| State governments, social welfare departments, | | | | habits to making a healthy choice of developing their |
| Courts, local governments and not for profit | | | | talents. Talent development results in the development |
| organizations provide a range of programs to | | | | of self esteem and the result of enhanced self |
| rehabilitate high risk groups among the youth of today. | | | | esteem is higher grades. |
| These programs provide discipline, self esteem, social | | | | In some states school districts businesses and local |
| interaction and counseling for giving a better future to | | | | communities work together to provide smaller classes |
| delinquent teenagers. | | | | and closer interaction between students and teachers |
| Common high risk youth programs are work and learn | | | | for high risk youth groups. The personal attention |
| programs. Delinquent youth get employment in parks | | | | received by these students has resulted in improving |
| and other local government establishments, businesses | | | | attitudes towards school academic achievement and |
| and libraries so that they learn the value of following | | | | performance and social bonding among high risk youth. |
| strict routines, socially interacting with customers or | | | | Job corps and Green corps are government funded |
| patrons of the organizations they work with and | | | | programs where high risk youth are given jobs that will |
| developing self esteem through the work they do. | | | | develop their future skills. These programs are |
| Some State governments provide after school | | | | organized by the department of labor in different |
| programs to occupy the minds of teenagers after | | | | states based on statistics of the type of skills that will |
| school. These programs were first designed by local | | | | be required for the industry in the next decade. High |
| police departments. Parents who work full time are not | | | | risk youth work closely with experts while developing |
| home when children return from school and this puts | | | | their skills and receive a stipend for work done. This |
| them in the high risk bracket. They are at risk because | | | | not only gives them a sense of achievement but |
| they are unsafe and unsupervised when parents are | | | | improves their attitudes and vision for their future. |
| at work. These after school programs gave children | | | | Some States offer summer camps where life skills |
| of working parents a safe haven where they could | | | | are taught to high risk youth. They are taught to |
| learn skills under the supervision of adults after schools. | | | | pursue a vocation at these camps and taught life skills |
| Children who attended these after school programs | | | | like decision making, productive thinking, time |
| earned higher grades and were able to lead positive | | | | management, the discipline of a routine, organizational |
| lifestyles. | | | | skills and setting and achieving short term goals. |
| Talent programs that encourage music and art have | | | | At risk and delinquent youth get their needs attended |
| also helped high risk youth in some States. Nurturing | | | | to at many programs organized for their welfare. |
| talent has helped delinquent children find a new focus | | | | Society and the government regard them as |
| and transformed their lifestyle. Children are weaned | | | | misguided youth in need of help and every effort is |
| away from substance abuse and other negative | | | | made to rehabilitate them. |