Nurturing Future Generations: Promoting Relilience in Children and Adolescents Through Social, Emotional, and Cognitive Skills, Second Edition

544 Pages·2006·4.86 MB·English

by  Rosemary Thompson

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Nurturing Future
G
ENERATIONS
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Nurturing Future
G
ENERATIONS
Promoting Resilience in Children and Adolescents
Through Social, Emotional and Cognitive Skills,
SECOND EDITION
Rosemary A. Thompson
New York London
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Published in 2006 by
Routledge
Taylor & Francis Group
270 Madison Avenue
New York, NY 10016
© 2006 by Taylor & Francis Group, LLC
Routledge is an imprint of Taylor & Francis Group
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International Standard Book Number-10: 0-415-95096-1 (Hardcover) 0-415-95097-X (Softcover)
International Standard Book Number-13: 978-0415-95096-1 (Hardcover) 978-0-4159-5097-8 (Softcover)
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CCoonntteennttss
Preface vii
Acknowledgments ix
Introduction 1
Part I
Rationale and Theoretical Framework 13
Chapter 1 Social, Emotional, and Cognitive Deficits
from a Developmental Perspective 15
Chapter 2 The Quest for Resilient Youth 51
Chapter 3 Psychoeducational Groups in Schools, Communities,
and Institutional Settings 83
Part II
Manifestations of Behaiors and Related Skills 121
Chapter 4 Alcohol and Other Drug Abuse 123
Chapter 5 Unintended Pregnancy and High‑Risk Sexual Activity 171
Chapter 6 Loss, Depression, Suicide, and Self‑Injury 209
Chapter 7 Violence, Delinquency, Gangs, and Bullying Behavior 249
Chapter 8 Alienation, Underachievement, and Dropping Out 293
Chapter 9 Isolation, Victimization, and Abuse of Children
and Adolescents 335
Chapter 10 Sexual Minority Youth (formerly Gay, Lesbian, Bisexual,
and Transgendered Youth [GLBT]) 375

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vi • Nurturing Future Generations
Part III
Creating Positie Relationships through Engagement of All
Stakeholders 419
Chapter 11 Empowering Youth, Families, Schools,
and Communities 421
Epilogue 445
References 449
Index 509
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Preface
Each day in America among all children
• 1 mother dies in childbirth.
• 4 children are killed by abuse or neglect.
• 5 children or teens commit suicide.
• 8 children or teens are killed by firearms.
• 76 babies die before their first birthday.
• 182 children are arrested for violent crimes.
• 366 children are arrested for drug abuse.
• 390 babies are born to mothers who received late or no prenatal care.
• 860 babies are born at low birth weight.
• 1,186 babies are born to teen mothers
• 1,707 babies are born without health insurance.
• 1,887 public school students are corporally punished.
• 2,171 babies are born into poverty.
• 2,539 high school students drop out.
• 3,742 babies are born to unmarried mothers.
• 4,440 children are arrested.
• 17,072 public school students are suspended.
• 2,867 children and teens die from gunfire.
Based on calculations per school day (180 days of 7 hours each).
From Each Day in America among All Children, by Children’s Defense Fund, 2004,
Washington, DC: Author. Copyright 2004 by Children’s Defense Fund. Reprinted with
permission.
ii
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Acknowledgments
A number of individuals have influenced the development of this book.
First and foremost are the children—the children whom I have taught,
counseled, or nurtured over the years who have overcome insurmountable
odds and who have become successful despite preconceived notions about
their potential. We are reminded every day that our children are strug‑
gling with more stressors than ever before and these are concurrent with
serious social, emotional, and cognitive deficits. In terms of relationships,
children and adolescents have fewer social, emotional, and cognitive inter‑
actions with fewer people than at any time in our history. Yet, we are also
armed with the knowledge that protective factors exist that buffer children
against risks; these factors include collaborative prevention and interven‑
tion initiatives among the school, the family, and the entire community,
which must work in tandem to nurture youth.
I am most grateful to the late Dr. Joseph Hollis, former publisher of
Accelerated Development, who launched my writing career two decades
ago. His guidance, support, and suggestions through the years were
invaluable. Other significant professional influences have been the school
counselors of Chesapeake Public Schools, Chesapeake, Virginia, and the
extraordinary leadership of Dr. W. Randolph Nichols. Through the years,
Dr. Nichols has had the wisdom to provide me with many professional
experiences with children that reflected the full spectrum of their diverse
needs—from those in extreme poverty to those with the most intellectual
gifts. Dr. Patricia Powers, Assistant Superintendent for Curriculum and
Instruction, is also acknowledged for her support of the school counseling
initiatives for Chesapeake Public Schools.
ix
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