Validation of a self-report inventory for at-risk early adolescent students

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1993
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Marienau, Timothy Douglas
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Hausafus, Cheryl
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Abstract
For several years educators have focused on developing strategies to identify at-risk youth and to discourage them from participating in many forms of risky behavior while in school and outside of the school setting. Strategies to identify atrisk youth are not easily accessible to professionals in the educational realm. Serving students who are at-risk is a complex problem requiring multiple strategies (Iowa Department of Education, 1989). Numerous schemes have been used to identify those who drop out of school or engage in other specific behaviors that relate to adolescent development. However, identifying youth who are at-risk or engage in risky behaviors is difficult, because no one behavior alone constitutes being at-risk. Current literature has suggested schemes for identifying at-risk students at an early age (preschool) or at a later age (high school), but not during the middle grades. Yet, there is a tacit belief that guidance counselors have a good sense for identifying at-risk students in the school environment. The purpose of this study is to develop a self-report inventory that identifies the at-risk status of seventh grade students in central Iowa as verified by guidance counselor judgments of the at-risk status of those students.
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