NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ933639
Record Type: Journal
Publication Date: 2004
Pages: 12
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-1087-3414
Strength-Based Assessment of Adolescents Who Abuse Drugs: Implications for Helping High-Risk Youth
Cosden, Merith; Panteleakos, Frances; Gutierrez, Lisa; Barazani, Sivan; Gottheil, Elisa
California School Psychologist, v9 p115-126 2004
Strength-based assessments were designed to assess more completely the outcomes for youth having academic and behavioral problems in the schools. This approach has gained appeal among those working with adolescents who have serious behavior problems, such as those involved in drug use and related delinquent behavior. Traditional assessment procedures provide an overwhelmingly negative picture of these youths and the delineation of these deficits do not contribute to effective treatment planning. This paper describes the use of two strength-based assessment procedures with adolescents who have serious drug problems. The adolescents in this study were participants in a drug treatment court, part of a growing national trend to serve adolescents with non-violent, drug-related problems in their least restrictive environment, allowing them to remain at home and to attend their neighborhood schools. Different methods of using strength-based assessments are examined. In Study 1, assessments are used to identify students' competencies and determine which of these factors were related to youth outcomes. In Study 2, a case study is presented in which strength-based assessments are used at the individual level to develop specific treatment plans. The current state of the field, and future challenges for effective utilization of the strength-based approach to assessment and intervention, are discussed. (Contains 2 figures, 1 table, and 1 footnote.)
California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: communications@casponline.org; Web site: http://www.casponline.org
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California