Exam 1 G208

Define Youth at Risk

"A set of cause and effect (behavioral) dynamics that have the potential to place an individual in danger of a negative future event."

Define risk factors and protective factors

The socioecological Model:

Risk- anxiety, low social support, homophobia, lack of legal protections for LGBTQ+ individuals

Protective- high self-efficacy, strong family relationship, mental health services available at school, some legal protections for LGBTQ+ individuals (marriage equality)

Socioecological Model

individual level, relationship level, community level, societal level

Define different types of microaggressions

Verbal, behavioral, or environmental

Different microaggression dilemmas from Sue et. al (2007)

Clash of realities- the person who experiences a microaggression sees it as offensive, but the person delivering it sees it as harmless.

Invisibility of Unintentional Expressions- when microaggressions are subtle, so its hard to target to know if what happened was biased or not.

Perceived Minimal Harm of Microaggressions- when microaggressions are dismissed as small or "no big deal", but for the person on the receiving end, the impact builds up over time and feels harmful

Catch-22 of Responding- when someone who receives a microaggression and is unsure whether to call it out or stay quiet

Multicultural competencies

Set of multicultural competencies that predict positive treatment outcomes

We can clearly distinguish competent vs non-competent therapists

Competencies are characteristics of the therapist

Characteristics of multicultural counseling approach

1. Counselor self-awareness

2. client worldview

3. counseling relationship

4. counseling and advocacy interventions

difference between multicultural competencies and multicultural orientation

MCC theory not well supported by research

MCO is a better approach than MCC as it complements existing therapy modalities

MCC - set of competencies vs. MCO - way of approaching therapy

Constructs of multicultural orientation framework

1. Cultural humility: intrapersonal- accurate view of oneself

interpersonal- other-oriented with lack of superiority (client is expert of their life

2. Cultural opportunity: markers that occur in therapy in which the client's cultural beliefs, values, and other aspects of the client's cultural identity could be explored

3. Cultural comfort: feeling at ease, open, and relaxed with others of diverse cultural backgrounds

Risk behaviors defined in YRBSS

1. Unintentional injuries and violence - risky actions like unsafe driving, fighting, or weapon carrying.

2. Tobacco use - smoking, vaping, or chewing tobacco.

3. Alcohol and other drug use - drinking, binge drinking, or using drugs.

4. Sexual behaviors - unsafe sex that can lead to pregnancy or STIs.

5. Unhealthy dietary behaviors - poor eating habits, like skipping meals or eating too much junk food.

6. Physical inactivity - not getting enough daily exercise.

Define prevention and its goals

It is a proactive approach designed to empower the individual, change the systemic variables, and forestall the development of dysfunction."

Goal is to change the influences on development to aid in an individual's optimal development and functioning

Risk factors associated with youth at risk

1. Family factors- Low parental involvement, poor supervision, family conflict, parental substance abuse, or domestic violence.

2. School factors- Poor academic performance, low engagement in school, truancy, or negative relationships with teachers and peers.

3. Peer influences- Friends who engage in risky behaviors, such as substance use, delinquency, or unsafe sexual activity.

4. Individual characteristics- Low self-esteem, impulsivity, mental health issues (like depression or anxiety), or difficulty managing emotions.

5. Community and environmental factors- Living in unsafe neighborhoods, exposure to crime or violence, lack of access to recreational activities or positive role models.

6. Socioeconomic factors- Poverty, lack of stable housing, limited access to healthcare, or food insecurity.

7. Cultural or systemic factors- Experiences of discrimination, racism, or marginalization that increase stress and limit opportunities.

Qualities of prevention

Proactive: focus on functional people and those who are at risk, cumulative and transferable, used to reduce incidence.

Promote peer helping: Can be population based, individually based, or group-based, can be used early in the life span, targets more than a single system

Culturally sensitive: Applicable in more than one context

Empowering: should enhance protective factors and reverse or reduce risk factors

Types of prevention (primary, secondary, tertiary)

primary: before anything has happened and aims to reduce new cases of a problem

secondary: early intervention with someone in crisis or showing early signs of a problem

tertiary: reduces the residual impairment following resolution of a crisis or reduces the impact of a particular problem

Populations targeted by prevention programs (universal, selective, indicated)

universal: general population, not directed at any specific risk group

selective: target subsets of the population who are at a higher-than-average risk

indicated: targets those who are already engaging in some level of the risk behavior or showing signs of engaging

Steps for developing prevention programs

1. Read the research on prevention programs

2. Assess needs

3. Meet with administrators, elected officials, and business owners

4. Establish a broad-based planning group

5. Target the population, the causative factors, or the at-risk behaviors

6. Identify existing prevention programs and resources

7. Carefully describe policies and procedures

8. Plan variations for diversity

9. Plan staff development

10. Make sure adjunct services and referral options have been identified

11. Plan evaluation procedures prior to program implementation

Define resilience

a dynamic developmental process of healthy human development growing out of nurturing relationships and advocacy for systems change that support social, academic, and vocational competence and the self-righting capacity to spring back from exposure to adversity and other environmental stressors.

Factors that support resilience

Individual factors: temperament; learning strengths; self-concept; emotions; ways of thinking; adaptive skills; social skills

Family Factors: attachment; communication; parent relations; parenting style; support outside of the family

Social Environmental Factors: fairness of opportunity; social justice; practice, policies, and laws; social conditions; inclusion; access; involvement

Risk factors for dysfunctional family dynamics

At-risk adults who become parents

Parental conflict

Family denial

The parentification of children

Serious illness and disability within the family

Attachment Styles

secure: want to be close to caregiver but they are comfortable exploring, upset when caregiver leaves and comforted when they return

Insecure avoidant: Distant toward their caregivers, they are equally as upset (or not) when caregiver is present or absent; child avoids too much contact with caregiver; under-attached; caregiver is not a consistent and secure source of comfort; return of caregiver provides no comfort

Insecure ambivalent: cling to caregivers ,extremely upset when caregivers are gone, not easily comforted when caregivers return; can seem angry at care givers; long time to calm down

Insecure disorganized: Distant toward caregivers; upset when gone yet do not seek proximity on return; it's disorganized because there is no clear pattern as to how they were behaving in attachment sense

Parenting Styles

authoritarian: high control/strictness and demandingness, low warmth

permissive: high responsiveness/warmth, low control/strictness and demandingness

authoritative: high responsiveness and warmth, high demandingness and control/strictness

uninvolved: low control/strictness and demandingness, low responsiveness and warmth