See Poverty…Be the Difference! Discover the Missing Pieces for Helping People Move Out of Poverty

“For generations, my family has subsisted on minimum-wage employment and migrant work,” writes Donna Beegle in the opening of “See Poverty…Be the Difference! Discover the Missing Pieces for Helping People Move Out of Poverty . . .

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Garbage Bag Suitcase: A Memoir

“I always felt isolated and alone” in foster care, begins Shenandoah Chefalo in “Garbage Bag Suitcase.” “As soon as I understood that the suffering I felt as a child was being felt by millions of other children, I knew it was time to write this book . . .

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To Engage Teens, Give Them Real Voice in Decision Making

Despite growing national interest in increasing out-of-school-time opportunities for high school aged students, many programs for older youth struggle to attract and retain youth . . .

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They Vote With Their Feet

Last year, when Allysha Bryant went to Camp Hoop Heros for the first time, one of her mentors complimented her as on how hard she had worked during basketball drills . . .

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Selfishly Selfless: Social Anxiety, Addiction and the Benefits of Service

People in recovery vividly recall their first experiences with drugs and alcohol as teenagers . . .

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Tamar Birckhead

Time to End State-sanctioned Assaults on Our Schoolchildren

When I arrived in North Carolina more than a decade ago to teach and practice law, it was a bit of a culture shock for someone who had rarely been south of the Mason- Dixon line . . .

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Teen Stress and the Growing Brain

Anyone who works with adolescents knows what recent science has confirmed: Teenagers just don’t think like adults. In fact, researchers have known for awhile now that the teenage brain is wired differently; it remains under construction during adolescence and won’t develop completely until a person’s early 20s. That explains a lot about the often-bewildering actions of tweens and teens as they seek out novelty and test limits, often without regard to risk . . .

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Beating the Odds: Boosting School Success Rates for Students in Foster Care

Before moving from her biological mother’s home and into foster care at age 10, Kathy Rando was in the gifted program at her elementary school. But by the time she was 17, Rando had lived in upwards of 10 foster homes and spent four years in a residential treatment center (RTC), before finally dropping out of high school . . .

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Keeping Adolescents Engaged: What Can After-School Programs Do?

Chicago high school students practice glassblowing in their out-of-school time program. Working with fire, creating their own designs out of molten glass is just one example of hands-on participation — necessary for engaging teens in OST . . .

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