Describes the four steps used by Bethesda Family Service Foundation to help troubled youth break out from the hurt-hate-harm cycle. Healing involves the following steps: (1) Admission and Grieving; (2) Confrontation and Disclosure; (3) Forgiveness and Reconciliation; and (4) Restoration and Healing. Improvement in emotional response can lead to…

Describes how the Oregon Transition Support Initiative aides youth returning to communities from juvenile correctional facilities. Stresses the importance of the child, parent or guardian, educational representative, parole officers, and members of the community working together with the assigned service coordinator to ease the difficulties of the…

Presents young women's story of growing up in the New York group home system. Recounts how the friendship of one young woman helped transform her from an angry youth to one with direction and purpose. (Author/JDM)

The author shares five basic conclusions about why boys turn to violence, and provides suggestions parents and professionals can use in their efforts to save them and make schools and communities safer places for all youth. (Author)

Reflects on a teenager's experience with Covenant House, a shelter and rehabilitation center for homeless youth. Discusses the steps the shelter takes to help youth move towards stabilization. This process of reversal is helped by a predictable schedule, a secure environment, limiting anxiety producers, and limiting the number of demands placed on…

Discusses two benefits of demystifying and better understanding the humiliation rituals. First, adults responsible for the well-being of children may find methods to interrupt behaviors associated with bullying. Second, only by making these rites public can adults ask youth to reconsider their actions. Suggests recommendations for educators and…

Reports on a therapeutic program for juvenile offenders that uses drum playing and drum building to provide alternatives for youth activities. Drums play five important roles for youth: creating a sense of community, reconnecting with history and heritage, promoting healing, educating, and celebrating victories or rites of passage. Provides…

Reflects on one teacher's reaction when she discovered that students in general education in her school are plagued with troubles as debilitating as her behaviorally impaired students. These students exhibited similar signs of learned helplessness and school failure. Describes how she went through the grief process with each student's story;…

Describes one county's approach to juvenile justice education. The program's goal is to develop and maintain an efficient, effective education for troubled youth based on the concepts of dignity, respect, and self-esteem. Discusses the target population, program methods, staff requirements and training, obstacles, and success indicators. (RJM)

Focuses on the need for self-care for those who work with troubled youth. Uses the concept of "wellness" and its role in personal integrity, exemplary behavior, the ability to talk with youth, professionalism, and administrative practices. The process emphasizes boundaries, dialog, intimacy, and genuineness. (RJM)

Recounts working with a young client in the Serious Habitual Offender Comprehensive Action Program. Client's reflections offer insight into how youth can use significant events in their lives as pathways to more antisocial behavior. Includes Rolf Loeber's (1990) developmental model that describes how children progress from disruptive to criminal…

Experience with one young man in a school for troubled adolescents helps author understand how the application of voluntarism could help initiate troubled adolescents into a community of learners and empower them to take control of their lives. Describes the school's successful venture teaming up with Habitat for Humanity to provide work…