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Case Study: Strengths For Change

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Ruben Rojas
07-19-2015
SE195 Field Study SS1
Professor Wendy Goldberg
Strengths for Change Gang involvement is on the rise in most communities affecting socioeconomic status, racial relationships, and inhabitants (Esbensen et. al., 2012, p. 128). Despite a continuous increase with youth gang affiliations in underserved communities, there is still a scarcity of promising or effectual gang prevention and intervention programs offered by schools. Facing time and resource constraints school administrators need to consider the “cost and benefits” of each possible intervention plan (Esbensen et. al., 2012, p. 142). Consequential to low intervention programs, risk factors such as communal disorganization, poverty, low educational success, acquaintance …show more content…

Many see the forms in which public schools deal with academic performance and peer rejection as a prediction as to how many student will end up in gangs. Public schools do not mean to fail students intentionally, it is the constant issues of “racism, oppression, and social injustice” that rarely allow an opportunity for positive potentials (Buckle & Walsh, 2013, pg. 53). Schools with constant failure should implement the positive youth development framework (PYD) along with the teaching personal and social responsibility model (TPSR). Both of these programs encourage active participation in pro-social activities and have been utilized to educating youth gang members (Buckle & Walsh, 2013, pg. 54). The programs were modeled around gang members and were intended to influence prosocial behavior, increase respect, build relationships, and craft responsibility. Furthermore, the key to the programs was to ask gang affiliates what their prosocial interests were and how they might use their strengths to engage in them. Both curriculums aim to establish five core life skills; “respect and self control, effort and participation, self direction, caring and leadership, …show more content…

It was first implemented and tried on “31 schools … 4,905 students” with the intention to teach skill building, how to avoid gang affiliation, prevent criminal activity, and improve relationships with law enforcement in a time frame of thirteen lessons (Esbensen et. al., 2012, pg. 132). The programs intention was to expose students to crime and its effect on victims, teach about cultural diversity, offer resolutions skills, teach responsibility, and to emphasis the importance of setting goals. Students who received training took less risk-involved actions, had lower rates of victimization, saw law enforcement in a positive manner, saw gangs in a negative manner, were better at refusing and resisting peer pressure, and were less self-centered (Esbensen et. al., 2012, pg. 141). There was also a “39%” reduction in gang affiliation for students who underwent training (Esbensen et. al., 2012, pg. 139). The findings are evident that prevention programs can have great effects on students even if they are taught in a short amount of

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