Part1andPart2

Part I: Major Factors of At-Risk and Vulnerability

All children are at risk because they are susceptible to disease and injury (Module Introduction, 2011). However, there are specific factors that will place children at a higher risk than others. These children are at a higher risk because they face certain negative experiences in their lives. These major factors or negative experiences that place children at a higher risk are racial and ethnical prejudice, poverty and unemployment, family violence, and limited access to food, shelter, transportation, and health care (Module Introduction, 2011). (Does that help??-Amber) These factors threaten the mental and physical well being of the child. Children become vulnerable when they experience an episode of poor developmental outcomes (Module Introduction, 2011). When these children grow up they are more likely to experience unemployment and poor physical and mental health, unless there is a positive intervention (Module Introduction, 2011). The students that are having social, emotional, behavioral, and academic problems need early intervention (Day, D., Golench, C., MacDougall, J., Beals-Gonzalez, C., 1995). Vulnerability increases with the number of risk factors present.

Part II: Awareness and Strategies

Teachers need to become both cognitively and emotionally aware of what it means to be vulnerable (Module Conclusion, 2011). Both the school itself and teachers should become aware of the risk factors that contribute to vulnerability. According to the Appalachia Educational Laboratory (1999), “ research shows that school organization--management, governance, culture, and climate--can reduce overall measures of student disruption as effectively as individual treatment programs”. It is important that schools consider discipline measures that are corrective and supportive, communication measures that are built with trust and cooperation, and develop collaboration methods that enhance decision making and problem solving processes ( Appalachia Educational Laboratory , 1999). Also, schools should provide educational programs that ensure students are learning how to reduce and prevent violence which promotes prosocial skills and behavior (Day, D., et al., 1995)

The classroom teacher is in the best position to identify students who are at risk and who have social, emotional, behavioral and academic problems or difficulties (Day, D., et al., 1995). Early intervention is crucial. As classroom teachers, it is important to be constantly monitoring student behavior because students who are vulnerable express their vulnerability through their behavior, specifically in their temperament (Module Introduction, 2011). Abnormal behavior is an important factor in identifying which students might be at risk. Aggressive behavior in schools has been becoming more and more violent (Day, D., et al., 1995). **As teachers certain skills are taught to children throughout their school years; these skills include developing self responsibility, demonstrating self control, showing empathy towards others, and establishing healthy relationships with adults and peers (**Day, D., et al., 1995). //These skills are important in helping students create social relationships with others and creating a healthy individual who can deal with issues that may arise thus helping to reduce their vulnerability and being at risk.(Not sure if that works but tried to relate it...hopefully that's similar to what everyone else thinks-Joan)// Students who have the risk factor of family violence usually are not learning these skills at home. This is why when students are at school we are continually teaching these skills to students.

There are many other basic strategies that can be implemented by the classroom teacher. Creating an environment that is caring and equitable within the classroom is one strategy for teachers. Also setting high expectations, establishing routines, and consistently applying consequences for inappropriate behavior are other strategies that provide students with a positive model of correct behavior ( Appalachia Educational Laboratory , 1999 ). Classroom teachers should focus on student strengths and talents rather than individual weaknesses ( <span style="color: #121212; font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">Appalachia Educational Laboratory <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">, 1999 <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">).

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">Finally, it is important that teachers are providing an outlet for students to develop a healthy and positive relationship at school. Students should feel an attachment or a sense of belonging when they are at school (Day, D., et al., 1995). Students that are at risk because of problems occurring at home do not have healthy and positive relationships at home (Day, D., et al., 1995). One way in which students can develop a sense of belonging is participating in school sports or school clubs. Teachers are around their students constantly during the school hours. Developing healthy and positive student-teacher relationships is another way that students may develop a sense of belonging (Day, D., et al., 1995). Other people involved with the school that these students develop relationships with could be the school counselor or the coach of a team may provide these children with the same sense of belonging. It is important that these <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">students are being valued and respected rather than feared, dismissed, or disliked (Day, D., et al., 1995). <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;"> Developing resiliency in children is important because resilient children are more likely to experience success in schools ( <span style="color: #121212; font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">Appalachia Educational Laboratory <span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">, 1999 <span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 200%;">). Teachers and the school play an important part in both identifying students who are at risk and vulnerable and implementing appropriate early interventions and strategies that develop this resiliency.