Relevant bibliographies by topics / Youth with social disabilities – united states – case studies

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  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Youth with social disabilities – united states – case studies'

Author: Grafiati
Published: 29 July 2024
Last updated: 31 July 2025

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Journal articles on the topic "Youth with social disabilities – united states – case studies"

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Rosenfeld, Lindsay, Jessica M. Kramer, Melissa Levin, Kimberly Barrett, and Dolores Acevedo-Garcia. "Scoping Review: Social Determinants of Young Children’s Participation in the United States." OTJR: Occupation, Participation and Health 38, no. 4 (2018): 225–34. http://dx.doi.org/10.1177/1539449218784727.

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Optimal child development is supported by services, policies, a social determinants of health (SDOH) frame, and meaningful participation (as defined by the International Classification of Functioning, Disability, and Health–Children and Youth [ICF-CY]). This scoping review describes the social determinants that may affect the participation of young children aged 0 to 3 years with developmental disabilities (DD) in the United States. Scoping review of studies including U.S. children with DD aged 0 to 3 years, from 2000 to 2016, were used. 5/979 studies met inclusion criteria. Two researchers in
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Hussain, Shahab, and Asmaa Shahid. "Social Media & Body Image: A Study of a Public Sector University in Islamabad." Inverge Journal of Social Sciences 3, no. 4 (2024): 63–81. https://doi.org/10.63544/ijss.v3i4.102.

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This study delves into the profound impact of social media on body image perceptions and overall dissatisfaction among young adults at Quaid-i-Azam University, Islamabad. In today's digital age, social media pervades the lives of young people, shaping their self-perceptions and influencing their social interactions. This research aims to understand how the constant exposure to curated and often idealized images on social media platforms contributes to the development of unrealistic body standards, fostering feelings of inadequacy and pressure to conform to societal beauty ideals. Employing a q
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Mitchell, Monique B., and Louisa H. Vann. "Staying connected with youth transitioning out of foster care: “Thank you for not giving up on me”." Journal of Social Work 18, no. 2 (2016): 142–63. http://dx.doi.org/10.1177/1468017316654342.

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Summary Numerous research studies have addressed the experiences and outcomes of youth transitioning out of foster care; however, far fewer have addressed how to overcome the challenge of locating and retaining research participants from this population. This article contributes to the field by highlighting effective approaches to staying connected with (i.e., recruiting, relocating, and retaining) youth participants in longitudinal research studies. Two hundred ninety-four youth in the Southeastern United States participated in a longitudinal research study about their experiences as they tra
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Weitzman, Michael, Joel J. Alpert, Lorraine V. Klerman, et al. "High-Risk Youth and Health: The Case of Excessive School Absence." Pediatrics 78, no. 2 (1986): 313–22. http://dx.doi.org/10.1542/peds.78.2.313.

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Excessive school absence is a major educational and social problem in the United States, yet very little is known about its etiology or how to prevent or ameliorate it. This paper reports results from a series of related studies conducted in seven Boston middle schools (grades 6, 7, and 8) to test the hypotheses that (1) health problems and unmet health needs are major characteristics distinguishing excessively absent students from regular attenders and (2) that a health-oriented approach using medically mediated interventions is effective in reducing absences among excessively absent students
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Connon, Irena L. C., Alexandra Crampton, Christopher Dyer, and Rita Xiaochen Hu. "Social Disability as Disaster: Case Studies of the COVID-19 Pandemic on People Living with Disabilities." Social Sciences 13, no. 4 (2024): 203. http://dx.doi.org/10.3390/socsci13040203.

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Social disability is a process or event that significantly disrupts, paralyzes, or prevents the formation and/or sustaining of interpersonal social relations required for meeting human needs. When prolonged, the ‘disabling’ of essential human interrelationships can have a destructive impact. This is especially true in communities where people are highly interdependent and where individuals living with disabilities rely upon social relationships to prevent isolation and decline in overall wellbeing. Meanwhile, disaster response systems have developed to first rescue or protect individuals’ ‘bar
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Mendez, Jennifer Bickham, and Leah Schmalzbauer. "Editors’ introduction: Latino youth and struggles for inclusion in the 21st century." Ethnicities 18, no. 2 (2018): 165–77. http://dx.doi.org/10.1177/1468796817752494.

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This special issue features carefully selected case studies that document and analyze the experiences of Latino youth and young adults as they struggle for inclusion in the United States. Articles draw from qualitative research with Latinos/as who reside in different regions of the United States, hail from or trace their origins to various countries, and embody distinct experiences of incorporation and inclusion. Special emphasis is placed on the 1.5 generation, young people who immigrated to the US as young children but have spent the majority of their lives there—some of whom hold temporary
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Browne, Laurie P., Ann Gillard, and Barry A. Garst. "Camp as an Institution of Socialization: Past, Present, and Future." Journal of Experiential Education 42, no. 1 (2019): 51–64. http://dx.doi.org/10.1177/1053825918820369.

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Background: Summer camps are perhaps the most expansive outdoor experiential education (OEE) context in the United States today; yet, camp participants are overwhelmingly White and able-bodied, with most coming from middle- to upper-income earning families. Purpose: In response to Warren, Roberts, Breunig, and Alvarez’s question “What will it take before OEE programs become genuinely accessible to all who want to participate?” (p. 98), we explore issues of access, equity, and inclusion within the institution of camp. Methodology/Approach: We present a historical review followed by three case s
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Mikhail, Judy Nanette, and Lynne Sheri Nemeth. "Trauma Center Based Youth Violence Prevention Programs." Trauma, Violence, & Abuse 17, no. 5 (2016): 500–519. http://dx.doi.org/10.1177/1524838015584373.

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Objective: Youth violence recidivism remains a significant public health crisis in the United States. Violence prevention is a requirement of all trauma centers, yet little is known about the effectiveness of these programs. Therefore, this systematic review summarizes the effectiveness of trauma center–based youth violence prevention programs. Methods: A systematic review of articles from MEDLINE, CINAHL, and PsychINFO databases was performed to identify eligible control trials or observational studies. Included studies were from 1970 to 2013, describing and evaluating an intervention, were t
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Gross, Kelly M. "Social interaction development in inclusive art rooms1,2." International Journal of Education Through Art 16, no. 1 (2020): 129–42. http://dx.doi.org/10.1386/eta_00021_1.

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Abstract The purpose of this study was to assess the impact of inclusive postmodern visual arts education for students with emotional disabilities (ED) in the area of social interaction development. This research focuses on the ability of students to build art skills and change social interaction skills through constructivist pedagogical approaches. Mixed-methods case studies were implemented over a period of two semesters with three students, three teachers and two high schools in the United States. Pedagogical approaches that emphasized student interaction and personal choice allowed student
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Riehl, Carolyn, and Melissa A. Lyon. "Counting on Context: Cross-Sector Collaborations for Education and the Legacy of James Coleman’s Sociological Vision." ANNALS of the American Academy of Political and Social Science 674, no. 1 (2017): 262–80. http://dx.doi.org/10.1177/0002716217735284.

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Many localities across the United States are pursuing efforts to improve outcomes for children and youth through place-based, cross-sector collaborations among education, business, government, philanthropy, and social services agencies. In this article, we examine these place-based initiatives, investigating how they attempt to ameliorate educational inequity and how they might reflect the broader sociological vision of James S. Coleman. We draw from publicly available information on a set of 182 cross-sector collaborations across the United States and from in-depth case studies of collaborati
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Dissertations / Theses on the topic "Youth with social disabilities – united states – case studies"

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Jones, Kevin Richard. "An Interpretive Phenomenological Analysis of Long-Term Mentoring Relationships from the Youth Perspective." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3107.

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When mentoring programs are well-designed and well-implemented, young people can experience positive gains in a number of social, emotional, behavioral, and educational areas. While some of the processes underlying mentoring relationships have been explored, the voices and perspectives of participants themselves have thus far been largely excluded from the mentoring literature. The lack of participant voice in mentoring research suggests that an important source of empirical and interpretive information is unavailable to the field in the process of designing, implementing, and researching ment
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Books on the topic "Youth with social disabilities – united states – case studies"

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MacLeod, Jay. Ain't no makin' it: Aspirations and attainment in a low income neighborhood. 3rd ed. Westview Press, 2008.

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MacLeod, Jay. Ain't no makin' it: Leveled aspirations in a low-income neighborhood. Westview Press, 1987.

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G, Tierney William, and Colyar Julia E. 1969-, eds. Urban high school students and the challenge of access: Many routes, difficult paths. Peter Lang, 2009.

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G, Tierney William, and Colyar Julia E. 1969-, eds. Urban high school students and the challenge of access: Many routes, difficult paths. Peter Lang, 2009.

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G, Tierney William, and Colyar Julia E. 1969-, eds. Urban high school students and the challenge of access: Many routes, difficult paths. Peter Lang, 2009.

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6

Deutsch, Nancy L. Pride in the projects: Teens building identities in urban contexts. New York University Press, 2008.

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Deutsch, Nancy L. Pride in the projects: Teens building identities in urban contexts. New York University Press, 2008.

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Carris, Joanne M. Ghosts of No Child Left Behind. Peter Lang, 2010.

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Romo, Harriet. Latino high school graduation: Defying the odds. University of Texas Press, 1996.

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10

Hill, M. Anne. Underclass behaviors in the United States: Measurement and analysis of determinants. Center for the Study of Business and Government, Baruch College, City University of New York, 1993.

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Book chapters on the topic "Youth with social disabilities – united states – case studies"

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Chapman, Amy L. "Introduction: Reclaiming Civic Education." In Palgrave Studies in Educational Media. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10865-5_1.

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AbstractOne of the original purposes of schools in the United States was to prepare students to inherit democracy (Mann, An oration, delivered before the authorities of the City of Boston, July 4, 1842. WB Fowle and N. Capen, 1842; Krutka, 2014). Given the trends in youth civic participation over the last few decades, civic education is not effectively working to support this goal. Research has shown effective civic education practices (e.g., participatory pedagogies, an open classroom climate, service learning), but little civic education follows these suggestions (Torney-Purta et al., Citize
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Tyson, Jia. "Leveraging Social Capital to Enhance Equity and Inclusion in Exceptional Student Education in the United States." In Advances in Human Resources Management and Organizational Development. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-3546-8.ch016.

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This chapter explores the vital role of social capital in enhancing equity and inclusion in exceptional student education (ESE) in the United States. It examines how parental involvement, community engagement, teacher collaboration, and assistive technologies contribute to better educational outcomes for students with disabilities. The study employs a secondary data analysis approach, synthesizing case studies and thematic analysis to identify patterns and best practices. Findings highlight the importance of strong social networks and equitable resource allocation in creating inclusive educati
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"Case Study Analysis of a Team/Collaborative Model With Specific Learning Disabled Students." In Advances in Early Childhood and K-12 Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8069-0.ch007.

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This chapter focuses on specific learning disabilities (SLDs), which is the most common type of designated disability among school-aged students in the United States. SLD is a disability that can have devastating effects on a student's learning ability, as in the most severe cases, the SLD student may remember little, if anything, about what he or she has learned; may have difficulties focusing on even one thing; may not be able to read above an elementary level; and may live in isolation due to poor social and motivational skills. This chapter discusses the service delivery models for student
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