdf

Doolan, M. (2005). The family group conference: A mainstream approach in child welfare decision-making. Retrieved from http://www.americanhumane.org/assets/pdfs/children/fgdm/pc-fgdm-conf-fgc2004.pdf

Epstein, J., & Sheldon, S. (2002). Present and accounted for: Improving student attendance through family and community involvement. The Journal of Educational Research, 95(5), 308–318.

Family engagement web-based practice toolkit: Core principles of family engagement practices http://www.nrcpfc.org/fewpt/core_principles.htm

Fan, X., & Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1–22.

Guilamo-Ramos, V., Bouris, A., Jaccard, J., Gonzalez, B., McCoy, W., & Aranda, D. (2011). A Parent-based intervention to reduce sexual risk behavior in early adolescence: Building alliances between physicians, social workers, and parents. The Journal of Adolescent Health: Official Publication of the Society for Adolescent Medicine48(2), 159–163. doi.org/10.1016/j.jadohealth.2010.06.00

Haerens, L., De Bourdeaudhuij I., & Maes, L. (2007). School-based randomized controlled trial of a physical activity intervention among adolescents. Journal of Adolescent Health, 40(3), 258–265.

Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Education Development Laboratory. Retrieved from http://www.sedl.org/connections/resources/evidence.pdf

Hoover-Dempsey, K. V., Walker, J. M. T., Sandler, H., Whetsel, D., Green, C. L., Wilkins, A. L., & Closson, K. (2005). Why do parents become involved? Research findings and implications. The Elementary School Journal, 106(2), 105–130.

Institute for Patient and Family Centered Care. Patient and family-centered care. Retrieved from http://www.ipfcc.org/about/pfcc.html

Jeynes, W. H. (2003). A meta-analysis: The effects on parental involvement on minority children's academic achievement. Education and Urban Society, 35(2), 202–218.

Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42(1), 82–100

Klein, J. D. (2007). The national longitudinal study on adolescent health preliminary results: Great expectations. JAMA, 278(10), 864–865. doi: 10.1001/jama.1997

Komro, K., Perry, C. L., Veblen-Mortenson, S., Bosma, L. M., Dudovitz, B., Williams, C. L., Jones-Webb, R., & Toomey, T. L. (2004). Brief report: The adaptation of project northland for urban youth. Journal of Pediatric Psychology, 29(6), 457–466. doi.org/10.1093/jpepsy/jsh049

Merkel-Holguin, L., Nixon, P., & Burford, G. (2003). Learning with families: A synopsis of FGDM research and evaluation in child welfare. Protecting Children, 18(1-2), 2–11. Retrieved from http://www.americanhumane.org/assets/pdfs/children/fgdm/pc-pc-article-fgdm-research.pdf

National Center for Mental Health and Juvenile Justice. (2016). Family involvement in the juvenile justice system. Retrieved from https://www.ncmhjj.com/resources/family-involvement-juvenile-justice-system-2

National Federation of Families for Children’s Mental Health. (2008). Working definition of family-driven care. Retrieved from https://docs.wixstatic.com/ugd/eeeef8_2f4ac37f60344966922965f54108d9f2.pdf

Ontario Centre of Excellence for Child and Youth Mental Health. (2016). Evidence in-sight: BEST practices in engaging families in child and youth mental health. Retrieved from http://www.excellenceforchildandyouth.ca/sites/default/files/resource/EIS_Family_Engagement_EN.pdf

SEDL. (2013). Partners in education: A dual capacity-building framework for family-school partnerships. Retrieved from http://www.sedl.org/pubs/framework/

Stroul, B., Goldman, S., Pires, S., & Manteuffel, B. (2012). Expanding systems of care: Improving the lives of children, youth, and families. Washington, DC: Georgetown University Center for Child and Human Development, National Technical Assistance Center for Children’s Mental Health.

Tam, T. S., & Ho, M. K. W. (1996). Factors influencing the prospect of children returning to their parents from out-of-home care. Child Welfare, 75(3), 253–268.

The Carnegie Foundation for the Advancement of Teaching. The 6 core principles of improvement. Retrieved from https://www.carnegiefoundation.org/our-ideas/six-core-principles-improvement/

U.S. Departments of Health and Human Services and Education. (2016). Joint policy statement on family engagement from the early years to the early grades. Retrieved from: https://www2.ed.gov/about/inits/ed/earlylearning/files/policy-statement-on-family-engagement.pdf

Van Voorhis F. L., Maier, M. F., Epstein, J. L., & Lloyd, C. M. (2013). The impact of family involvement on the education of children ages 3 to 8. New York, NY: MDRC. Retrieved from https://www.mdrc.org/sites/default/files/The_Impact_of_ Family_ Involvement_FR.pdf

Wang, Y., Storr, C. L., Green, K. M., Zhu, S., Stuart, E., Landsman, S. L., & Ialongo, N. S. (2012). The effect of two elementary school-based prevention interventions on being offered tobacco and the transition to smoking. Drug and Alcohol Dependence, 120(1–3), 202–208. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5784835/

Weiss, H., Lopez, M. E., & Caspe, M. (2016). Learning pathways: Leading our children to success in school and life [Blog post]. Retrieved from https://globalfrp.org/Articles/Learning-Pathways-Leading-Our-Children-to-Success-in-School-and-Life

Westmoreland, H., Lopez, M., & Rosenberg, H. (2009). How to develop a logic model for districtwide family engagement strategies. Family Involvement Network of Educators (FINE) Newsletter, 1(4), 1–10.

Wood, L., Shankland, L., Jordan, C., & Pollard, J. (2014). How districts can lay the groundwork for lasting family engagement. SEDL Insights, V.2, No. 2. Austin, TX: SEDL.

Youth Briefs

How Individualized Education Program (IEP) Transition Planning Makes a Difference for Youth with Disabilities

Youth who receive special education services under the Individuals with Disabilities Education Act (IDEA 2004) and especially young adults of transition age, should be involved in planning for life after high school as early as possible and no later than age 16. Transition services should stem from the individual youth’s needs and strengths, ensuring that planning takes into account his or her interests, preferences, and desires for the future.

Youth Transitioning to Adulthood: How Holding Early Leadership Positions Can Make a Difference

Research links early leadership with increased self-efficacy and suggests that leadership can help youth to develop decision making and interpersonal skills that support successes in the workforce and adulthood. In addition, young leaders tend to be more involved in their communities, and have lower dropout rates than their peers. Youth leaders also show considerable benefits for their communities, providing valuable insight into the needs and interests of young people

How Trained Service Professionals and Self-Advocacy Makes a Difference for Youth with Mental Health, Substance Abuse, or Co-occurring Issues

Statistics reflecting the number of youth suffering from mental health, substance abuse, and co-occurring disorders highlight the necessity for schools, families, support staff, and communities to work together to develop targeted, coordinated, and comprehensive transition plans for young people with a history of mental health needs and/or substance abuse.

Young Adults Formerly in Foster Care: Challenges and Solutions

Nearly 30,000 youth aged out of foster care in Fiscal Year 2009, which represents nine percent of the young people involved in the foster care system that year. This transition can be challenging for youth, especially youth who have grown up in the child welfare system.

Coordinating Systems to Support Transition Age Youth with Mental Health Needs

Research has demonstrated that as many as one in five children/youth have a diagnosable mental health disorder. Read about how coordination between public service agencies can improve treatment for these youth.

Civic Engagement Strategies for Transition Age Youth

Civic engagement has the potential to empower young adults, increase their self-determination, and give them the skills and self-confidence they need to enter the workforce. Read about one youth’s experience in AmeriCorps National Civilian Community Corps (NCCC).