## Other Youth Topics

## Breadcrumb

            -  Youth Topics 
            -  Children of Incarcerated Parents 
            -           Supporting Youth with Incarcerated Parents: For School Staff      

# Supporting Youth with Incarcerated Parents: For School Staff

## Video and Guide: Creating Conditions that Promote Safety, Healing, and Growth in Child-Parent Visits

## YPAR Research: Nothing about Us without Us

Nothing about Us without Us: Amplifying the Perspectives of Youth with Experiences of Parental Incarceration through Youth Participatory Action Research

## YPAR Research: Raising Voices

Raising Voices: Youth Participatory Action Research to Explore Experiences and Strategies for Improving the Well-Being of Youth with Incarcerated Parents

PreviousPauseNext

                              - 0
                              - 1
                              - 2

This video and discussion guide are designed for school staff who provide direct supports and services to students: teachers, administrators, and support staff (e.g., school social worker, psychologist, guidance counselor, librarian, art teacher, PE teacher, cafeteria worker, custodian, bus driver). School staff contributed to the planning and content and several are featured in the video.

Access the video, discussion guide, and transcript:
                      - Video recording
                      - Discussion guide  (PDF, 3 pages)
                      - Transcript  (PDF, 9 pages)

How Individualized Education Program (IEP) Transition Planning Makes a Difference for Youth with Disabilities
Youth who receive special education services under the Individuals with Disabilities Education Act (IDEA 2004) and especially young adults of transition age, should be involved in planning for life after high school as early as possible and no later than age 16. Transition services should stem from the individual youth’s needs and strengths, ensuring that planning takes into account his or her interests, preferences, and desires for the future.

Youth Transitioning to Adulthood: How Holding Early Leadership Positions Can Make a Difference
Research links early leadership with increased self-efficacy and suggests that leadership can help youth to develop decision making and interpersonal skills that support successes in the workforce and adulthood. In addition, young leaders tend to be more involved in their communities, and have lower dropout rates than their peers. Youth leaders also show considerable benefits for their communities, providing valuable insight into the needs and interests of young people

How Trained Service Professionals and Self-Advocacy Makes a Difference for Youth with Mental Health, Substance Abuse, or Co-occurring Issues
Statistics reflecting the number of youth suffering from mental health, substance abuse, and co-occurring disorders highlight the necessity for schools, families, support staff, and communities to work together to develop targeted, coordinated, and comprehensive transition plans for young people with a history of mental health needs and/or substance abuse.

Young Adults Formerly in Foster Care: Challenges and Solutions
Nearly 30,000 youth aged out of foster care in Fiscal Year 2009, which represents nine percent of the young people involved in the foster care system that year. This transition can be challenging for youth, especially youth who have grown up in the child welfare system.

Coordinating Systems to Support Transition Age Youth with Mental Health Needs
Research has demonstrated that as many as one in five children/youth have a diagnosable mental health disorder. Read about how coordination between public service agencies can improve treatment for these youth.

Civic Engagement Strategies for Transition Age Youth
Civic engagement has the potential to empower young adults, increase their self-determination, and give them the skills and self-confidence they need to enter the workforce. Read about one youth’s experience in AmeriCorps National Civilian Community Corps (NCCC).