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At-risk youth --- Violence in adolescence --- Mental health --- Problem youth

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At-risk youth --- Juvenile delinquents --- Deceptive advertising --- Juvenile detention homes --- Abuse of --- States

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At-risk youth --- Juvenile delinquents --- Deceptive advertising --- Juvenile detention homes --- Abuse of --- Abuse of --- States.

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This book consists of a number of case studies about interventions in schools to promote the inclusion of pupils referred to a local authority Educational Psychology Service (EPS) in the north of England. The aim is to provide accounts which do not shirk from describing ‘failures’ as well as ‘successes’ and which reflect the general ‘messiness’ of this kind of work. They are written as ‘stories’ from the point of view of an educational psychologist who regards himself as a critical reflective practitioner whose professional practice is grounded in a democratic, inclusive philosophy. The methodology of the book draws on the qualitative research tradition in social science and education, in particular ethnography and action research, and makes a unique contribution to the role of ‘storying’ in this kind of research. The author feels that his approach represents a challenge to conventional constraints on research in his own profession which prevent the development of a more open dialogue about the role and purpose of psychological interventions to promote inclusion. The worked examples of practical strategies in mainstream provide insights which should be of interest to all support professionals, teachers, educationalists and others concerned with inclusion of pupils described as having ‘special educational needs’.

Inclusive education --- Students with disabilities --- School psychology --- Students with social disabilities --- Problem youth --- Education --- Functional assessment --- At-risk youth (Social sciences) --- Maladjusted youth --- Troubled youth --- Youth at risk (Social sciences) --- Youth --- People with social disabilities --- Psychology, School --- Psychology, Applied --- Handicapped students --- People with disabilities --- Inclusion (Education) --- Inclusive learning --- Inclusive schools movement --- Least restrictive environment --- Mainstreaming in education --- Youth with behavior disorders --- At-risk youth

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Teens in America's inner cities grow up and construct identities amidst a landscape of relationships and violence, support and discrimination, games and gangs. In such contexts, local environments such as after-school programs may help youth to mediate between social stereotypes and daily experience, or provide space for them to consider themselves as contributing members of a community. Based on four years of field work with both the adolescent members and staff of an inner-city youth organization in a large Midwestern city, Pride in the Projects examines the construction of identity as it oc

After-school programs --- Interpersonal relations --- Youth with social disabilities --- Urban youth --- Identity (Psychology) in adolescence --- After-school education --- Afterschool programs --- Education --- Human relations --- Interpersonal relationships --- Personal relations --- Relations, Interpersonal --- Relationships, Interpersonal --- Social behavior --- Social psychology --- Object relations (Psychoanalysis) --- At-risk youth (Social sciences) --- Socially handicapped youth --- Youth at risk (Social sciences) --- People with social disabilities --- Youth with disabilities --- City dwellers --- Youth --- City children --- Adolescent psychology --- Psychology --- Based. --- Pride. --- Projects. --- adolescent. --- both. --- city. --- construction. --- context. --- emphasizing. --- examines. --- field. --- formed. --- four. --- identities. --- identity. --- inner-city. --- large. --- local. --- members. --- mid-western. --- occurs. --- organization. --- relationships. --- staff. --- this. --- which. --- with. --- within. --- work. --- years. --- youth.