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National Clearinghouse on Homeless Youth and Families

Developing Brain

Youth Thrive: Research Briefs and Action Sheets

Youth Thrive: Research Briefs and Action Sheets
Electronically published journal article, but not part of an issue

No

Abstract

This packet from the Center for the Study of Social Policy provides an overview of the five protective factors from the Youth Thrive curriculum: resilience, social connections, adolescent development, concrete support and services, and cognitive and social-emotional competence. The packet includes an action sheet for service providers on how they can implement each protective factor with youth in their care. (author abstract modified)

Accession number
25817
Type new
Guide/Toolkit
Organization

Center for the Study of Social Policy

Series
Protective and Promotive Factors
Year published new
2019
Availability

Available for free download on the CSSP website at: https://cssp.org/resource/youth-thrive-research-briefs-action-sheets/

The Relationship Between Self-Reported Executive Functioning and Risk-Taking Behavior in Urban Homeless Youth

The Relationship Between Self-Reported Executive Functioning and Risk-Taking Behavior in Urban Homeless Youth
Electronically published journal article, but not part of an issue

No

Abstract

This journal article describes a study that examined the relationship between the level of self-reported executive function (EF) and engagement in risk-taking behaviors among a sample of shelter-living urban homeless youth. The researcher predicted that homeless youth who have lower levels of self-reported EF would more readily engage in risky behaviors that could lead to negative outcomes. The study recruited 149 youth between 18 and 22 years of age from homeless agencies in Chicago. Of this study sample, 53 percent were female and 76 percent were African American. As part of a broader neuropsychological assessment, all participants completed the Behavior Rating Inventory of Executive Functioning-Adult Version (BRIEF-A), the National Youth Risk Behavior Survey (YRBS), and the Mini-International Neuropsychiatric Interview (MINI). The researchers assigned participants to the high self-reported EF group or the low self-reported EF group. The results showed a relationship between the level of self-reported EF and risk-taking behaviors among the participants. Those with lower self-reported executive functioning had higher rates of engagement in multiple substance-related risk-taking behaviors. By identifying factors like low self-reported EF, potential interventions could provide focused support to youth who are at higher risk for engaging in problematic behaviors. (author abstract modified)

Accession number
25515
Authors
Piche, J., Kaylegian, J., Smith, D., Hunter, S.J.
Type new
Journal Article
Journal Name

Behavioral Sciences

Volume new
8
Year published new
2018
Availability

Full-text article available for free download at: http://www.mdpi.com/2076-328X/8/1/6/html

Supporting Brain Development in Traumatized Children and Youth

Supporting Brain Development in Traumatized Children and Youth
Electronically published journal article, but not part of an issue

No

Abstract

This fact sheet from the Children’s Bureau provides an overview of the effects of early trauma on brain development, including abusive head trauma (ABT), and how child welfare professionals can help promote healthy brain development through supportive services. It provides information about screening for developmental delays and identifying children and youth affected by trauma in their care. Next, this fact sheet looks at treatment options for trauma-affected children and youth.

Accession number
25752
Type new
Brief
Organization

Childrens Bureau

Series
Bulletin for Professionals
Year published new
2017
Availability

Available for free download on the Child Welfare Gateway website at: https://www.childwelfare.gov/pubs/braindevtrauma/

Applying the Science of Child Development in Child Welfare Systems

Applying the Science of Child Development in Child Welfare Systems
Electronically published journal article, but not part of an issue

No

Abstract

This report from the Center on the Developing Child at Harvard University discusses how child welfare systems can use developmental science to better support the children, families, and communities that they serve. The Center intended this report for leaders of public child welfare agencies; private, nonprofit organizations; juvenile and family courts; and legislative committees that work on public policy related to child welfare. The first part of this report focuses on child development and how adversity, such as toxic stress, can disrupt healthy development. The second part outlines how developmental science can improve outcomes in three ways: reduce external sources of stress, develop responsive relationships, and strengthen core life skills. (author abstract modified)

Accession number
25764
Type new
Paper/Research Report
Organization

Center on the Developing Child at Harvard University

Series
Science to Policy and Practice
Year published new
2017
Availability

Available for free download on the Centers website at: https://developingchild.harvard.edu/resources/child-welfare-systems/