ERIC Number: ED363813
Record Type: RIE
Publication Date: 1992
Turn on the Turned-Off Student. Breakthrough Strategies To Teach and Counsel Troubled Youth: Social Skills, School Skills, Coping Skills Lesson Series.
Wells, Ruth Herman
This document is one of eight in a series of guides designed to help teach and counsel troubled youth. It focuses on the problems of students who are not interested in school and who may be considering dropping out of school. The problems associated with dropping out are explained and the need for an education is emphasized throughout the lessons. The relationship between a complete education and successful adult living is explored in a number of lessons. Some lessons are designed to motivate students to attend school and to eliminate obstacles to attending school. Students are provided with clear guidance on when they should attend school. One lesson demonstrates to students how much they miss when they are absent from school; another demonstrates how missing classes seriously interferes with learning. One lesson is designed to assist students from dysfunctional or crisis-oriented families, and other distracted students, to put aside problems and focus on school. Students are shown that they are accountable for the results they achieve in school and are helped to reconsider negative attitudes they have about teachers, administrators, and other school personnel. One lesson assists students who are competence-anxious to become less anxious about making mistakes in school. Throughout the lessons, the need for education in the future is emphasized and the relationship between success in school and success in adult life is highlighted. (NB)
Descriptors: Dropout Prevention, High Risk Students, Potential Dropouts, Secondary Education, Secondary School Students
Youth Change, 275 N. Third St., Woodburn, OR 97071-4705 ($12 per book, $90 per set of eight).
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Illustrated by Daniel C. Wells. For related documents, see CG 025 079-086.