LESSON FOR TODAY – JULY 16, 202

QUESTIONS:
1. What is OD?
2. Give characteristicsof ODD
3. What is your analysis on these factors – Can these be prevented?
How?
4. How do you clasify an aggressiove and violaent behaviour?
5. 5. Define delinquency – give other sample offenses classified to be
delinquent.
6. How can we solve delinquent behaviour?

Answers:
1.What is OD?
Oppositional defiant disorder (ODD)
Even the best-behaved children can be difficult and challenging at times.
But if your child or teenager has a frequent and persistent pattern of
anger, irritability, arguing, defiance or vindictiveness toward you and
other authority figures, he or she may have oppositional defiant disorder
(ODD).
As a parent, you don't have to go it alone in trying to manage a child
with ODD. Doctors, mental health professionals and child development
experts can help.
Behavioral treatment of ODD involves learning skills to help build
positive family interactions and to manage problematic behaviors.
 Additional therapy, and possibly medications, may be needed to treat
related mental health disorders.

2.Characteristics of Students with ODD

Academic
     The DSM defines ODD as a behavioral and emotional disorder;so, there are
no set academic characteristics that are used to diagnosis ODD.  However,
research shows that there are some similar academic characteristics that are
often found in students with ODD.  These characteristics include, but are not
limited to:
o poor standardized test scores
o poor grades
o poor attention skills and on-task behavior
o lack of basic skills in reading and math, which eventually causes the
student to fall behind.
(Atkins, McKay, and Talbott, 1996)

Intellectual
     Although some students with ODD are also diagnosed with learning
disabilities, most students with ODD possess average to above average
intelligence.

Emotional
     A student's emotional characteristics are one of the main areas used for
diagnosing ODD.  According to the DSM, emotional characteristics of a student
with ODD include:
o being "touchy" or easily annoyed
o loosing their temper easily and/or often
o feeling angry, bitter, and resentful
o being spiteful/vindictive
o having trouble admitting when they are wrong
(The American Psychiatric Association's DSM V, 2013)

Social
     The very nature of ODD is that the behaviors associated with it present
significant challenges for getting along and building relationships with others.
The social characteristics of ODD include:
o arguing with authority figures and peers
o deliberately annoying others
o blaming others for their mistakes
o being uncooperative and/or defiant
o demonstrating hostility and agression (verbally or physically)
(The American Psychiatric Association's DSM V, 2013)

Functional
     Functional skills are skills that allow someone to complete everyday life
activities.  Students ODD don't typically have trouble completing life skills like
getting dressed and brushing their teeth, however, do to the emotional and
behavior nature of the disorder, they can have trouble completing tasks and
getting along with other.  Some functional tasks students with ODD may have
trouble with include, but are not limited to:
o Communicating with others
o Working with others on group tasks
o Beginning and completing tasks
o Organizing and planning tasks
o Exhibiting emotional control over themselves
o Using internalizing language to regulate their emotions and behavior

3. What is your analysis on this factors – Can these be prevented? How?

4. How do you clasify an aggressiove and violaent behaviour?
Symptoms
Sometimes it's difficult to recognize the difference between a strong-willed or
emotional child and one with oppositional defiant disorder. It's normal to exhibit
oppositional behavior at certain stages of a child's development.
Signs of ODD generally begin during preschool years. Sometimes ODD may
develop later, but almost always before the early teen years. These behaviors
cause significant impairment with family, social activities, school and work.
The Diagnostic and Statistical Manual of Mental Disorders (DSM-5), published
by the American Psychiatric Association, lists criteria for diagnosing ODD. The
DSM-5 criteria include emotional and behavioral symptoms that last at least six
months.
Angry and irritable mood:
 Often and easily loses temper
 Is frequently touchy and easily annoyed by others
  Is often angry and resentful
Argumentative and defiant behavior:
 Often argues with adults or people in authority
 Often actively defies or refuses to comply with adults' requests or rules
 Often deliberately annoys or upsets people
 Often blames others for his or her mistakes or misbehavior
Vindictiveness:
 Is often spiteful or vindictive
 Has shown spiteful or vindictive behavior at least twice in the past six
months
ODD can vary in severity:
 Mild. Symptoms occur only in one setting, such as only at home, school,
work or with peers.
 Moderate. Some symptoms occur in at least two settings.
 Severe. Some symptoms occur in three or more settings.
For some children, symptoms may first be seen only at home, but with time
extend to other settings, such as school and with friends.
When to see a doctor
Your child isn't likely to see his or her behavior as a problem. Instead, he or she
will probably complain about unreasonable demands or blame others for
problems. If your child shows signs that may indicate ODD or other disruptive
behavior, or you're concerned about your ability to parent a challenging child,
seek help from a child psychologist or a child psychiatrist with expertise in
disruptive behavior problems.
Ask your primary care doctor or your child's pediatrician to refer you to the
appropriate professional.
Symptoms:
The Diagnostic and Statistical Manual of Mental Disorders (DSM-5),
published by the American Psychiatric Association, lists criteria for
diagnosing ODD. This manual is used by mental health providers to
diagnose mental conditions and by insurance companies to reimburse for
treatment.

DSM-5 criteria for diagnosis of ODD show a pattern of behavior that:

 Includes at least four symptoms from any of these categories — angry

and irritable mood; argumentative and defiant behavior; or
vindictiveness
 Occurs with at least one individual who is not a sibling
 Causes significant problems at work, school or home
 Occurs on its own, rather than as part of the course of another mental
health problem, such as a substance use disorder, depression or
bipolar disorder
 Lasts at least six months
DSM-5 criteria for diagnosis of ODD include both emotional and
behavioral symptoms.
Angry and irritable mood:

 Often loses temper

 Is often touchy or easily annoyed by others
 Is often angry and resentful
Argumentative and defiant behavior:
  Often argues with adults or people in authority
 Often actively defies or refuses to comply with adults' requests or
rules
 Often deliberately annoys people
 Often blames others for his or her mistakes or misbehavior
Vindictiveness:

 Is often spiteful or vindictive

 Has shown spiteful or vindictive behavior at least twice in the past six
months
These behaviors must be displayed more often than is typical for your
child's peers. For children younger than 5 years, the behavior must occur
on most days for a period of at least six months. For individuals 5 years or
older, the behavior must occur at least once a week for at least six months.
ODD can vary in severity:

 Mild. Symptoms occur only in one setting, such as only at home,

school, work or with peers.
 Moderate. Some symptoms occur in at least two settings.
 Severe. Some symptoms occur in three or more settings.
For some children, symptoms may first be seen only at home, but with time
extend to other settings, such as school and with friends.No physical
characteristics or additional medical conditions are known to be related to
this disorder. The above symptoms are behavior issues related to ODD.
5. Define delinquency – give other sample offenses classified to be
delinquent.

The term delinquency refers to either something that is late in being done, such as

making a late credit card payment, or to improper or criminal behavior. In a legal
context, delinquency is most often used in reference to the disorderly or illegal actions
engaged in by a youth. Juvenile delinquency is grouped into two categories, one more
serious than the next.  To explore this concept, consider the following delinquency
definition.
Definition of Delinquency
Noun
1. Failure or neglect of duty or obligation
2. Disorderly, antisocial, or illegal behavior
Origin
1630-1640       Late Latin dēlinquentia (fault, crime)

What is Delinquency
Delinquency is criminal behavior, or acts that do not conform to the moral or legal
standards of society, carried out by a minor. In the U.S., federal law defines juvenile
delinquency as “the violation of a law of the United States committed by a person
prior to his 18th birthday which would have been a crime if committed by an adult.”
A juvenile is defined as a person who has not reached his 18th birthday, though the
law specifies that a person between the ages of 18 and 21 may be prosecuted or dealt
with as a juvenile delinquent, if the offense occurred prior to his 18th birthday.
In the U.S., a juvenile who has committed a very serious crime, including murder,
may be prosecuted as an adult, depending on the circumstances. For example:
Maria, a 16-year-old high school junior, has been in a bitter rivalry with classmate
Stephanie. On a cold Saturday in February, Maria lures Stephanie into the woods, to
hang out with a group of girls. Once there, friends report that Maria manages to push
Stephanie over an embankment, into the freezing river running through the forest.
Police determine that, not only did Maria intentionally push the girl into the river, but
that she had contrived to do this week earlier, knowing that anyone falling into the icy
waters would likely drown.
Although Maria is a juvenile, the district attorney, and the court system, may decide
to charge and try her as an adult. This has to do with the heinousness of her crime.
Pre-planning the murder of another person, then ruthlessly carrying it out, is likely to
be seen as a very adult thing to do, especially considering Maria’s age. In this example
of delinquency, the authorities may also consider whether Maria has a pattern of
committing status or other offenses.

Juvenile Delinquency
Acts that constitute juvenile delinquency range from minor offenses, known as “status
offenses,” such as under-age smoking and truancy, to property crimes, such as theft,
to violent crimes. While recent years have seen a higher rate of arrests of juveniles,
violence rates among these youth has decreased. This is because most juvenile offenses
are non-violent, though, according to the Centers for Disease Control (“CDC”), youth
violence remains the third leading cause of death among youth ages 10-24 years.
Status Offenses
In juvenile delinquency, a status offense is an act that is only illegal because the
offender is a minor. For instance, underage drinking and running away from home
are status offenses, because adults are free to pack a bag and run away from home, or
sit behind the garage and drink beer, whenever they want. On average, 20 percent of
juvenile arrests are for status offenses, such as:
 Running away
 Truancy
 Violating local curfew
 Underage smoking
 Underage drinking
  Un-governability, or being beyond parental control
For example:
Fifteen-year old Ryan has made a habit of skipping school, and hanging out at the
local park with his friends. Members of the group take turns stealing alcohol from
home, passing it around while they hang out. When the school police breaks up the
merrymaking, Ryan is smoking a cigarette, and holding a beer. In this example of
delinquency, Ryan has committed several status offenses, namely skipping school,
underage drinking, and underage smoking.
How the Law Deals with Juvenile Delinquency
Beginning in the 1960s, realizing that juvenile delinquents needed help, including
better supervision, in the hope of preventing a pattern of illegal activity that tended to
continue into adulthood. The goals of the legal system took a turn to preserving
families, ensuring public safety, and preventing youth from becoming delinquent in
the first place, or from continuing to commit crimes.
How the Law Deals with Juvenile Delinquency
Beginning in the 1960s, realizing that juvenile delinquents needed help, including
better supervision, in the hope of preventing a pattern of illegal activity that tended to
continue into adulthood. The goals of the legal system took a turn to preserving
families, ensuring public safety, and preventing youth from becoming delinquent in
the first place, or from continuing to commit crimes.
Established in 1974, the Juvenile Justice and Delinquency Prevention Act (“JJDPA”)
gave prosecutors in juvenile matters discretion to divert status offenses to resources
outside the court system. These resources are deemed better-equipped to help troubled
youth, and diverting status cases avoids labeling the youth as a “delinquent.”
This forward-looking view on delinquent behavior in youth, seeing them as children in
need of supervision, care, or other services, means that only 20 percent of status
offenses are processed by the juvenile courts. This is largely because law enforcement
officers, in adhering to modern guidelines and ideas, are differentiating between status
offenses, which are viewed as calls for help, and serious delinquent behaviors.
The Role of Police Officers in Juvenile Delinquency
As the law enforcement community has become deeply burdened in recent decades,
the issue of dealing with juvenile issues becomes both crucial, and taxing on resources.
How police officers should deal with youthful trouble-makers can be confusing, and
the rules sometimes seem contradictory. The fact remains, however, that juveniles are
responsible for a large number of offenses for which patrol officers are the first point
of contact.
Because of the system imposed by the JJDPA, officers must give
greater consideration to the offenses engaged in by juveniles, the motivations of the
youth committing those offenses, and other circumstances, before deciding what action
to take. These choices include:
 Doing nothing, warning the youth and letting him go
 Taking the youth into custody, to be released to his parents
 Referring the youth to an alternative program
 Arresting the youth, or referring him to juvenile court
Violent delinquency takes away the police officer’s discretion in most circumstances,
as protecting the public remains a primary goal of the legal system. In many
jurisdictions, police officers do not need probable cause to take a juvenile into custody,
though if a youth is to be taken into custody and routed through the juvenile court
system, there must generally be reasonable suspicion or probable cause.
For example:
Officer Smith is called to a clothing store in the mall, where two 13-year old girls are
being detained for shoplifting nail polish. In talking to the girls, as well as to store
security, Officer Smith decides that this is likely the first time the girls have been in
this kind of trouble.
Considering all of the circumstances, the officer must decide what to do with the
youthful offenders – arrest them, and charge them with theft, or call their parents to
come collect them. In this example of delinquency, even if Officer Smith releases the
girls to their parents, he must decide whether to refer them to an alternative program,
or to simply allow the parents to deal with the issue
Penalties for Delinquency Status Offenses
Penalties for delinquency when juveniles commit status offenses varies, both
by jurisdiction, and by the specific circumstances surrounding the act. Police have a
great deal of discretion when it comes to dealing with juvenile delinquents.
 Violation of Curfew – varies by jurisdiction, though in most cases, police bring
the youthful violators to a center where their parents must pick them up. In
many cases, police officers may issue warnings, and take the minor home.
 Truancy – students who skip school without a valid excuse, and without their
parents’ knowledge, are considered truant. Penalties for truancy vary by
jurisdiction, and even by school district. Truant youth committing other status
crimes are dealt with more severely, with penalties ranging from the issuance of
a warning, to both student and parents, to referral to social services or the
juvenile court system.
Most states are taking a hard line on truancy, as studies show that truancy and the
likelihood of future delinquency are strongly connected. Juveniles who do go through
the court system for more serious status offenses, or for multiple or continuing status
offenses may face such penalties as:
 Being required to attend counseling, or a specialized education program
 Being required to pay a fine or restitution
 Suspension of the youth’s driver’s license or driving privileges
 Being removed from the parents’ care, and placed with another care-giver,
whether a relative, group home, or foster home
A young person who violates his court-ordered penalties, whether refusing to attend
counseling, driving without a license, or running away from his caregivers, may end
up in a locked juvenile detention facility.
Juvenile Delinquency Statistics
The following juvenile delinquency statistics are taken from the National Center for
Juvenile Justice’s (“NCJJ”) Juvenile Offenders and Victims: 2014 National Report:
Fear of Violent Delinquency at School:
 30% of high schools were involved in physical fights in a single school year, 4%
of which were treated for their injuries
 An average of 6% of high school students missed school because they felt unsafe,
either at school, or on the way to and from school
  An average of 5% of high school students admitted to having carried a weapon
on school property, whether a gun, knife, or other weapon. Students in the state
of Georgia reported the highest incidence at about 12%.
 An average of 7% of high school students reported having been injured by, or
threatened with, a weapon at school.
Drug and Alcohol Use among Youth:
 48% of all high school seniors reported having used illicit drugs
 44% of all high school seniors reported having used marijuana, making it the
most commonly used illicit drug among youth
 71% of all high school seniors reported having used alcohol
 Drug and alcohol use is more prevalent among white students than black or
Hispanic students, at 45%, vs. 31% of black students, and 40% of Hispanic
students.
 Drug and alcohol use among high school students peaked in the early 1980s
Gang Activity Among Youth:
 Youth gangs are composed overwhelmingly of males, at 92%, vs. 7% females
 Racial composition of youth gangs seems to hold steady at 50% Hispanic, 30%
black, 10% white, 10% other races
 80% of all gang activity is reported in large cities
Murders Involving Youth Offenders:
 Approximately 8% of all murders in the U.S. involve juvenile offenders
 The number of murders committed by juvenile offenders dropped sharply from
nearly 1,400 in 1993, to about 400 in 2010
 In 2010, juvenile homicide offenders were racially comprised of 63% black
youths, 35% white youths, and 3% other races
Effect of Penalties on Repeated Offenses:
 Longer sentences (greater than 3 months) at a juvenile facility do not reduce the
number of subsequent arrests. Rather, the quality of youth services, and degree
 to which those services are matched to each individual’s needs see the greatest
success.
Delinquency Example of Juvenile Court System Conviction
In 2009, 26-year old Kenzie Houk, who was 8 months pregnant, was shot and killed in
her bed. Following a brief police investigation, her 11-year old step son, Jordan
Brown, was arrested and charged with two counts of first degree murder. Jordan was
initially charged as an adult, but the Pennsylvania Supreme Court ordered that his
case be moved to the juvenile court system.

During the 3-day trial, prosecutors spun a tale in which Jordan hid his youth model
20-guage shotgun under a blanket, entered Kenzie’s bedroom, then shot her in the
back of the head as she slept. After that, prosecutors said, Jordan walked to the school
bus stop with his 7-year old step-sister. There were no eye witnesses, though the step-
sister eventually told officials she had heard a loud “boom” prior to leaving for school
with Jordan, and police found the gun, covered with a blanket that had a quarter-
sized hole in it.

Juvenile Court judge John Hodge ruled, on Friday the 13th of April, 2012, that
Jordan was delinquent in the killing of both Kenzie and her unborn child. In his
ruling, based on just 3 days of testimony and evidence presentation, Judge Hodge
alluded to his belief that Jordan must have committed the murders because nobody
else could have entered the home and killed Kenzie in the 45 minutes between the time
Jordan and the girl had left for school, and when Kenzie’s 3-year old daughter found
her.
The evidence showed that the only footprints in the snow observed by police led from
the house to the school bus stop. Jordan’s attorneys accuse police of failing to even
check for footprints outside other entrances into the house. The complete lack of
gunshot residue on Jordan, and lack of blood, tissue, and other biological evidence,
both on Jordan, and on his gun, further convince Jordan’s attorneys and supporters
that he is innocent of the terrible crime.
Because Jordan was tried and convicted of “delinquency,” the juvenile court’s
equivalent of “guilty,” in juvenile court, neither the death penalty, nor
life imprisonment without possibility of parole, were options in sentencing. Instead,
Jordan was sentenced to remain in a juvenile detention facility until he turns 21.
Related Legal Terms and Issues
 Fine – An amount of money ordered by the court to be paid as punishment for
an offense.
 Juvenile Facility – A secure residential facility holding youthful offenders, both
while awaiting trial, and who require a restricted environment for their own,
and the community’s, safety.
 Restitution – The restoration of rights or property previously taken away or
surrendered; reparation made by giving compensation for loss or injury caused
by wrongdoing.
6. How can we solve delinquent behaviour?
Tips for Preventing Delinquent Behavior
Foster children and young adults are capable of incredible feats. Unfortunately, they
are also capable of bad habits. This can be difficult, especially when these actions go
too far and become criminal.

As a foster parent or kinship caregiver, you are aware that it is ultimately the
responsibility of the kids and teenagers living in your house to regulate their own
conduct. However, you have a lot of power. This article offers strategies for utilizing
that power to lessen the likelihood that a child living in your house may break the law.
Delinquency
A juvenile under the age of 16 who commits a crime is said to have engaged in a
delinquent act. Drug offenses and crimes committed by young people against people,
property, and the public order are examples of delinquent behavior.

Delinquent activities committed by young people, such as theft, assaults on other

people, or destruction of property, can result in long-term engagement in the juvenile
justice system, drug use, school dropout, incarceration, adult criminal behavior, and
harm.
 Risk Factors Come in Four Forms
Delinquency has been the subject of extensive investigation because it has such
negative effects on young people and society. The National Conference of State
Legislatures (2011) summarizes this study and comes to the conclusion that delinquent
behavior happens in part because the interplay between four different risk factors:
1. Individual risk factors that include antisocial behavior at a young age, poor
cognitive development, hyperactivity, and emotional factors such as mental
health challenges.
2. Family risk factors linked to delinquent behavior include poverty, maltreatment
(includes neglect), family violence, divorce, parental psychopathology, familial
antisocial behaviors, teenage parenthood, single parent family, and large family
size.
3. Peer risk factors that include rejection by peers and association with peers who
break the law and get into trouble. Having a delinquent peer group is the
strongest risk factor for delinquency during the pre-teen years.
4. School and community risk factors for delinquency include low commitment to
school, poor academic performance, low academic aspirations, disorganized
neighborhoods, concentration of delinquent peer groups, and access to weapons.
These risk factors may overlap. In some instances the presence of one risk factor
contributes to existence of others (National Conference of State Legislatures, 2011).

Preventing Youth from "Crossing Over"

Youth in foster care who become involved with the juvenile justice system are sometimes referred
to as "dually-involved" or "crossover" youth. To prevent dual involvement, child welfare
professionals, foster parents, group care providers, law enforcement, and others should take steps
to prevent juveniles from getting arrested in the first place.

For example, child welfare agencies should make an effort to ensure schools know that the youth is
in foster care. This will allow school resource officers and other officials to make informed decisions
that are in the best interest of the youth and other parties involved.

Avoiding the placement of youth in group homes may also prevent a youth from crossing over to
the juvenile justice system. When placement in a group setting is necessary, make sure the home's
providers are trained in trauma-informed care and de-escalation approaches, which provide
alternatives to calling law enforcement for less serious incidents (p. 49).

Adapted from Herz, et al., 2012

Protective Factors
While there are no magic solutions for preventing delinquency,
understanding and building up protective factors is a good place to start.
Protective factors are traits or experiences that help counteract risk
factors. According to the Center for the Study of Social Policy and the
Administration on Children, Youth and Families (2013), these protective
factors may reduce the likelihood of delinquent behavior:
1. Youth resilience. "Resilience is the process of managing stress
and functioning well even when faced with adversity and trauma"
(CSSP, n.d.). Hallmarks of youth resilience include: hopefulness,
spirituality, positive view of self, overall positive attitude, trust in
others, sense of empowerment, realistic belief in one's ability to
succeed, motivation, sense of purpose, positive future orientation,
and taking responsibility for oneself.
2. Social connectedness. Connections to people and institutions help
youth increase knowledge and skills, have a sense of belonging,
and find meaning in their lives (CSSP, n.d.). Signs of social
connectedness include: warm, supportive relationships with
parents and other adults; friends who disapprove of antisocial
 behavior; attends religious services; committed to school; does
well in school; extracurricular activities; positive school climate.
3. Concrete support. Youth in foster care need concrete support and
services that address their needs and help minimize stress. Youth
have concrete support when social workers, foster parents, and
others take steps to ensure they receive basic necessities as well as
specialized academic, psychoeducational, health, mental health,
legal, and/or employment services (CSSP, n.d.).
4. Cognitive and social emotional competence. Developing
competence in these areas lays the foundation for forming an
independent identity and having a productive, responsible, and
satisfying adulthood. Signs that youth have cognitive and social
emotional competence include: realistic belief in one's ability to
succeed, spirituality, personal goals, self-esteem, thinking about
consequences of one's behavior, kindness to oneself when
confronted with personal failings and suffering, and personal
strengths (e.g., hard work, gratitude, respect, integrity) (CSSP,
n.d.).
What You Can Do
So if you are caring for a child or youth who has risk factors for
delinquency, what should you do?
Connect with your child. Building a strong relationship takes time and
effort but pays rich dividends: a caring, supportive relationship with an
adult is the single most important protective factor for children who have
experienced maltreatment.
Be clear about rules and expectations. In a friendly, clear way, explain
to children in your home what you expect of them. Hold family
members accountable consistently and respectfully. Respond to
misbehavior in a way that is proportionate. For example, unless there is
imminent danger, if a child's behavior becomes unruly your first call
should be to the child's social worker, not law enforcement.
Build your behavior management skills. Due to past trauma, children
in foster care sometimes have difficulty behaving appropriately.
Teaching them to manage their own behavior will help them succeed in
life and stay out of trouble. There are many resources to help you learn
to do this, including this article from Fostering
Perspectives: http://fosteringperspectives.org/fpv18n1/Phipps.htm.
Increase your knowledge and understanding of adolescent
development. This is particularly important given the recent advances in
the fields of neuroscience and developmental psychology. What you
know affects how you interpret teen behavior and how you respond. To
begin expanding what you know on this topic, click here.
Know where your child is and who they're with. Make your home a
place your child's friends want to be. This will help you monitor what's
going on and get to know the friends.
Don't go it alone. Have frequent, candid conversations with your child's
social worker and your licensing social worker about your parenting
successes and concerns. This is important. They want to be sure the
child is getting his needs met and is staying out of trouble. Supporting
you is one of the best ways to achieve these goals.
Be informed, supportive, and present. This is especially important
when it comes to your child's school, any therapy or treatment they
receive, and extracurricular activities.
Extracurricular Activities
Extracurriculars are a good way to support a youth's protective factors
and keep them out of activities they should avoid. However, in the past
fees have been a barrier to enrolling youth in extracurriculars. Now there
are resources out there to help:
  County DSS Agencies. NC Administrative Code (section 10A
NCAC 71R .0907, Foster Care Services For Children), makes it
clear that counties "may pay for resource items to support the
child's participation in school. Resource items include supplies,
special clothes, and fees for membership in school sponsored
extracurricular activities." Check with your county DSS to see if
resources are available for the youth in your home.
 NC LINKS Program. If you are a caregiver of a youth age 13 or
older in DSS custody, ask your social worker to connect you with
the child's LINKS worker--there may be money available to
support the youth's involvement in extracurricular activities. To
learn more about NC LINKS, go
to http://www.ncdhhs.gov/dss/links/.
 Local Guardian ad Litem (GAL) offices. In some districts, GAL
volunteers have formed nonprofit 501(c)(3) organizations that may
have funding available to support the costs of extracurricular
activities. Contact your child's GAL or local GAL office for more
information.
We hope this information can help you connect youth to extracurricular
activities, enriching their potential and keeping them on the right track.
 A Framework for Promoting Youth Well-Being
Exposure to violence and maltreatment, lack of consistent or nurturing
relationships, and involvement in foster care or juvenile justice can
seriously interfere with a young person's transition to adulthood. To help
us promote the well-being of youth who face these challenges, the Center
for the Study of Social Policy has developed YouthThrive, a research-
based framework focused on:

• Youth resilience
• Social connections
• Knowledge of adolescent development
• Concrete support in times of need
• Cognitive and social-emotional competence in youth

Taken together, these protective and promotive factors increase the

probability of positive, adaptive, and healthy outcomes, even in the face of
risk and adversity. To learn more about YouthThrive, go
to www.cssp.org/reform/child-welfare/youth-thrive. Don't miss
"Protective & Promotive Factors Defined" on the right side of the page.

Submitted by:
Khim Arthur R. Ambat
Submitted to:
Mrs. Marina T. Dalay