What Does Literature Say about Student at Risk

Asbah Razali; Farimah Dokoushkani; Kogilavani Rajendran

doi:doi:10.11648/j.pbs.20130202.15

| Peer-Reviewed

What Does Literature Say about Student at Risk

Asbah Razali, Farimah Dokoushkani, Kogilavani Rajendran

Published in Psychology and Behavioral Sciences (Volume 2, Issue 2)

Received: Accepted: Published: 2 April 2013

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

The purpose of this article is to review the research on at-risk students in order to determine what the literature reveals about the combined influence of school and community type on placing students at risk. Thus, the aim of this paper is to explore the various outcomes for student's risk factor in school and in the community found in literature. We explore whether another factor also plays a role included the school and education system factors, the poverty factors, the surrounding factors, family structure problems, peer factors and the abuse and violence factors. The discussion will included the intensive measure in solving students and community risk factors. We also explore the interventions from school and teachers, family intervention, parental skills, parental support and supervision, family interaction and the communal intervention. In this article, we also discuss the intensive measures in solving student and community risk factors based on intensive programs in Malaysia compare to intervention programs of the west.

Published in	Psychology and Behavioral Sciences (Volume 2, Issue 2)
DOI	10.11648/j.pbs.20130202.15
Page(s)	51-58
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

At Risk Factors, School, Community, Family, Malaysia

References

[1]	Anderson, E. (2003). Streetwise: Race, class, and change in an urban community. Chicago: University of Chicago Press.
[2]	Anderson, L., Shinn, C., Fullilove, M., Scrimshaw, S., Fielding, J., Mormand, J., et al. (2005). The effectiveness of early childhood development programs: A systematic review. American Journal of Preventive Medicine, 24(3S), 32-46.
[3]	Andrews, J.A., Lewinsohn, P.M., & Hops, H. (1990). Assessment of depression in adolescents using the Center for Epidemiologic Studies Depression Scale. Psychological Assessment, 2, 122-128. European Journal of Social Sciences – Volume 15, Number 2.
[4]	Battistich V, Schaps E, Watson M, (1996). Prevention effects of the Child Development Project: early findings from an ongoing multisite demonstration trial. Journal of Adolescent Research. 11(1):12-35.
[5]	Beauvais F. (1987). Peer cluster theory: Drugs and the adolescent. Journal of Counseling and Development (65):17-22.
[6]	Belsky, J. (1984). Child maltreatment: An ecological integration. American Psychologist, 35, 320-335. Reprinted in Chess, S. and Thomas (Eds.), Annual Progress in Child Psychiatry and Child Development. NY: Brunner/Mazel, 637-665.
[7]	Berk, L. (1991). Child development. Boston: Allyn & Bacon.
[8]	Botvin, G. J., Baker, E., Dusenbury, L., Botvin, E. M., & Diaz, T. (1995). Long-term follow-up results of a randomized drug abuse prevention trial in a white middle-class population. Journal of the American Medical Association, 273, 1106–1112.
[9]	Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53, 371-399.
[10]	Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
[11]	Bronfenbrenner, U. (1986). Interacting systems in human development. Research paradigms: Present and future. In N. Bolger, A. Caspi, G. Downey, & M. Moorehouse (Eds.), Persons in context: Development processes (pp. 25-49). New York: Cambridge University Press.
[12]	Busseri, M.A., Sadava, S.W., & DeCourville, N. (2007). A hybrid model for research on subjective wellbeing: Examining common- and componentspecific sources of variance in life satisfaction, positive effect, and negative effect. Social Indicators Research, 83, 413–445.
[13]	Christiano, T. (1996). The rule of the many: Fundamental issues in democratic theory. Boulder, CO: Westview Press.
[14]	Clayton, R. R. 1992. Transitions in drug use: Risk and protective factors. In Vulnerability to drug abuse, edited by M. Glantz and R. Pickens, 15-51.Washington, DC: American Psychological Association
[15]	Coker A. L, Davis K. E, Arias I (2002). Physical and mental health effects of intimate partner violence for men and women. Am J Prev Med;23:260 - 8.
[16]	Conger, R. D., & Simons, R. L. (1997). Life course contingencies in the development of adolescent antisocial behavior: A matching law approach. In T. P. Thornberry (Ed.), Developmental theories of crime and delinquency: Advances in criminological theory (pp. 55-99). New Brunswick, NJ: Transaction.
[17]	Cooper, M., Zambas, H., & Brewster, K. et al. (2005). Laying foundations for health: Food provision for under 5s in day care. Appetite, 44(2), 207–213.
[18]	Croninger, R.G. and Lee, V.E. (2001). Social capital and dropping out of high school: Benefits to at-risk students of teachers’ support and guidance. Teachers College Record, 103(4), 548-581.
[19]	Dishion, T. J., Andrews, D. W., Kavanagh, K., & Soberman, L. H. (2002). Preventive interventions Donnermeyer, J. F. (1992). The use of alcohol, marijuana, and hard drugs by rural adolescents: A review of recent research. Drugs and Society, 7, 31-75.
[20]	Donnermeyer, J. F., & Scheer, S. D. (2001). An analysis of substance use among adolescents from smaller places. Journal of Rural Health, 17, 105-113.
[21]	Dryfoos, J. G. (1990). Adolescents at risk: Prevalence and prevention. New York: Oxford University Press.
[22]	Dryfoos, J. G. (1994). Full-service schools: A revolution in health and social services for children, youth, and families. San Francisco: Jossey-Bass Inc.
[23]	Eccles, JS, Gootman JA, eds. (2002). Community Programs to Promote Youth Development. Washington, DC: Natl. Acad. Press
[24]	Garland, A. F., Wood, P. A., & Hough, R. L. (2005). The acculturation gap-distress hypothesis among high-risk Mexican American families. Journal of Family Psychology, 19, 367-375.
[25]	Hawkins, J. D., Catalano, R. D., & Miller, J. Y. (1992). Risk and protective factors for alcohol and other drug problems in adolescence and early adulthood: Implications for substance abuse prevention. Psychological Bulletin, 112(1), 64-105.
[26]	Howard, M.O. Fraser, M.W.; Hawkins, J.D. (2000). Parent training for delinquency prevention. Special issue published simultaneously in hardback as Family Perspectives in Child and Youth Services. Child Youth Serv 11:93-125.
[27]	Johnston, L. D., O'Malley, P. M., & Bachman, J. G. (2003). Monitoring the Future national survey results on drug use, 1975-2002. Volume I: Secondary school students. (NIH Publication No. 03-5375). Washington, DC: National Institute on Drug Abuse.
[28]	Kennelly, L. and Monrad, M. (2007). Approaches to Dropout Prevention: Heeding Early Warning Signs with Appropriate Interventions. National High School Center.
[29]	Kumpfer, K.L. (1998) Strengthening America’s families: Exemplary parenting and family strategies for delinquency prevention. U.S. Department of Justice.
[30]	MacDonald, D.J., Deakin, J., Eys, M., & Côté, J. (2009). Psychometric properties of the Youth Experience Survey with young athletes. Paper presented at the Canadian Society for Psychomotor Learning and Sport Psychology, Toronto, ON.
[31]	Moore, A.L.,(2006). The effectiveness of solution-focused therapy with children in a school setting. Research on Social Work Practice, 11(4), 411–434.
[32]	Oetting, E. R., & Donnermeyer, J. F. (1998). Primary socialization theory: The etiology of drug use and deviance. I. Substance Use and Misuse, 33, 995-1026.
[33]	Olaleye L.Y. (2010). Youth Empowerment as a Strategy for Reducing Crime in the Society. Department of Social Work, University of Ibadan, Ibadan, Nigeria
[34]	O'Malley, P. M., Bachman, J. G., & Johnston, L. D. (2003). How academic achievement, attitudes, and behaviors relate to the course of substance use during adolescence: A 6-year, multiwave national longitudinal study. Journal of Research on Adolescence, 13, 361-397.
[35]	Osgood, D. W., & Chambers, J. M. (2000). Social disorganization outside the metropolis: An analysis of rural youth violence. Criminology, 38, 81-115.
[36]	Overweight among children and adolescents in a native canadian community: Prevalence and associated factors. The American Journal of Clinical Nutrition, 71(3), 693–700.
[37]	Pittman, K., Irby, M., Tolman, J., Yohalem, N., & Ferber, T. (2003). Preventing problems, promoting development, encouraging engagement: Competing priorities or inseparable goals? Retrieved from. Washington, DC: The Forum for Youth Investment, Impact Strategies, Inc http://forumfyi.org/node/105
[38]	Porcerelli J.H, Cogan R, West P.P, (2003) Violent victimization of women and men: physical and psychiatric symptoms. J Am Board Fam Pract;16: 32 - 9.
[39]	Reid, G., Aitken, C., Beyer, L., & Crofts, N. (2001). Ethnic communities' vulnerability to involvement with illicit drugs. Drugs-Education Prevention & Policy, 8, 359-374.
[40]	Scheier, L. M., Botvin, G. J., Diaz, T., & Ifill-Williams, M. (1997). Ethnic identity as a moderator of psychosocial risk and adolescent alcohol and marijuana use: Concurrent and longitudinal analyses. Journal of Child & Adolescent Substance Abuse, 6, 21–47.
[41]	Szalay LB, Canino G, Vilov SK. (1998). Vulnerabilities and cultural change: drug use among Puerto Rican adolescents in the United States. Int J Addict;28: 327 - 354.
[42]	Warheit, H. J. & Tilly, C. (1988). Characteristics predicting children’s responses to sexual encounters with other children. Child Abuse & Neglect, 12, 209–218.
[43]	Weisheit, R. A., Falcone, D. N., & Wells, L. E. (1999). Crime and policing in rural and small-town America. Prospects Heights, IL: Waveland.
[44]	Werner, E. E. (1990). Protective factors and individual resilience. In S. J. Meisels & J. P.
[45]	Werner, E. E. and Smith, R.S (1992). Protective factors and individual resilience. In S. J. Meisels & J. P. Shonkoff (Eds.), Handbook of early childhood intervention (pp. 97-116). Cambridge, England: Cambridge University Press.
[46]	Wuthnow, R. (1991). Acts of compassion: Caring for others and helping ourselves. Princeton, NJ: Princeton University Press.

Cite This Article

Plain Text BibTeX RIS

APA Style

Asbah Razali, Farimah Dokoushkani, Kogilavani Rajendran. (2013). What Does Literature Say about Student at Risk. Psychology and Behavioral Sciences, 2(2), 51-58. https://doi.org/10.11648/j.pbs.20130202.15

Copy | Download

ACS Style

Asbah Razali; Farimah Dokoushkani; Kogilavani Rajendran. What Does Literature Say about Student at Risk. Psychol. Behav. Sci. 2013, 2(2), 51-58. doi: 10.11648/j.pbs.20130202.15

Copy | Download

AMA Style

Asbah Razali, Farimah Dokoushkani, Kogilavani Rajendran. What Does Literature Say about Student at Risk. Psychol Behav Sci. 2013;2(2):51-58. doi: 10.11648/j.pbs.20130202.15

Copy | Download

@article{10.11648/j.pbs.20130202.15,
  author = {Asbah Razali and Farimah Dokoushkani and Kogilavani Rajendran},
  title = {What Does Literature Say about Student at Risk},
  journal = {Psychology and Behavioral Sciences},
  volume = {2},
  number = {2},
  pages = {51-58},
  doi = {10.11648/j.pbs.20130202.15},
  url = {https://doi.org/10.11648/j.pbs.20130202.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pbs.20130202.15},
  abstract = {The purpose of this article is to review the research on at-risk students in order to determine what the literature reveals about the combined influence of school and community type on placing students at risk. Thus, the aim of this paper is to explore the various outcomes for student's risk factor in school and in the community found in literature. We explore whether another factor also plays a role included the school and education system factors, the poverty factors, the surrounding factors, family structure problems, peer factors and the abuse and violence factors. The discussion will included the intensive measure in solving students and community risk factors. We also explore the interventions from school and teachers, family intervention, parental skills, parental support and supervision, family interaction and the communal intervention. In this article, we also discuss the intensive measures in solving student and community risk factors based on intensive programs in Malaysia compare to intervention programs of the west.},
 year = {2013}
}

Copy | Download

TY  - JOUR
T1  - What Does Literature Say about Student at Risk
AU  - Asbah Razali
AU  - Farimah Dokoushkani
AU  - Kogilavani Rajendran
Y1  - 2013/04/02
PY  - 2013
N1  - https://doi.org/10.11648/j.pbs.20130202.15
DO  - 10.11648/j.pbs.20130202.15
T2  - Psychology and Behavioral Sciences
JF  - Psychology and Behavioral Sciences
JO  - Psychology and Behavioral Sciences
SP  - 51
EP  - 58
PB  - Science Publishing Group
SN  - 2328-7845
UR  - https://doi.org/10.11648/j.pbs.20130202.15
AB  - The purpose of this article is to review the research on at-risk students in order to determine what the literature reveals about the combined influence of school and community type on placing students at risk. Thus, the aim of this paper is to explore the various outcomes for student's risk factor in school and in the community found in literature. We explore whether another factor also plays a role included the school and education system factors, the poverty factors, the surrounding factors, family structure problems, peer factors and the abuse and violence factors. The discussion will included the intensive measure in solving students and community risk factors. We also explore the interventions from school and teachers, family intervention, parental skills, parental support and supervision, family interaction and the communal intervention. In this article, we also discuss the intensive measures in solving student and community risk factors based on intensive programs in Malaysia compare to intervention programs of the west.
VL  - 2
IS  - 2
ER  -

Copy | Download

Author Information

Asbah Razali

Dept. of Anthropology and Sociology, Faculty Of Art and Social Science University Of Malaya, Kuala Lumpur
Farimah Dokoushkani

Dept. of Human Development and Family Studies, Faculty of Human Ecology, University of Putra Malaysia, Selangor, Kuala Lumpur
Kogilavani Rajendran

Dept. of Human Development and Family Studies, Faculty of Human Ecology, University of Putra Malaysia, Selangor, Kuala Lumpur

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Asbah Razali, Farimah Dokoushkani, Kogilavani Rajendran. (2013). What Does Literature Say about Student at Risk. Psychology and Behavioral Sciences, 2(2), 51-58. https://doi.org/10.11648/j.pbs.20130202.15

Copy | Download

ACS Style

Asbah Razali; Farimah Dokoushkani; Kogilavani Rajendran. What Does Literature Say about Student at Risk. Psychol. Behav. Sci. 2013, 2(2), 51-58. doi: 10.11648/j.pbs.20130202.15

Copy | Download

AMA Style

Asbah Razali, Farimah Dokoushkani, Kogilavani Rajendran. What Does Literature Say about Student at Risk. Psychol Behav Sci. 2013;2(2):51-58. doi: 10.11648/j.pbs.20130202.15

Copy | Download

@article{10.11648/j.pbs.20130202.15,
  author = {Asbah Razali and Farimah Dokoushkani and Kogilavani Rajendran},
  title = {What Does Literature Say about Student at Risk},
  journal = {Psychology and Behavioral Sciences},
  volume = {2},
  number = {2},
  pages = {51-58},
  doi = {10.11648/j.pbs.20130202.15},
  url = {https://doi.org/10.11648/j.pbs.20130202.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pbs.20130202.15},
  abstract = {The purpose of this article is to review the research on at-risk students in order to determine what the literature reveals about the combined influence of school and community type on placing students at risk. Thus, the aim of this paper is to explore the various outcomes for student's risk factor in school and in the community found in literature. We explore whether another factor also plays a role included the school and education system factors, the poverty factors, the surrounding factors, family structure problems, peer factors and the abuse and violence factors. The discussion will included the intensive measure in solving students and community risk factors. We also explore the interventions from school and teachers, family intervention, parental skills, parental support and supervision, family interaction and the communal intervention. In this article, we also discuss the intensive measures in solving student and community risk factors based on intensive programs in Malaysia compare to intervention programs of the west.},
 year = {2013}
}

Copy | Download

TY  - JOUR
T1  - What Does Literature Say about Student at Risk
AU  - Asbah Razali
AU  - Farimah Dokoushkani
AU  - Kogilavani Rajendran
Y1  - 2013/04/02
PY  - 2013
N1  - https://doi.org/10.11648/j.pbs.20130202.15
DO  - 10.11648/j.pbs.20130202.15
T2  - Psychology and Behavioral Sciences
JF  - Psychology and Behavioral Sciences
JO  - Psychology and Behavioral Sciences
SP  - 51
EP  - 58
PB  - Science Publishing Group
SN  - 2328-7845
UR  - https://doi.org/10.11648/j.pbs.20130202.15
AB  - The purpose of this article is to review the research on at-risk students in order to determine what the literature reveals about the combined influence of school and community type on placing students at risk. Thus, the aim of this paper is to explore the various outcomes for student's risk factor in school and in the community found in literature. We explore whether another factor also plays a role included the school and education system factors, the poverty factors, the surrounding factors, family structure problems, peer factors and the abuse and violence factors. The discussion will included the intensive measure in solving students and community risk factors. We also explore the interventions from school and teachers, family intervention, parental skills, parental support and supervision, family interaction and the communal intervention. In this article, we also discuss the intensive measures in solving student and community risk factors based on intensive programs in Malaysia compare to intervention programs of the west.
VL  - 2
IS  - 2
ER  -

Copy | Download