TeachME Professional Development

Advancing the Well-Being of At-Risk Youth


1. Future self-sufficiency for at-risk youth is defined as the ability in adulthood to economically support oneself and one's dependents without long-term dependence on public assistance.

A. True

B. False

2. Programs designed to help youth move toward both healthy functioning and economic self-sufficiency must stabilize youth in crisis and earn their trust by first addressing their ___________ and connecting them to safety net resources when needed.

A. Level of support

B. Strengths and skills

C. Basic needs

D. Ability to adapt

3. The authors recommend providing skills-based interventions to promote the resilience of youth and rigorously evaluating the effectiveness of program approaches by examining impacts in the long run rather than the short term.

A. True

B. False

Family and Youth Services Bureau (FYSB)

4. FYSB administers three major grant programs with the goal of promoting safety, stability, and well-being for people who have experienced or been exposed to:

A. Extreme poverty

B. Substance abuse

C. Mental health issues

D. Violence, neglect, or trauma

Theoretical Perspectives Supporting the Framework-Risk and Resilience

5. Resilience is defined as mastering age-appropriate developmental tasks despite serious threats to adaptation, including each of the following EXCEPT:

A. Maintaining emotional and behavioral regulation

B. Building a sense of positive self-regard

C. Developing the ability to form healthy and mature relationships

D. Attaining a sense of control over one's life

6. Protective factors for at-risk youth that fall into the category of community and school characteristics include having external support systems, peer and adult associations, and neighborhood resources.

A. True

B. False

7. Which of the following is NOT a correct statement about toxic stress and children?

A. Toxic stress is an extreme form of stress that results from strong, frequent, and/or prolonged adversity without adequate adult support to buffer the stress

B. It can cause disruptions in brain development, including temporal lobe impairment which impacts reasoning, emotions, and problem solving

C. This type of stress may affect body systems and lead to increased risk for stress-related disease

D. It can lead to developmental disruptions that impair a child's ability to learn and form relationships with others

8. Positive stress, which is normal and essential for healthy development of children and youth, typically creates a brief stress reaction such as increased heart rate or elevations in hormones.

A. True

B. False

Capital Development

9. The capital development perspective suggests that youth need specific knowledge, connections, skills, and resources to succeed in school and the workplace, and includes human, social, _________, and economic capital.

A. Spiritual

B. Environmental

C. Personal

D. Cultural

10. Cognitive human capital skills include good study habits, industriousness, persistence, and the ability to interact appropriately in a job setting, which are all strong predictors of labor market success.

A. True

B. False

Integration of Perspectives

11. The two theoretical perspectives of resilience and capital development are complementary and interdependent, as building resilience can create the conditions necessary for the development of capital, and developing capital can contribute to greater resilience.

A. True

B. False

Elements of the Conceptual Framework

12. When working to connect at-risk youth to intervention services, they should be approached in a way that is respectful of their past histories, supportive of their development, interests and strengths, and conducive to building a trusting relationship.

A. True

B. False

13. Protective factors for youth at the individual level include positive self-regulation, self-concept, coping strategies, feelings of self-efficacy, high expectations for self, social skills, and knowledge of ______________ and the ability to appropriately apply them.

A. Communal values

B. Self-care strategies

C. Social and cultural norms

D. Personal strengths

Engagement and Stabilization

14. Research indicates that proving interventions that address mental, emotional, and behavior issues can be the primary factor that keeps at-risk youth returning to organizations to receive help.

A. True

B. False

Initial and Ongoing Service Planning

15. Recent studies demonstrated that youth were likely to become active program participants when they felt they had both a powerful voice in program decision making and supportive relationships with adult staff, but in contrast, youth who felt they lacked either a strong voice or adult support did not feel connected to the program, despite ongoing participation.

A. True

B. False


16. A comprehensive and ongoing assessment process is an integral part of service planning, and should include each of the following EXCEPT:

A. Life skills

B. Career readiness

C. Mental, emotional, and behavioral health

D. Personal objectives and desires

Evidence-Informed Interventions to Increase Resilience and Human Capital

17. Evidence-based interventions are different than evidence-informed ones in that those that are evidence-based are more inclusive and have been rigorously evaluated using a random assignment design and shown to be effective.

A. True

B. False

Resilience Interventions

18. Mentoring programs aim to improve youth outcomes by fostering healthy relationships with caring adults, and youth with histories of abuse or psychological disorders seem to especially benefit from adult mentoring programs.

A. True

B. False

Addressing Mental, Emotional, and Behavioral Issues

19. Cognitive behavioral therapy (CBT) programs have been used with at-risk youth to produce improvements in anger management, depression, and anxiety, and include techniques such as relaxation, stress inoculation, cognitive restructuring, and:

A. Problem-solving

B. Desensitization

C. Behavior modification

D. Hierarchy construction

Family Strengthening

20. The Strengthening Families Program (SFP) targets youth at risk for behavior problems and their families, focusing on children and youth who have not exhibited serious emotional or behavioral problems but who have been exposed to multiple factors that put them at risk for substance abuse, delinquency, and school problems.

A. True

B. False

Promoting Educational Achievement

21. Many policymakers as well as workforce and educational organizations are embracing "career pathway" programs which are designed explicitly to support individuals who are moving from training to employment whether they are at-risk youth or not.

A. True

B. False

Connecting Youth with Employment

22. Connecting youth to jobs is a key component of youth workforce development programs, and results from Job Corps, a federally funded residential job training program for disadvantaged youth has shown each of the following results EXCEPT:

A. Participants were more likely to receive a GED and a vocational certificate

B. They demonstrated improved functional literacy

C. They had reduced involvement with the criminal justice system

D. Those who participated in the program showed greater work readiness than those that hadn't


23. Continued participation in resilience and capital development interventions should result in intermediate outcomes such improvement in socioemotional development, including reductions in risky behavior and lower levels of depression or isolation.

A. True

B. False

Long-Term Outcomes

24. When at-risk youth make healthy social connections, this becomes a long-term outcome that can help them in adulthood to cope with feelings of stress and loneliness and to provide assistance such as advice about jobs, child care, or financial help in times of crisis.

A. True

B. False


25. Innovative youth transitions services have undergone rigorous testing and evaluations, with solid scientific research to back their effectiveness, and those which take a circumscribed approach appear to be the most successful.

A. True

B. False

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