Providing at-risk youth with vocational training and work opportunities is a common strategy to discourage future delinquency and involvement with the justice system. Of special concern are disconnected youths—those out of school, out of work, and in other high-risk situations. More than one third of all public school students in the United States drop out before they graduate, including about half of all African American and Hispanic students (Greene and Forster 2003). School dropouts, juvenile offenders, youths aging out of foster care with low high school completion rates, and youths with disabilities all face significant challenges to gainful and legal employment. To find jobs, they need effective supports (Brown and Thakur 2006; Larson and Turner 2002; Platt, Casey, and Faessel 2006).
The prevention literature emphasizes the need for a comprehensive approach for youth that includes vocational services to address the education and workforce needs (Jekielek, Cochran, and Hair 2002; Partee 2003; Zabel and Nigro 2007). Vocational or job training programs that take a preventive approach typically concentrate on attainment of basic skills competencies, opportunities for academic and occupational training, and exposure to the job market and employment. Depending on their emphasis, vocational training and employment programs address several risk factors, including academic failure, alienation and rebelliousness, association with delinquent and violent peers, and low commitment to school. At the same time, vocational training enhances protective factors by providing job skills, on-the-job experiences, and recognition for work performed. Programs built on a developmental approach help young people avoid high-risk behavior and promote academic and work-readiness skills as well as the personal attributes employers seek (Brown and Thakur 2006).
Employment and vocational programs, which vary in program intensity and expense, include:
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