ABSTRACT
Youth may struggle in school long before systems involvement; in which case, education intake at the time of systems entry is crucial in achieving long-term academic success. According to the Philliber Research Associates, self-efficacy is said to be one of the greatest predictors of perseverance among youth in school. Youth can build self-efficacy when adults model certain academic skills, such as goal setting and responding positively to feedback, and youth then follow suit by also setting goals and practicing a positive response to academic feedback. To fully support youth academically and individualize each educational plan, the action team needs to implement an educational intake form at the direct service level conducted either by an education staff or the caseworker/supervising agency. Many Post-Traumatic Stress Disorder symptoms and behavioral problems originate from the same reason as academic struggles—the inability to process social cues and to convey feelings in an appropriate manner.
