F25-105 Youth Risk Behavior Assessment

Instructor

Agenda & Learning Objectives

AGENDA:

8:50 am 9:00 am Log on 

9:00 am – 12:15 pm  

There will be one 15-minute break.  

1. Introduction 

   1. About me 

   2. Objectives 

2. How risk-taking changes a teenager’s brain – Kashfia Rahma, TED 

3. Adolescent development 

   1. Cognitive & Social Development 

   2. Influences on risk-taking behavior 

   3. Function of risk-taking behavior 

   4. Consequences of risk-taking behavior 

   5. Gender differences in risk-taking behavior 

4. Prevalence of youth risk-taking behavior 

   1. Sexual risk-taking behavior 

   2. Interpersonal violence 

   3. Substance use 

   4. Recidivism 

   5. Commercial sex trafficking 

5. Risk and protective factors 

BREAK (15 minutes) 

1. Assessment of youth risk behavior 

   1. Assessment measures for multiple problems 

   2. Assessment measures for sexual risk-taking behavior 

   3. Assessment measures for substance use 

   4. Assessment measures for interpersonal violence 

   5. Assessment measures for recidivism 

   6. Assessment measures for commercial sex trafficking 

2. Prevention strategies 

3. Online resources 

LEARNING OBJECTIVES:

Upon the completion of this workshop, participants will be able to:

• Tailor assessment and prevention strategies to key features of adolescent development that may lead to risky behaviors.  

• Intervene with salient protective factors to prevent a variety of youth risk behaviors.   

• Utilize relevant assessment tools to assess for a variety of youth risk behaviors.  

Bibliography & References

BIBLIOGRAPHY & REFERENCES

Albus, K. E., Weist, M. D., & Perez-Smith, A. M. (2004). Associations Between Youth Risk Behavior and Exposure to Violence: Implications for the Provision of Mental Health Services in Urban Schools. Behavior Modification,28(4), 548–564. https://doi.org/10.1177/0145445503259512 

American Academy of Pediatrics. (n.d.). Bright Futures Tool & Resource Kit, Second Edition User Guide and Instructions for Toolkit Implementation (2nd ed.). American Academy of Pediatrics. 

American Academy of Pediatrics. (2019a). Bright Futures Toolkit: 11-14 year old visit. American Academy of Pediatrics. https://brightfutures.aap.org/Bright%20Futures%20Documents/BFTRK_11-14Year_Visit_EN.pdf 

American Academy of Pediatrics. (2019b). Bright Futures Toolkit: 11-14 Year Old Visit with Sensitive Questions. American Academy of Pediatrics. https://brightfutures.aap.org/Bright%20Futures%20Documents/BFTRK_11-14Year_Visit_SensitiveQuestions_EN_Updated.pdf 

American Academy of Pediatrics. (2019c). Bright Futures Toolkit: 15-17 Year Old Visit. American Academy of Pediatrics. https://brightfutures.aap.org/Bright%20Futures%20Documents/BFTRK_15-17Year_Visit_EN.pdf 

American Academy of Pediatrics. (2019d). Bright Futures Toolkit: 18-21 Year Old Visit. American Academy of Pediatrics. https://brightfutures.aap.org/Bright%20Futures%20Documents/BFTRK_18-21Year_Visit_EN.pdf 

American Medical Association. (1997a). Guidelines for Adolescent Preventive Services (GAPS): Middle-Older Adolescent Questionnaire (15-21 years old). American Medical Association. https://www.uvpediatrics.com/Docs/GAPS15-21Eng.pdf 

American Medical Association. (1997b). Guidelines for Adolescent Preventive Services (GAPS): Younger Adolescent Version (11-14 Years Old). American Medical Association. https://www.uvpediatrics.com/Docs/GAPS11-14Eng.pdf 

Association of Maternal and Child Health Programs. (2020). Innovation Station Practice Summary and Implementation Guidance: Rapid Adolescent Prevention Screening (RAAPS). Association of Maternal and Child Health Programs. http://www.amchp.org -> RAAPS_Innovation%20Station%20Handout.pdf 

Bailey, J. A. (2009). Addressing Common Risk and Protective Factors Can Prevent a Wide Range of Adolescent Risk Behaviors. Journal of Adolescent Health, 45(2), 107–108. https://doi.org/10.1016/j.jadohealth.2009.05.007 

Basson, D. (2017). Validation of the Commercial Sexual Exploitation- Identification Tool (CSE-IT) Technical Report[Technical Report]. WestCoast Children’s Clinic. 

Bonino, S., Cattelino, E., & Ciairano, S. (2006). Adolescents and risk: Behavior, functions, and protective factors. Choice Reviews Online, 43(07), 43-4331-43–4331. https://doi.org/10.5860/CHOICE.43-4331 

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Center for Disease Control. (2021). Preventing Youth Violence. Center for Disease Control. https://www.cdc.gov/violenceprevention/pdf/yv/YV-factsheet.pdf 

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Davies, D. (2011). Child development: A practitioner’s guide (Third edition.). Guilford Press. 

Developmental Services Group. (2015). Risk/Needs Assessment for Youths Literature Review. Office of Juvenile Justice and Delinquency Prevention. https://ojjdp.ojp.gov/model-programs-guide/literature-reviews/risk_needs_assessments_for_youths.pdf 

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Fedina, L., Williamson, C., & Perdue, T. (2019). Risk Factors for Domestic Child Sex Trafficking in the United States. Journal of Interpersonal Violence, 34(13), 2653–2673. https://doi.org/10.1177/0886260516662306 

Fino, E., Jaspal, R., Lopes, B., Wignall, L., & Bloxsom, C. (2021). The Sexual Risk Behaviors Scale (SRBS): Development & Validation in a University Student Sample in the UK. Evaluation & the Health Professions, 44(2), 152–160. https://doi.org/10.1177/01632787211003950 

Gadomski, A., Bennett, S., Young, M., & Wissow, L. S. (2003). Guidelines for Adolescent Preventive Services: The GAPS in Practice. Archives of Pediatrics & Adolescent Medicine, 157(5), 426–432. https://doi.org/10.1001/archpedi.157.5.426 

Gewirtz, M. (2007). Recidivism among juvenile offenders in New York City final report. New York City Criminal Justice Agency, Inc. 

Greenbaum, V. J., Livings, M. S., Lai, B. S., Edinburgh, L., Baikie, P., Grant, S. R., Kondis, J., Petska, H. W., Bowman, M. J., Legano, L., Kas-Osoka, O., & Self-Brown, S. (2018a). Short CST Screen for the Healthcare Setting. Journal of Adolescent Health. https://www.mncasa.org/wp-content/uploads/2020/09/Short-CST-Screen-for-the-Healthcare-Setting.pdf 

Greenbaum, V. J., Livings, M. S., Lai, B. S., Edinburgh, L., Baikie, P., Grant, S. R., Kondis, J., Petska, H. W., Bowman, M. J., Legano, L., Kas-Osoka, O., & Self-Brown, S. (2018b). Evaluation of a Tool to Identify Child Sex Trafficking Victims in Multiple Healthcare Settings. Journal of Adolescent Health, 63(6), 745–752. https://doi.org/10.1016/j.jadohealth.2018.06.032 

Hayes, D. N., & Sege, R. (2003). FiGHTS: A preliminary screening tool for adolescent firearms-carrying. Annals of Emergency Medicine, 42(6), 798–807. https://doi.org/10.1016/S0196-0644(03)00722-4 

Jaeckl, S., & Laughon, K. (2021). Risk Factors and Indicators for Commercial Sexual Exploitation/Domestic Minor Sex Trafficking of Adolescent Girls in the United States in the Context of School Nursing: An Integrative Review of the Literature. Journal of School Nursing, 37(1), 6–16. 

Jankowski, M. K., Rosenberg, H. J., Sengupta, A., Rosenberg, S. D., & Wolford, G. L. (2007). Development of a Screening Tool to Identify Adolescents Engaged in Multiple Problem Behaviors: The Adolescent Risk Behavior Screen (ARBS). Journal of Adolescent Health, 40(2), 180.e19-180.e26. https://doi.org/10.1016/j.jadohealth.2006.09.016 

Jones, N. J., Brown, S. L., Robinson, D., & Frey, D. (2016). Validity of the youth assessment and screening instrument: A juvenile justice tool incorporating risks, needs, and strengths. Law and Human Behavior, 40(2), 182–194. https://doi.org/10.1037/lhb0000170 

Kelly, S. M., Gryczynski, J., Mitchell, S. G., Kirk, A., O’Grady, K. E., & Schwartz, R. P. (2014). Validity of Brief Screening Instrument for Adolescent Tobacco, Alcohol, and Drug Use. Pediatrics, 133(5), 819–826. https://doi.org/10.1542/peds.2013-2346 

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Knight, J. R. (2020a). CRAFFT+N Questionnaire: Self-Administered Version. Boston Children’s Hospital. https://crafft.org/wp-content/uploads/2021/07/CRAFFT_2.1N-HONC_Self-administered_2021-07-03.pdf 

Knight, J. R. (2020b). The CRAFFT 2.1+N Interview: Clinician Interview Version. Boston Children’s Hospital. https://crafft.org/wp-content/uploads/2021/07/CRAFFT_2.1N-HONC_Clinician_2021-07-03.pdf 

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Levy, S., Weiss, R., Sherritt, L., Ziemnik, R., Spalding, A., Van Hook, S., & Shrier, L. A. (2014). An Electronic Screen for Triaging Adolescent Substance Use by Risk Levels. JAMA Pediatrics, 168(9), 822–828. https://doi.org/10.1001/jamapediatrics.2014.774 

Lightfoot, M., Stein, J. A., Tevendale, H., & Preston, K. (2011). Protective Factors Associated with Fewer Multiple Problem Behaviors Among Homeless/Runaway Youth. Journal of Clinical Child & Adolescent Psychology,40(6), 878–889. https://doi.org/10.1080/15374416.2011.614581 

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Course Completion & CE Information

Category I Maryland BSWE Requirement

The Office of Continuing Professional Education at the University of Maryland School of Social Work is authorized by the Board of Social Work Examiners in Maryland to sponsor social work continuing education programs. This workshop qualifies for 3 Category I Continuing Education Units. The Office of Continuing Professional Education is also authorized by the Maryland Board of Psychologists and the Maryland Board of Professional Counselors to sponsor Category A continuing professional education. 

ASWB Information 

University of Maryland School of Social Work Office of Continuing Professional Education, #1611, is approved as an ACE provider to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Regulatory boards are the final authority on courses accepted for continuing education credit. ACE provider approval period: 2/11/2024-2/11/2027.  

To receive ACE credit, full attendance is required; no partial credits will be given for partial attendance. 

Certificate Access

To access the evaluation and certificate, click on the orange certificate button in your CPE account. Once you complete the evaluation, access to the certificate will be available.  

Live Interactive Webinars (Cat I) and Live Webinars (Cat II) - Allow up to 30 minutes post-training for attendance to be verified, then you will be able to access the evaluation and certificate. 

In Person Trainings - Please allow five (5) business days post-training for attendance to be verified, then you will be able to access the evaluation and certificate. 

Please refer to the tab "Live Interactive Webinar Policies & FAQs" for UMSSW Office of CPE policies regarding all live interactive webinar related matters. Contact our office at cpe@ssw.umaryland.edu for more information.  

Evaluation

Participants will have access to the evaluation after attendance has been verified. Evaluations will be available for one (1) week after the workshop has ended.  

After one (1) week, participants will no longer have access to the evaluation and will have to contact CPE about reactivation.

Target Audience

Social Workers, LCPCs, and Psychologists

We welcome anyone interested in the topic!

Live Interactive Webinar Platforms

LIVE INTERACTIVE WEBINAR PLATFORMS

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Our webinar policies can be found on our website by clicking here.

Code of Conduct

The Office of Continuing Professional Education at the University of Maryland School of Social Work adheres to the NASW Code of Ethics. This policy is to ensure that the training environment for social work professionals remains respectful, productive, and conducive to learning. Disruptive behavior that interferes with the learning process, disrupts the training experience for others, or undermines the integrity of the program will not be tolerated.

Expectations for Participant Engagement:

In alignment with the NASW Code of Ethics and the University of Maryland Baltimore Code of Conduct, participants are expected to demonstrate professionalism, which includes respecting confidentiality, maintaining a collaborative and respectful tone, and contributing positively to the group dynamic. Disclosures made during the training (e.g., case studies or personal reflections) must be handled with care and in accordance with ethical and legal guidelines.

All participants in the training program are expected to:

• Engage actively in the learning process and show respect for the opinions and contributions of others.
• Demonstrate professionalism in both attitude and behavior, maintaining respect for instructors, peers, and the training environment.
• Maintain open communication by expressing concerns or disagreements constructively and respectfully.
• Follow the guidelines and expectations provided by instructors and facilitators.
• Support a collaborative learning environment where all participants feel valued and safe to contribute.

Instructors and CPE staff reserve the right to dismiss participants who do not adhere to ethical/professional principles and standards. If removed, CEs will be adjusted to reflect the time attended, unless otherwise specified. 

ADA Accommodations

If you are requesting ADA accommodations, please contact our office via email at least two weeks prior to the workshop date. Requests after that date may not be fulfilled.  

Our email address is cpe@ssw.umaryland.edu.  

Late Fees and Refunds

The base price is $70, which includes CE credit.  

Late Fee: On 11/21/25, a non-refundable late fee of $20 is added to the base price. Late fees cannot be refunded or applied to account credit.  

Cancellations: **ALL cancellations will be subjected to a $35.00 administration fee.**  To be eligible for a refund or CPE account credit, cancellations must be made at least 24 hours before the workshop. 

For more information, please read the general policies on our website.