Reviews the efforts of prevention-oriented scientists in studying successful outcomes of children with early patterns of maladaptive behaviors. Uses a personal narrative to illustrate the importance of trying to understand the resilient life patterns that lead children to succeed in life, rather than focusing on reasons why they fail. (RJM)

Provides one perspective of the foster-care experience as described by an individual who spent most of his youth in a foster home. Emphasizes the importance of excelling at something, the damage wrought by impermanence, and the chronic pain that can accompany emotional abuse. Suggests ways to improve child care. (RJM)

Profiles programs that provide academic and behavioral interventions, expectations, and support for children and youth, equipping them with the educational and social skills they need to be successful in the least restrictive environment. Describes Project ACHIEVE, The Bertha Abess Children's Center, Inc., and the Rhode Island Training Schools.…

Treatment programs for delinquent youth often develop negative youth subcultures that sabotage the formal treatment efforts of adults. Students exercising peer authority can manufacture and then escalate minor incidents into major confrontations. Staff who are unaware of the dynamics of the conflict can inadvertently be lured into the battle. (JPS)

Discusses keys to developing respectful relationships with "streetwise" youngsters, including defusing street corner tactics and building a reputation. Presents various street corner tactics and provides suggestions for coping with low-income urban youth. (JPS)

Discusses the many problems that youth-at-risk face and what can be done to help them succeed. Focuses on insights gleaned from former childcare clients and factors that they identify as contributing to their resilience and subsequent success. Looks at principles that may predict outcomes of childcare. (RJM)

Discusses how conceptualizing anger control as a necessary survival skill for angry and aggressive youth is more productive than diagnosing these youth with labels like conduct disorders. Anger management programs should promote the ideas that angry persons need to trust others and that they have the ability to control their lives. (RJM)

Narrates the experiences of a youth in correctional school and mental health treatment programs so as to show the pivotal role education plays in reversing antisocial behavior. Focuses on predisposing factors for problems, the major impact of correctional education influences, and the challenges surrounding public school reentry. (RJM)

Uses a case study to demonstrate the effects of cultural conflict, alienation, anomie, and contemporary urban society on the lives of troubled Native American youth. Shows that by teaching traditional Native American values, such as visions of hope and independence, society can help these youth enjoy a promising future. (RJM)

Describes the hardships of six, highly intelligent young women, at risk during adolescence, at different stages in their lives. All six managed to perform at an adequate academic level throughout their difficulties allowing their problems to go unnoticed. Suggests that support groups would help these types of students. (MKA)

Answers to commonly asked questions about female gang members. Girls typically join gangs at age 14 to 15. If given alternatives, females will often leave gangs sooner than males. Female gang members are respected, and see themselves as strong, committed soldiers. Includes "Myths about Females in Gangs" and suggestions for additional…

Addresses the concern that society is raising a generation of children who lack a conscience. Examines the increasing number of youth who are not bonded to caring adults in home, school, church, or community. Explores ways to develop self-discipline and values, the role of society, virtue for delinquents, and altruism in action. (RJM)

Presents interview with the director of an innovative program for troubled and delinquent youth in Czech Republic. Gives examples of developments in the field of high-risk youth including greater freedom given to teachers to develop new curricula, improved communication between diagnostic institutes and regular school systems, legislation to allow…

Argues that the surge of violence by youth arises from a national crisis of character. Proposes that schools join families, churches, and communities in instilling universal ethical values. Outlines a comprehensive approach to character development and offers supporting research and practical examples of schools that implement these principles.…