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Homeless Youth
Youth homelessness is a complex problem exacerbated by the lack of available information regarding the unique circumstances experienced by these adolescents and further by the fact that this population is often hidden and therefore unnoticed by the general public and researchers. In any given year in the United States, 500,000 to 1.5 million youth will run away or be told to leave their homes. Most runaways return home, but others go on to establish an intermittent or prolonged period of homelessness. The number of homeless youth is difficult to estimate, but one national survey found that 7.6% of youth (1.6 million) between the ages of 12 and 17 were homeless, with approximately 200,000 of these individuals living on the street. Regardless of the exact number, youth homelessness is a cause for concern because of the unfavorable outcomes many of these youth experience: heightened risk of involvement in delinquent activities, drug and/or alcohol abuse, and persistent homelessness hindering their ability to become productive community members or successful adults. Furthermore, information regarding youth who do not survive is scarce.
Community agencies dedicated to assisting homeless persons frequently contribute to what is known about this population. However, information from this source may overlook a substantial portion of homeless youth given that many choose not to access these resources. Moreover, youth with the most significant challenges can be rejected from such facilities due to histories of substance abuse or psychosocial troubles. Little is known about treatment needs or effective intervention strategies for these adolescents, because research efforts have primarily focused attention on the circumstances that contribute to a youth's decision to leave home. Knowledge about these variables may have implications for prevention efforts, but it is complicated by the variety of reasons adolescents choose to leave home. It is important to note that although some youth may be homeless along with their families, due to financial reasons, the focus of this entry is on youth who are separated from their families.
Causes of Homelessness in Youth
Homeless youth typically reside in unsafe living conditions that differ greatly from those of their peers both before and after leaving home. The home environment is generally characterized by dysfunctional experiences such as abuse, neglect, exploitation, rigid or inconsistent disciplinary practices, conflict, and parental substance abuse. Youth living in these homes experience a diminished sense of control and decreased self-esteem. In addition to unsafe home environments, many youth have encountered numerous, inconsistent living arrangements in alternative care settings by the time they reach the streets. As a result of these and other compounding adverse experiences, homeless adolescents commonly display many mental health and behavioral problems even before they leave home. These problems may be further compounded by discouraging educational experiences such as underachievement, inconsistent attendance, grade retention, poor relationships with peers and teachers, and disciplinary actions.
Defining Homeless Youth
Although all of these adolescents can be classified under the term homeless youth, several other terms have been used to describe the conditions surrounding a youth's choice (or lack of choice) in leaving home and the unique circumstances the youth encounters while away from home. These distinctions are important, as they define intervention strategies that will be most appropriate for an individual's circumstances. For example, youth who have been asked or forced to leave home or abandoned by their parents are typically classified as throwaways. Youth commonly associated with this category are those whose sexual orientation does not align with their parents' expectations. Gay, lesbian, bisexual, transgender, and questioning (GLBTQ) adolescents represent a significant portion of youth who are asked or forced to leave their home setting. In this circumstance, seeking reunification with a family may not be an appropriate therapeutic goal.
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- Mentoring (Vol. 1)
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- Psychosocial Traits and Behavior
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- Recruitment: History and Recent Trends in Diversity (Vol. 1)
- Refugees (Vol. 3)
- Reversed Racism (Vol. 3)
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- Second Culture Acquisition (Vol. 3)
- Sexism (Vol. 3)
- Sexual Harassment (Vol. 4)
- Sexual Orientation (Vol. 4)
- Social Class (Vol. 4)
- Social Discrimination (Vol. 4)
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- Sojourner (Vol. 3)
- Stereotype (Vol. 3)
- Third World (Vol. 3)
- Tokenism (Vol. 3)
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- Universalism (Vol. 3)
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- White Americans (Vol. 3)
- White Privilege (Vol. 3)
- Worldview (Vol. 3)
- Xenophobia (Vol. 3)
- Subdisciplines
- Bilingual Counseling (Vol. 3)
- Black Psychology (Vol. 3)
- Career Counseling (Vol. 4)
- Career Counseling in Colleges and Universities (Vol. 4)
- Career Counseling in Organizations (Vol. 4)
- Career Counseling in Schools (Vol. 4)
- Career Counseling, History of (Vol. 4)
- Career Resource Centers (Vol. 4)
- Computer-Assisted Career Counseling (Vol. 4)
- Constructivist Career Counseling (Vol. 4)
- Counseling Psychology, Definition of (Vol. 1)
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- Counseling the Elderly (Vol. 1)
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- Crisis Counseling (Vol. 2)
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- E-Counseling (Vol. 1)
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- Genetic Counseling (Vol. 1)
- Gerontology (Vol. 1)
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- Multicultural Counseling (Vol. 3)
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- Occupational Health Psychology (Vol. 4)
- Personal and Career Counseling (Vol. 4)
- Physical Activity Counseling (Vol. 2)
- Positive Psychology (Vol. 2)
- Private Practice Career Counseling (Vol. 4)
- Rehabilitation Counseling (Vol. 2)
- School Counseling (Vol. 1)
- School Psychology (Vol. 1)
- Trait-Factor Counseling (Vol. 4)
- University Counseling Centers (Vol. 1)
- Theories
- Action Theory (Vol. 4)
- Attachment Theory (Vol. 4)
- Brown's Values-Based Career Theory (Vol. 4)
- Career Construction Theory (Vol. 4)
- Common Factors Model (Vol. 2)
- Confucianism (Vol. 3)
- Constructivist Theory (Vol. 2)
- Counseling Theories and Therapies (Vol. 2)
- Critical Race Theory (Vol. 3)
- Deficit Hypothesis (Vol. 3)
- Etic-Emic Distinction (Vol. 3)
- High-Context Communication (Vol. 3)
- Holland's Theory of Vocational Personalities and Work Environments (Vol. 4)
- Krumboltz Happenstance Learning Theory (Vol. 4)
- Low-Context Communication (Vol. 3)
- Model Minority Myth (Vol. 3)
- Orthogonal Cultural Identification Theory (Vol. 3)
- Person-Environment Interactions (Vol. 2)
- Personality Theories (Vol. 2)
- Personality Theories, Behavioral (Vol. 2)
- Personality Theories, Cognitive (Vol. 2)
- Personality Theories, Evolutionary (Vol. 2)
- Personality Theories, Five-Factor Model (Vol. 2)
- Personality Theories, Phenomenological (Vol. 2)
- Personality Theories, Psychodynamic (Vol. 2)
- Personality Theories, Social Cognitive (Vol. 2)
- Personality Theories, Traits (Vol. 2)
- Positivist Paradigm (Vol. 2)
- Roe's Theory of Personality Development and Career Choice (Vol. 4)
- Self-Efficacy/Perceived Competence (Vol. 2)
- Social Cognitive Career Theory (Vol. 4)
- Social Identity Theory (Vol. 3)
- Super's Theory (Vol. 4)
- Theory of Work Adjustment (Vol. 4)
- Tiedeman's Decision-Making Theory (Vol. 4)
- Therapies, Techniques, and Interventions
- Adlerian Therapy (Vol. 2)
- Adventure Therapy (Vol. 1)
- Art Therapy (Vol. 1)
- Behavior Therapy (Vol. 2)
- Brief Therapy (Vol. 2)
- Career Interventions (Vol. 4)
- Cognitive Therapy (Vol. 2)
- Cognitive-Behavioral Therapy and Techniques (Vol. 2)
- Conversion Therapy (Vol. 1)
- Corrections Applications (Vol. 1)
- Crisis Counseling (Vol. 2)
- Critical Incident Stress Debriefing (Vol. 2)
- Developmental Counseling and Therapy (Vol. 2)
- Dialectical Behavior Therapy (Vol. 2)
- Evidence-Based Treatments (Vol. 2)
- Expectations About Therapy (Vol. 2)
- Eye Movement Desensitization and Reprocessing (Vol. 1)
- Feedback in Counseling, Immediate (Vol. 1)
- Feminist Therapy (Vol. 1)
- Forensic Applications (Vol. 1)
- Free Association (Vol. 2)
- Gay, Lesbian, and Bisexual Therapy (Vol. 2)
- Group Therapy (Vol. 2)
- Harmful Psychological Treatments (Vol. 2)
- Homework Assignments (Vol. 2)
- Humanistic Approaches (Vol. 2)
- Hypnosis (Vol. 1)
- Individual Therapy (Vol. 2)
- Integrative/Eclectic Therapy (Vol. 2)
- International Approaches (Vol. 4)
- Interpersonal Learning and Interpersonal Feedback (Vol. 2)
- Metaphors, Use of (Vol. 2)
- Mindfulness (Vol. 1)
- Music Therapy (Vol. 1)
- Narrative Therapy (Vol. 2)
- Outcomes of Counseling and Psychotherapy (Vol. 2)
- Paradoxical Interventions (Vol. 2)
- Phrenology (Vol. 1)
- Play Therapy (Vol. 1)
- Projective Techniques (Vol. 2)
- Psychoanalysis and Psychodynamic Approaches to Therapy (Vol. 2)
- Psychoeducation (Vol. 2)
- Rational Emotive Behavior Therapy (Vol. 2)
- Refraining (Vol. 2)
- Self-Help Groups (Vol. 2)
- Socratic Method (Vol. 2)
- Solution-Focused Brief Therapy (Vol. 2)
- Therapist Interpretation (Vol. 2)
- Therapist Techniques/Behaviors (Vol. 2)
- Therapy Process, Individual (Vol. 2)
- Transactional Analysis (Vol. 2)
- Transference and Countertransference (Vol. 2)
- Translation Methods (Vol. 3)
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