Work through the materials on SALLY PARKER, a 14 year old at-risk female high school student.
For the activities, imagine that you are the teacher/ guidance counsellor/ social worker/ educational psychologist/ learning support teacher where Sally Parker attends school. You have been asked to take over case management of Sally.
Refer to the Criteria Sheet Assignment 1 for the specific requirements for each section of the assignment and how the assignment will be assessed.
Please also read the book
At-risk youth : a comprehensive response for counselors, teachers, psychologists, and human service professionals / J. Jeffries McWhirter, Benedict T. McWhirter, Ellen Hawley McWhirter, Anna Cecilia McWhirter.
6th ed. 2017
| Benson, P. L., Leffert, N., Scales, P. C., & Blyth, D. A. (2012). Beyond the “village” rhetoric: Creating healthy communities for children and adolescents. Applied Developmental Science, 16(1), 3-23. https://doi.org/10.1080/10888691.2012.642771 |
| Blum, R. W., McNeely, C. & Nonnemaker, J. (2002). Vulnerability, risk and protection. Journal of Adolescent Health, 31, 28-39. https://doi.org/10.1016/S1054-139X(02)00411-1 |
| Carroll, A., Houghton, S., Durkin, K., & Hattie, J. A. (2009). Adolescent reputations and risk: Developmental trajectories to delinquency (Ch. 2, pp. 17-34). Springer. |
| Lerner, R. M., & Castellino, D. R. (2002). Contemporary developmental theory and adolescence: Developmental systems and applied developmental science. Journal of Adolescent Health, 31(6)S, 122-135. https://doi.org/10.1016/S1054-139X(02)00495-0 |
| McWhirter, J. J., McWhirter, B. T., McWhirter, E. H., & McWhirter, R. J. (2017). At-risk youth: A comprehensive response for counselors, teachers, psychologists, and human professionals (7th ed., Ch. 1, pp. 17-26). Cengage Learning. |
| Schwartz, S. J., Pantin, H., Coatsworth, J. D., & Szapocznik, J. (2007). Addressing the challenges and opportunities for today’s youth: Toward an integrative model and its implications for research and intervention. The Journal of Primary Prevention, 28, 117-144. https://link.springer.com/article/10.1007/s10935-007-0084-x |
PLEASE NOTE THE FOLLOWING:
- Maximum word count is 2,100 words. Assessments exceeding 2,100 total words will be penalised.
- Use APA7 referencing and citations.
- Do not have a cover page for your assessment.
- Have a title for your assessment.
- Use headings throughout your assessment to clearly mark each section.
- Double space your work.
- Please use size 12 font (preferably Times New Roman, Arial, or Calibri)
IDENTIFICATION TASK
Work through the activities under Module 1: Identification and respond to the questions below using the headings provided.
Module 1 PBL Identification: Letter of Referral, Interview Notes, Clinic Phone Call, Record Card, School Report Card
Discuss whether you think Sally is “at risk” using the following questions:
- Provide a brief history of the case. What has happened up to this point in Sally’s life to bring her to the attention of the professionals involved in his case? Include a detailed account of her interactions at and engagement with school.
- What are the major risk and protective factors that may be influencing Sally’s behaviour? Consider the multiplicity of individual, family, peer, school and community factors that may be either placing Sally at-risk or providing some protection for her. Use academic literature to support your response.
- What theoretical model may be best to describe the at-risk behaviours that Sally is displaying? Why have you chosen this model? Provide a rationale. Use academic literature to support your response.
Criteria & Marking
Marking criteria is posted on Blackboard under the Assessment heading.