1

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES

Administration for Children and Families

Administration on Children, Youth and Families

Family and Youth Services Bureau

U.S. DEPARTMENT OF HEALTH AN

Ad i i t ti Child Y th d F

January 2005

Supporting

Your Adolescent

Tips for Parents

i

Table of Contents:

Supporting Your Adolescent:

Tips for Parents . . . . . . . . . . . . . 1

Resources for Parents

Web Resources . . . . . . . . . . . . 19

Print Publications . . . . . . . . . . . 20

Glossary of Terms . . . . . . . . . . . . 26

About the Family and Youth

Services Bureau . . . . . . . . . . . . 37

About the National Clearinghouse

on Families & Youth . . . . . . . . 38

Supporting

Your Adolescent

Tips for Parents

January 2005
ii

Supporting Your Adolescent: Tips

for Parents was developed for the

Family and Youth Services Bureau

by Johnson, Bassin & Shaw, Inc.,

under Contract No. GS10F0285K

from the Administration on

Children, Youth and Families;

Administration for Children and

Families; U.S. Department of

Health and Human Services, to

operate the National

Clearinghouse on Families & Youth.
1

Supporting

Your

Adolescent:

Tips for

Parents

Adolescence is a time for young

people to define their place in the

family, peer groups, and the larger

community. During this stage of their

lives, youth struggle with the

transition from childhood to

adulthood. During childhood, they

depended mainly on their parents for

economic and emotional support and

direction. In adulthood, though, they

will be expected to achieve

independence and make choices

about school, work, and personal

relationships that will affect every

aspect of their future.

Without question, adolescence is a

difficult time for many young people.

During this period, they must contend

with physical changes, pressure to

conform to current social trends and

peer behaviors, and increased

expectations from family members,

teachers, and other adults.

Adolescents also must deal with

sometimes conflicting messages from

parents, peers, or the media. They

struggle with an increasing need to

feel as if they “belong.” Young people

also feel pressure to perform

academically or socially.

1
For some young people, the usual

challenges of adolescence are

compounded by difficult family

situations, overcrowded classrooms,

disintegrating neighborhoods, or

exposure to alcohol or other drugs.

Without support and guidance, these

young people may fall victim to

behaviors that place them, and

others, at risk. In our society, those

behaviors include dropping out of

school, running away from home,

joining gangs, and using alcohol or

drugs or becoming involved in other

law-breaking behaviors. Some youth

may become despondent, leading to

academic problems, social isolation, or

self-destructive behavior.

Growing Up Today

Each generation of

young people and

their families faces

new, and perhaps

more challenging,

circumstances. Today,

life for young people

is characterized by

shrinking family incomes and growing

options with regard to careers,

beliefs, and lifestyle choices. More

transient lifestyles result in isolation

from extended families and a

breakdown in the feeling of

community. Today, therefore, youth

need greater self-direction and poise

than ever before to successfully move

from adolescence to adulthood.

Today’s community and social

structures place high demands on

young people and their families.

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Fortunately, though, those systems

also offer varied forms of support.

Most communities have counseling

services, specialized groups, hotlines,

and educational courses for both

youth and their parents.

Helping your child move to

independence requires that you

understand healthy adolescent

development and how to find the

resources that can help you when

your child gets off track.

Tips for Parenting

When Your Child

Becomes an

Adolescent

During adolescence,

young people begin

to experiment and

take risks. They do so

because they are

moving from a family-centered world

to the larger community, within which

they will begin to define their own

identity. They may choose friends

their parents do not approve of or try

alcohol or other drugs. They may

wear clothing that is trendy and

generational, begin comparing their

families’ lifestyles with those of other

families, or break rules imposed by

their parents or the larger

community.

Through these actions, young people

are testing the limits. They are

recreating themselves in a fashion

that they believe will allow them to

survive without the day-to-day

guidance of their parents. They also

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are trying to shift the balance of

power and authority in their own

direction. Parents are understandably

troubled by the confrontational

nature of some adolescent behavior.

They also worry about other actions

that may threaten the safety of their

child.

Though there are no easy answers in

parenting, the following strategies

may help you support your child

during adolescence while reducing

the risk of serious harm to either your

child or another person:

• Educate yourself about

adolescent development. Learn

about the behaviors to expect,

the effects of physical changes,

and ways to help your child deal

with change. (See p. 13 for

information on how to seek

guidance on dealing with your

adolescent, and p. 19 for a list of

resource materials.)

• Remember your own

adolescence: your changing

feelings, anger at authority, and

fears and hopes. Look at your

adolescent’s behavior in the

context of those memories to

help you keep perspective.

• Think about taking a course on

good parenting. Parenting is a

learned skill. Training can help

even experienced parents by

giving them new tools for

supporting children through

adolescence.

4
• Listen more than talk. Young

people have spent at least a

decade as listeners in most

situations. During adolescence,

they want and need the chance

to share their feelings and ideas

and to begin recasting family

beliefs, stories, and traditions in

light of their changing identity.

• Teach your adolescent about the

joys and troubles of life and ways

to revel in the good times and

cope with the bad. The myths

that life is always easy or fair or

that one should always be happy

can lead to frustration for young

people dealing with the realities

of life. 

• Use positive reinforcement for

positive behavior whenever

possible; it is far more effective

than criticism or punishment for

negative behavior. Words that

belittle can hurt your adolescent’s

self-esteem. The most useful tools

in raising young people are love,

compassion, sensitivity, praise,

understanding, and

communication.

• Teach your adolescent that rights

and responsibilities go hand in

hand, and give your child

increasing responsibility for his or

her personal well-being and that

of the family. Provide your child

opportunities to help around the

house and to become involved in

family decision-making

discussions. In doing so, seek your

child’s input and help him or her

to understand the process that

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you use to make those decisions.

Look for situations that can allow

your child to test decision-making

skills with the support of caring

adults. Supportive adults can help

provide your child with an

understanding of the impact of

those decisions on both your child

and others. They also can assist

your adolescent in coping with

the results of these choices.

• Help your adolescent move

toward independence. For each

youth, the need to assert

independence will happen at

different times and through

different means. Becoming

attuned to your children’s

attempts to operate

independently will help you

support those efforts and provide

guidance when early attempts at

decision making result in less than

desired outcomes. It is sometimes

difficult for parents to give up

control out of concern for their

child’s safety. Remember, though,

that adolescents’ skills in coping

with increasing responsibility

will be enhanced by parents’

willingness to support them as

they make choices and face 

new challenges.

• Offer your child chances to

become involved in the

community. All young people are

searching to find their place in

the world. Involving adolescents

in developing solutions to

community problems can shift

their focus from themselves and

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help them to develop skills and

feel involved and empowered.

• Spend quality and quantity time

with your adolescent.

Adolescence is a time when

young people naturally begin to

pull away from the family and

spend more time at school, with

friends, or at a job. Still, time

spent with caring parents is key to

young people’s ability to grow

emotionally and socially. Take

advantage of times that your

adolescent is home, over dinner

or watching a ball game, to

continue building your

relationship. Become involved in

your child’s outside interests. Your

involvement will both show your

support and help you stay

informed about your child’s life.

• Encourage other caring adults,

including friends and relatives,

to spend time with your

adolescent. Aunts and uncles or

adult neighbors can offer your

child further support, guidance,

and attention.

• Accept that you have feelings too.

You may feel frustrated, angry,

discouraged, or sad during

difficult times with your

adolescent. Being a good parent

doesn’t mean being perfect.

Model the ability to apologize

when you feel that you let your

emotions get the best of you.

Your example will help your child

understand human frailty and

ways of mending relationships

strained by stress or disagreement.

7
• Seek support and guidance for

yourself in dealing with the

changes in a child moving

through adolescence. Learn

about the signs of crisis, and talk

with other parents or

professionals. By doing so, you

can begin to tell the difference

between adolescent behavior

that indicates a youth in crisis

and the usual behavior

associated with a life passage.

• Remember that most youth

have problems at some time.

Acting-out behavior can be a

normal part of becoming an

adult. Parents sometimes

needlessly feel embarrassed

when their child is having

trouble. Do not assume that your

child’s behavior always reflects

on the quality of your parenting.

• Do not always push for drastic or

dramatic solutions. Sometimes

young people just need time

and support to work through

their problems.

• Continue to provide all of your

children with positive feedback

and opportunities to grow.

Reflect on what you wanted for

your children during better

times: health, happiness, and

movement toward a promising

future. Offer them chances to

strengthen their skills and

develop a sense of competence,

usefulness, and belonging.

8
When Your

Adolescent

Needs Help

All youth need daily

support and

guidance. But some

young people whose

adolescence is

marked by more

serious struggles may require help

from outside the family. Many people

believe that family matters should be

kept private. Seeking help, however,

simply means that you are drawing on

every community resource that you

can to support your child.

It is never too late to reach out for

help. But early intervention with

young people who are troubled is

crucial to reducing the damage that

problems, or the resulting acting-out

behavior, might cause. Watch for

these signs that your child might

need help in dealing with the

difficulties of adolescence:

• Large amounts of time spent

alone and isolation from family

and friends

• Sudden changes in school

performance

• Drastic mood swings or changes

in behavior

• Changes in your child’s peer

group or separation from longtime friends

9
• Lack of interest in hobbies or

social and recreational activities

Keep in mind that these signs do not

always mean that your adolescent is

in trouble. Some changes in

friendships, for example, are normal

as young people mature and find new

interests. Changes in the family

situation, such as moving to a new

town, also can affect adolescent

behavior as they deal with leaving

friends and joining a new school.

Also, all young people are different.

An introverted youth, for example,

may enjoy spending time alone

reading. On the other hand, an

extroverted young person may have

trouble focusing on school in the less

structured academic situations of

most middle or junior high schools.

Parents usually can best assess how

their children are doing on the basis

of experience. Yet during adolescence, youth often stop sharing as

much information with their parents

as they did at younger ages.

The first step for parents in dealing

with concerns about their adolescents, therefore, is to improve or

reopen the lines of communication.

Simply talking with adolescents,

without focusing on immediate

concerns, gives young people the

chance to share their struggles or

provide reassurance that they are

comfortable and doing well.

If problems appear to persist and your

child seems reluctant or unable to

discuss them with you, try talking

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with him or her in a nonconfrontational manner about the changes

that you notice. Express your concern

for your child’s well-being and your

interest in helping in any way

possible. But be prepared for a

defensive reaction, and listen and ask

questions. Be willing to help your

adolescent talk through problems,

rather than immediately giving

solutions.

If your efforts to talk with your child

do not appear to be working, you

might get an outside perspective

from a close and trusted friend or

relative. You also can seek support

and guidance on dealing with your

teen through other community

resources:

• Health care professionals,

guidance counselors, teachers, or

the principal at your child’s school

• Your local government, which may

offer service to families through a

range of social service agencies.

(You can find the telephone

numbers for local government

agencies in your phone book.

Look for agencies with the

following key words: youth,

families, mental health, social

services, human services, or crisis

intervention. Many local

governments also have an

Information and Referral line that

you can call for help in finding the

right services.)

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• Your local chapter of the United

Way, which typically funds social

service programs in communities

• Community organizations that

offer services to young people

and their families (look in the

Yellow Pages under “Youth

Organizations” or “Youth

Centers”).

• The social work or social service

department of a local hospital,

especially a children’s hospital

• The employee assistance program

at your workplace

• Parent support groups or

parenting education classes that

address parenting issues or

specific issues such as adolescent

drug use

• Independent counselors and

psychologists in your area (look in

the Yellow Pages under

“Psychologists” or “Therapists”).

In addition, a good way to help your

adolescent through troubled times is

to focus on yourself. By improving

your ability to cope with the effects

of your adolescent’s changing

behavior, you make it more likely that

you will be able to help your child.

Seeking help for yourself also shifts

the focus away from your adolescent,

who may feel exposed and vulnerable

under the sudden scrutiny of a range

of outsiders. By looking for help for

yourself, you are modeling good

coping skills and learning new tools

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for dealing with stress. Perhaps most

important, you are reassuring your

adolescent that the family works

through its difficult times without

blaming any family member.

Making the Most

of Available

Resources

Most social service

agencies or helping

organizations offer

valuable services.

Generally, their staff

truly care about

helping you and your adolescent. Not

all agencies, however, may offer the

services that you need. Some also

may have a style of offering services

that may not be comfortable for you

or your family. So it is important, even

in crisis, that you treat the selection

of an agency to assist you as you

would any other important consumer

decision, such as buying a car or a

house. Look at a number of options,

and ask agencies questions such as

the following:

• Could you describe the philosophy

of the agency regarding working

with adolescents and their

families?

(Most youth professionals believe

that services to young people

should address the total needs of

your child. An agency with such a

“holistic” approach to helping your

child will offer health care,

counseling, recreation, and family

support, either directly or by

13
referral to other agencies. To be

effective, these services should

help young people develop a

sense of belonging, give them

chances to master skills and tasks,

assist them in learning how to

make choices about their future,

and support their efforts to

contribute to the community.)

• Could you describe the services

you offer (type, where offered,

length of time services are

available)?

• What is the makeup of your staff

(for example, racial/ethnic

background, gender, education,

and experience level)?

• Are there other community

agencies that can share their

perspective with me about the

work your agency does with

young people and their families?

• What is expected of my child and

me if we participate in your

services or program (for example,

time and contractual obligations)?

• If we are assigned to work with a

staff member with whom we do

not feel comfortable, would we

be able to request a change?

• Will all information on my child’s

case be held confidential?

• What would you do if your staff

appeared unable to help my child

or me?

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• How soon would we access the

services (is there a waiting list)?

• What is the cost of the services?

• Is any financial assistance available

to help with this cost (for

example, Medicaid)?

• What do I do next if I would like to

have my child receive these services?

Keep detailed notes on every contact

that you make. These notes should

include the names of staff people

with whom you speak, what they tell

you, whether they are sending more

information in the mail, how you felt

about the interaction, and the date.

You can use the information later to

choose the agency that seems most

appropriate.

You may run into obstacles while

seeking assistance for your child.

Occasionally, for example, you may

speak with someone who does not

appear to fully understand the issues

facing you and your child. Or you

might find yourself being referred

from agency to agency. At these

times, get support and advice from

friends and relatives. They can help

you view such obstacles for what they

are: “bumps in the road” on the way

to finding help rather than dead ends.

Your persistence will pay off when

you find services that meet the needs

of your family.

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When Your

Adolescent

Is In Trouble

Despite a parent’s

best efforts, some

young people find

themselves in trouble

with the law. Peer

pressure, the need to

assert independence, or misjudgments

can place your adolescent at risk of

involvement in activities that result in

arrest and processing through the

local juvenile justice system.

Juvenile justice systems vary widely

between communities. If your child

becomes involved in the juvenile

justice system, your first step is to

learn how the system in your area

works. This knowledge will allow you

to advocate for an outcome that

teaches your child about the results

of inappropriate behavior without

hurting his or her prospects for the

future.

Begin by asking the processing officer

at the police station (usually an

officer in the juvenile division) to

explain the process to you:

• Why was my child arrested?

• Will you have to detain my child

or can he or she be released in

my custody? Will we need to post

bond?

• Will my child have a criminal

record simply as a result of the

arrest?

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• What happens next?

• Whom should I speak with to get

assistance if my child is referred

to juvenile court?

In many cases, particularly for minor

offenses or a first-time arrest, youth

will be released into their parent’s

custody. They also may be diverted

into a community service program

where they will be expected to

perform volunteer service. In

exchange, the charges against them

will be dropped.

If your child is referred to juvenile

court, however, what happens next

will depend on the structure of the

local system, the actions of the

prosecutor’s office, and the

availability of diversion or treatment

programs. The prosecutor and

juvenile court staff can tell you what

to expect from the process. (Juvenile

court staff includes intake or

probation department staff members,

who often conduct preliminary

investigations. These investigations

provide juvenile court judges with

background information they use to

decide on dispositions.)

You also are well advised to seek legal

counsel if your child is referred to the

court system. Youth of families

without financial resources can

request counsel from the local public

defender’s office. Even if you obtain a

lawyer to represent your child, you

should accompany your teen through

all juvenile justice system processing:

intake, meetings with juvenile court

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staff and diversionary or treatment

program staff, and any court

hearings.

Keep in mind that the main intent of

most juvenile justice systems is to

help young people redirect their lives,

not simply to punish them. Still, your

role in advocating for your child is

crucial. There are several alternatives

to a court hearing, court decision, or

detention. Your child can be diverted,

for example, into a treatment

program. Further, when a court

hearing and decision are required,

courts usually view a parent’s

involvement in the case positively

when making a decision.

Further, it often is in times of crisis

that bonds between parents and

adolescents are reaffirmed. At those

times, youth again turn to their

parents for support and protection.

Troubling circumstances may present

parents of adolescents with

opportunities to show their love and

support, to help their child obtain

services to deal with specific

problems, and to strengthen

interpersonal connections that will

benefit the family for years to come.

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Resources for

Parents*

Web Resources

American Academy of Child &

Adolescent Psychiatry (AACAP) www.aacap.org/publications/factsfam/

The AACAP has developed a series of

88 fact sheets, called Facts for

Families, that provide up-to-date

information on issues affecting

children, teenagers, and their families.

Topics range from normal adolescent

development to behavioral problems

and psychiatric disorders.

KidsHealth www.kidshealth.org/parent/ 

KidsHealth, a service of the Nemours

Foundation, offers articles on

nutrition and fitness, positive

parenting, and emotions and

behavior, among others. An

interactive question and answer

section allows parents to submit

questions to an expert panel.

MedLine Plus www.nlm.nih.gov/medlineplus/teendevelopment.html

MedLine Plus, an information service

of the National Institutes of Health,

has compiled a list of links to

documents on teen development.

Categories include: latest news,

coping, specific conditions, and

research.

19
The National Center for Fathering www.fathers.com/articles/

The National Center for Fathering has

a lengthy library of articles on

Fathering Tips for Dads of Teenagers.

Articles include: “Show Your Daughter

What a Good Husband Is,” “Cell

Phones and Communicating Values,”

and “Learning to Express Emotions.”

The National Runaway Switchboard www.1800RUNAWAY.org

The National Runaway Switchboard, a

confidential hotline for runaway,

homeless, and at-risk youth, has a

wealth of information for parents

including "Warning Signs to Runaway

Behavior," "Tips for Parents," and

"What to do When Your Child Returns

Home." 

Shoulder to Shoulder Minnesota:

Raising Teens Together www.shouldertoshoulderminnesota.org

Although focused on youth in the

state of Minnesota, this site has a

wealth of information and links that

advise parents on how to raise teens

who are healthy, safe, and drug and

alcohol free. Fact sheets and

brochures can be downloaded on a

variety of topics, including

“Understanding Your Teen” and

“Talking with Your Teen.” A PowerPoint

presentation, called “Thriving with

Your Teen,” is also available.

Print Publications**

Boys into Men: Raising Our African

American Teenage Sons

This book helps African American

families face the unique challenges of

20
raising teenage sons. Parents are

given guidance on how to foster a

positive racial male identity, plant

strong spiritual roots, promote sexual

responsibility, and overcome negative

cultural influences. Published in 2001.

Authors: Nancy Boyd-Franklin, A. J.

Franklin, and Pamela Toussaint.

Available from Plume Books, 405

Murray Hill Pkwy., East Rutherford, NJ

07073; Phone: (800) 788-6262.

Caring for Your Teenager

Spanning the full spectrum of

adolescent development issues, this

handbook by the American Academy

of Pediatrics helps parents and their

children navigate the teen years. This

606-page volume includes advice on

discipline, self-esteem, and peer

pressure, among others. Published in

2003. Author: American Academy of

Pediatrics. Available from the

American Academy of Pediatrics, 141

Northwest Point Blvd., Elk Grove

Village, IL 60007-1098; Phone: (866)

843-2271; Web site:

http://www.aap.org.

Connect 5: Finding the Caring Adults

You May Not Realize Your Teen Needs 

Research shows that teenagers thrive

with the support of a network of

caring adults. This book provides

encouragement and practical advice

for parents to help their teens safely

connect with other responsible and

supportive adults. Published in 2004.

Author: Kathleen Kimball-Baker.

Available from the Search Institute,

615 First Ave. NE., Suite 125,

Minneapolis, MN 55413; Phone: (800)

888-7828; Web site:

http://www.search-institute.org.

21
How to Talk to Teens About Really

Important Things

For parents of teenagers, talking

openly about sex, drugs, lifestyle

choices, and divorce can be daunting.

This book offers parents a commonsense approach to knowing just what

to say to teens and how and when to

say it. Authors: Charles E. Schaefer

and Theresa Foy DiGeronimo. Available

from Active Parenting Publishers,

1955 Vaughn Rd. NW., Suite 108,

Kennesaw, GA 30144-7808; Phone:

(800) 825-0060; E-mail:

cservice@activeparenting.com; Web

site: http://www.activeparenting.com.

The Inside Story on Teen Girls

The Inside Story on Teen Girls gives

expert answers to real questions

asked by parents and teen girls.

Parents and teen girls will find tips

and suggestions on developing better

communication, as well as

reconnecting with other family

members and strengthening their

sense of self. Published in 2002.

Authors: Karen Zager, Ph.D., and Alice

Rubenstein, Ed.D. Available from the

American Psychological Association,

750 First St. NE., Washington, DC

20002-4242; Phone: (800) 374-2721;

Web site:

http://www.apa.org/books/teengirls.

Parenting at the Speed of Teens:

Positive Tips on Everyday Issues 

This concise, pocket-sized book offers

parents positive solutions to the

everyday issues facing all teens, as

well as the greater challenges of

depression, divorce, and racism,

among others. Published in 2004.

22
Available from the Search Institute,

615 First Ave. NE., Suite 125,

Minneapolis, MN 55413; Phone: (800)

888-7828; Web site:

http://www.search-institute.org.

Parenting to Build

Character in Your Teen

This guidebook shows parents

techniques on how to teach, enforce,

advocate, and model the author’s six

pillars of character: trustworthiness,

respect, responsibility, fairness, caring,

and citizenship. Published in 2001.

Authors: Michael S. Josephson, Val J.

Peter, and Tom Dowd. Available from

Girls and Boys Town Press, 14100

Crawford St., Boys Town, NE 68010;

Phone: (800) 282-6657; Web site:

http://www.girlsandboystown.org/btpress.

Parenting Today’s Adolescent: Helping

Your Child Avoid the Traps of the

Preteen and Teen Years 

This guide instructs parents in how to

help their preteens and teens

understand the challenges of growing

up in the 21st century. Using a

Christian perspective, the book aims

to help children and parents

strengthen their relationship while

forging a productive vision for the

future. Published in 2002. Authors:

Dennis Rainey, Barbara Rainey, and

Bruce Nygren. Available from Thomas

Nelson Publishers, P.O. Box 141000,

Nashville, TN 37214; Phone: (800)

441-0511; Web site:

http://www.thomasnelson.com.

Positive Discipline for Teenagers

This guide seeks to teach parents how

to influence without lecturing, let go

without abandoning, spend quality

23
time that counts, teach life skills,

invite joint problem-solving, find

solutions without blame, and follow

through with dignity and respect.

Published in 2000. Authors: Jane

Nelsen and Lynn Lott. Available from

Prima Publishing, 1745 Broadway, New

York, NY 10019; Phone: (916) 632-

4400.

Staying Connected: A Guide for

Parents on Raising an Adolescent

Daughter

This 35-page brochure from the

American Psychological Association

incorporates the latest research on

adolescence to advise parents on

raising healthy, resilient teenage

daughters. Sections include: puberty,

peer groups, self-esteem, sexuality,

mood swings, and rebellion. Published

in 2001. Available free through the

APA Office of Public Communications;

Phone: (202) 336-5700; E-mail:

pubcom@apa.org; Web site:

http://www.apa.org/pubinfo/girls

/connect.pdf.

Staying Connected to Your Teenager:

How to Keep Them Talking to

You and How to Hear What

They’re Really Saying

This book provides strategies for

coaxing out the emerging adult in

every teen. The author gives tips on

how parents can move from a

“managing” to a “consulting” role in a

teen’s life, how to work with a teen’s

uniquely exasperating sleep rhythms

and how to break through the

monosyllables to have real

24
conversations. Published in 2003.

Author: Michael Riera. Available from

Perseus Publishing, 5500 Central Ave.,

Boulder, CO 80301; Phone: (800) 386-

5656; E-mail:

westview.orders@perseusbooks.com.

Your Adolescent: Emotional,

Behavioral and Cognitive

Development from Early Adolescence

Through the Teen Years

This guidebook helps parents

understand and respond to both the

typical and more serious challenges of

the teen years. It addresses everyday

issues like peer influence and

separation anxiety, as well as more

serious problems like violence and

experimental alcohol and drug use.

Authors: David Pruitt, American Academy

of Child & Adolescent Psychiatry.

Available from HarperCollins, 10 East

53rd St., New York, NY 10022; Phone:

(212) 207-7000.

* This list is intended to provide you with

resources on parenting issues; readers

should not presume this list is exhaustive.

Moreover, points of view and opinions

expressed in these materials do not

necessarily represent the official position

of the Family and Youth Services Bureau

or the National Clearinghouse on Families

& Youth.

** Many of these publications can also be

obtained through libraries, local

bookstores, and online booksellers. 

25
Glossary

of Terms

This glossary provides you

with definitions of terms

that you may encounter as

you seek assistance for your child.

Note that words in italic are defined

in this glossary. 

Acquittal: Judgment of the court that

a person is not guilty of the

offense(s) for which he or she has

been tried. The judgment is made by

a jury or a judicial officer. 

Adjudicate: To settle a case by judicial

procedure. 

Adjudication hearing: Stage in juvenile

court proceedings in which

arguments, testimony, and evidence

are presented to determine whether a

youth actually committed the alleged

offense. 

Aftercare: Control, supervision, and

care exercised over youth after they

leave community-based programs or

are released from juvenile facilities.

Aftercare may include probation,

counseling, enrollment in a

community program, or other forms

of treatment. Aftercare services are

designed to support young

people’s return to their families and

communities and to lessen

the chance that they will get in

trouble again. 

Child abuse: Behavior directed toward

a child by an adult that harms a

child’s physical or emotional health

26
and development. Child abuse

includes four major categories:

physical abuse, sexual abuse,

emotional abuse, and neglect. 

Chin or Cin: Commonly used

abbreviation for “child in need of

supervision.”

Classification: Process through which

the educational, vocational,

treatment, and security needs of a

youth offender are determined.

Commitment: Action of a judicial

officer ordering that a young person

who has been alleged or judged to

have committed an offense be placed

in a particular kind of confinement or

community residential program. 

Correctional facility: Facility for the

confinement of individuals accused or

convicted of criminal or delinquent

activity. 

Delinquent offense: An act

committed by a youth that would be

a crime if committed by an adult.

Examples include assault, burglary, or

possession of illegal drugs. 

Dependency case: A case in which

neglect or physical, sexual, or

emotional abuse of a young person

by a parent is alleged.

Dependent: A legal term denoting a

young person who is alleged to have

been neglected or physically, 

sexually, or emotionally abused by 

a parent and has come to the

attention of the court.

27
Detention: Temporary confinement of

a youth alleged to be delinquent

pending pretrial release, juvenile court

proceedings, or disposition. 

Disposition: The decision reached

concerning a young person’s case.

Examples include, but are not limited

to, a juvenile court judge’s decision to

dismiss the case or to order a young

person to participate in a drug

treatment program or perform

community service. Juvenile court

case dispositions fall into the

following categories: 

• Dismissal: An order of the court

disposing of a case without

conducting a trial of the issues.

Dismissal may occur when there is

a finding of insufficient evidence

to bring the matter to trial, when

no more decisions or actions are

anticipated, or when the case is

already being handled by another

court. 

• Placement: Removing a youth

found to have committed an

offense from the home and

placing him or her elsewhere for a

specified period of time, such as

in a juvenile or other facility. 

• Probation: Placing a youth found

to have committed an offense

under the supervision of the

court. During probation, the

young person must maintain

good behavior, not commit

another offense, and meet any

other conditions the court may

deem appropriate to impose. 

28
• Probation before judgment:

Placing a youth found to have

committed an offense on

probation before the judge makes

a final decision. Successful

completion of the probation

period results in a complete

dismissal of the charges without

any finding of involvement by the

young person in the offense.

• Transfer or waiver to adult

criminal court: Transfer of a young

person’s case to a court normally

used to try adults for violations of

criminal law, such as murder,

rape, robbery, burglary, or

distribution of illegal drugs. A

juvenile’s case usually is

transferred to adult criminal court

because of the serious nature of

the alleged offense. 

• Other: A youth found to have

committed an offense may be

given a disposition other than a

commitment or probation, such

as requiring participation in a drug

abuse treatment system, payment

of fines, or performance of

community service.

Disposition hearing: Hearing held after

the adjudication hearing in which the

judge determines the disposition of a

young person’s case. 

Diversion: Channeling young people

into programs as an alternative to

processing their cases through the

juvenile court. A youth, for example,

might be referred to a community

service program to perform volunteer

work to “repay” the community.

29
Drug testing: Examination of a

person’s urine samples to determine

the presence or absence of certain

drugs. 

Emotional abuse: Verbally mistreating

or withholding positive emotional

support from a child. Emotional abuse

involves an adult speaking to a child in

ways that are intended to demean,

shame, threaten, blame, intimidate, or

unfairly criticize the child.

Group home: A nonsecure program in

which a group of young people live

and receive services at the program

facility under the supervision of adult

staff. Group homes emphasize familystyle living in a homelike atmosphere.

Although many youth living in group

homes are ordered there by the court,

group homes may also house abused

or neglected youth who are placed

there by social service agencies. 

Hearing: A court proceeding to decide

on a course of action or to determine

a young person’s involvement or

noninvolvement in an offense.

Arguments, witnesses, and evidence

are heard by a judicial officer or

administrative body in making the

decision. 

Holistic or wraparound services: In the

wraparound service approach, a team

of professionals from different

disciplines works with a young person

and his or her family to offer services

that meet their specific needs. The

team also may work with the family in

a location that is comfortable for the

family, for example, at their home or

at the young person’s school. 

30
Intake/arrest: Action of taking a youth

into police custody for the purpose of

charging him or her with a delinquent

act. The juvenile justice process often

begins with an investigation by a

police officer, either because he or

she observes a delinquent act being

committed or because such an act is

reported. The police officer will

generally take one of three actions at

intake or arrest: (1) release the youth

to his or her parents with a warning or

reprimand, (2) release the youth to

the parents under the condition that

the youth enroll in a community

diversion program, or (3) keep the

youth in custody and refer the matter

to the juvenile court’s intake officer

for further processing. 

Intake decision: Recommendation

made by the juvenile court’s intake

officer to either handle the case

informally or schedule the case for a

hearing in juvenile court. 

Intake hearing: Early stage in juvenile

court proceedings in which an intake

officer decides to either handle the

case informally or schedule the case

for a juvenile court hearing. 

Intake officer: An official who receives,

reviews, and processes cases in which a

young person is alleged to have

committed an offense. The intake

officer can recommend either handling

the case informally or scheduling the

case for a hearing in juvenile court.

The intake officer may also provide

referrals for juveniles and their families

to other community agencies.

31
Interstate Compact on Juveniles: An

accord signed in 1955 between all

State governments that regulates

how States handle youth who have

committed a status or delinquent

offense and are picked up by police

outside of their home State. 

Juvenile: A young person at or below

the upper age of juvenile court

authority, as defined in the local

jurisdiction. In most States, young

people age 18 or younger fall under

the jurisdiction of the juvenile court. 

Juvenile court: A court with authority

over cases involving individuals under

a specified age, usually 18 years. 

Mandatory release: Release from an

institution required by law when an

individual has been confined for a

period equal to his or her full

sentence minus time for good

behavior, if any.

Mediation: An alternative to a court

proceeding in which a neutral person

assists two or more people to resolve

a conflict and reach a solution

acceptable to all sides. 

Medicaid: A Federal program that

provides funds for medical services

for people with low incomes.

Neglect: Failure by a parent to provide

for the basic needs of a child, such as

for shelter, food, or clothing. 

Nonpetitioned (informally handled)

case: A case decided by juvenile court

intake officers rather than through a

hearing in juvenile court. 

32
Nonresidential program: Program that

provides services to youth who live at

home and report to the program on a

daily basis or as scheduled. Young

people in such a program require

more attention than that provided by

probation and aftercare services.

Often the program operates its own

education program through the local

school district. 

Petition: The formal charging

document filed in juvenile court

alleging that a youth has committed a

status or delinquent offense or is a

dependent. A petition asks that the

court hear the young person’s case

or, in certain delinquency cases, that

the court transfer the case to adult

criminal court so that the young

person can be prosecuted as an adult. 

Petitioned (formally handled) case: A

case handled through a hearing in

juvenile court or transferred to adult

criminal court.

Physical abuse: Physical punishment

of a child by an adult that is

unreasonable in light of the age,

condition, and disposition of the child

and other surrounding circumstances.

Placement: Removing a youth found

to have committed an offense from

the home and placing him or her

elsewhere for a period, such as in a

juvenile facility or group home.

Predisposition investigation:

Investigation into the background and

character of a young person who has

been determined to have committed

33
a delinquent offense. The

investigation collects information that

will assist the court in determining the

most appropriate disposition.

Probation: Placing a youth found to

have committed an offense under the

supervision of the court. During

probation, the young person must

maintain good behavior, not commit

another offense, and meet any other

conditions the court may deem

appropriate to impose.

Probation before judgment: Placing a

youth found to have committed an

offense on probation before the

judge makes a final decision.

Successful completion of the

probation period results in a complete

dismissal of the charges without any

finding of involvement by the young

person in the offense.

Recidivism: Repetition of criminal

behavior.

Residential program: Program in

which youth live on site in program

housing. Residential programs do not

have the security fences and security

hardware typically associated with

correctional or detention facilities. A

residential program, for example,

could be located in a converted

apartment building or a single-family

home.

Runaway or emergency shelter: A

center that provides services to

address the immediate needs of

runaway youth for food, clothing,

and shelter. 

34
Sexual abuse: Includes incest, sexual

molestation, rape, sodomy,

exhibitionism, and other acts of

sexual exploitation carried out toward

a child. Such abuse may be

nonphysical, for example, obscene

phone calls or indecent exposure, or

physical, for example, fondling or

intercourse.

Shelter care: Any nonsecure public or

private facility that provides either (1)

temporary placement for alleged or

adjudicated status offenders prior to

the issuance of a disposition order or

(2) longer term care under a juvenile

court disposition order. 

Status offenses: Behavior that is

considered an offense only if carried

out by a young person. Status

offenses are handled only by the

juvenile court and include the

following: 

• Curfew violation: Breaking a

regulation requiring young people

to leave the streets or be at home

at a prescribed hour

• Running away: Leaving the home

of parents, guardians, or

custodians without permission for

an extended period 

• Status liquor law violations:

Violating laws restricting the

possession, purchase, or

consumption of liquor by minors

• Truancy: Failing to attend school 

35
Training schools, camps, and ranches:

Nonsecure residential programs

providing services to youth. Training

schools also are known as youth

development centers, youth villages,

youth treatment centers, youth

service centers, or schools or homes

for boys or girls. Camps and ranches

generally are located in relatively

remote or rural areas. Camps have

structured programs that emphasize

outdoor work, including conservation

and related activities. On ranches,

youth usually participate in a

structured program of education,

recreation, and facility maintenance,

including responsibility for the

physical plant, its equipment, and

livestock.

Transfer or waiver to adult criminal

court: Transfer of a young person’s

case to a court normally used to try

adults for violations of criminal law,

such as murder, rape, robbery,

burglary, or distribution of illegal

drugs. A juvenile’s case is transferred

to adult criminal court usually

because of the serious nature of the

alleged offense.

Valid court order: Order of a juvenile

court judge. A juvenile court hearing,

for example, might result in a young

person receiving a valid court order to

receive counseling. 

Violation of a valid court order: Failure

of a status offender to comply with

an order of the court, such as to

receive counseling. In such cases, the

court may place the child in custody.

36
About the Family and

Youth Services Bureau

The Family and Youth Services

Bureau (FYSB) provides

national leadership on youth

issues and assists individuals,

organizations, and communities in

providing effective, comprehensive

services for youth in at-risk situations

and their families. FYSB endorses the

Positive Youth Development approach,

which recognizes that empowered

young people need support, guidance,

and opportunities during adolescence.

Using Positive Youth Development

strategies, FYSB programs give young

people the chance to build skills, choose

healthy lifestyles, exercise leadership,

and participate in their communities. 

FYSB grant programs:

• Basic Centers for runaway and

homeless youth

• Transitional Living Programs for

older youth

• Street Outreach

• Mentoring Children of Prisoners

• Family Violence Prevention 

• Abstinence Education

FYSB also funds research and demonstration projects; supports the National

Runaway Switchboard, a confidential,

24-hour, toll-free hotline for runaway

youth (1-800-RUNAWAY); funds the

National Clearinghouse on Families &

Youth (NCFY); and offers training and

technical assistance through a regional

system of providers.

37
About the National

Clearinghouse on

Families & Youth

The National Clearinghouse

on Families & Youth (NCFY)

is part of a coordinated

Federal response to the growing need

to link the efforts of youth service

professionals, policymakers, and the

general public to help families and

youth. The Family and Youth Services

Bureau (FYSB) established NCFY to

serve as a central information

collection and dissemination resource.

NCFY actively acquires, analyzes, and

distributes the latest information

about successful program

approaches, available resources, and

current activities relevant to the

youth service field. FYSB’s goal in

creating NCFY was to facilitate

communication on strategies for

supporting families and youth.

National Clearinghouse

on Families & Youth

P.O. Box 13505

Silver Spring, MD 20911-3505

(301) 608-8098

(301) 608-8721 (fax)

E-mail: info@ncfy.com

www.ncfy.com

38

National Clearinghouse on Families & Youth

P.O. Box 13505

Silver Spring, MD 20911-3505

(301) 608-8098

(301) 608-8721 (fax)

www.ncfy.com