National Academy of Sciences | 150 Year Anniversary

Questions? Call 800-624-6242

| Items in cart [0]

The National Academies Press

PAPERBACK
price:$38.50
add to cart

Rights & Permissions

topleft topright

Adolescent Risk and Vulnerability: Concepts and Measurement (2001)
Board on Children, Youth and Families (BOCYF)

Citation Manager

. "Appendix: Workshop Materials." Adolescent Risk and Vulnerability: Concepts and Measurement. Washington, DC: The National Academies Press, 2001.

Please select a format:

BibTeX EndNote RefMan


Page
146
bottomleft bottomright

The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy.


Adolescent Risk and Vulnerability: Concepts and Measurement

Q&A and General Discussion

  • What do we know about vulnerability?

  • What factors predispose adolescents to risk?

  • What vulnerabilities do adolescents with special needs face?

  • What buffers exist to reduce risk?

  • What do recent studies tell us about trends that are associated with poor outcomes?

  • What role(s) does the environment play in vulnerability?

  • What opportunities exist for promoting adolescent well-being?

  • What are the consequences of failure to support adolescent well-being?

  • Can a new conceptual model help us to understand and moderate adolescent vulnerability?

10:15 a.m.–10:30 a.m.

Break

10:30 a.m.–11:45 a.m.

Modeling the Payoffs of Interventions to Reduce Adolescent Vulnerability

Martha R. Burt, Program Director and Principal Research Associate, Urban Institute (co-authors: Janine M. Zweig and John Roman)

Reactors/Discussants:

*Susan P. Curnan, Associate Professor and Chair, MM/MBA

Program in Child, Youth, and Family Studies and Director, Center for Youth and Communities, Heller Graduate School, Brandeis University

Peter Edelman, Professor of Law, Georgetown University Law Center

Q&A and General Discussion

  • How can social cost be defined?

  • What models help us understand lifelong costs and benefits of risky behaviors in adolescence?

*  

Note: Ms. Curnan responded in writing as she was prevented from traveling by weather.

Page
146