Review the learning materials for Lesson 8, including the This American Life podcast, textbook chapter, and blog post about defunding school resource officers.
https://www.psychologytoday.com/us/blog/net-effects/202006/should-we-defund-school-resource-officers?fbclid=IwAR0Plqm-Ips5bmCpSHiOf2jB7S5sgGhircP5ZcQZfSH6rxBCWqjsY1C4HRw
https://www.thisamericanlife.org/487/harper-high-school-part-one
Your tasks:
Answer the following three questions. Your answers should be brief, 4-7 sentences for each question.
1. Describe the role of broader contextual factors (neighborhood, community, economy) that have contributed to the current state of the Harper High. List and explain at least two contextual factors. What are the risk and protective factors for youth development that were illustrated in this story? Consider the role of family, peers, school, neighborhood, and the broader culture. List and explain at least two risk factors and two protective factors.
2. What are the short-term and long-term developmental consequences of exposure to under-resourced school system, gangs, violence, and trauma that the students of the Harper High are likely to encounter? Consider psychosocial, academic, mental health, vocational, health, etc. outcomes. List and explain at least one short-term and one long-term developmental consequence.
3. After reading the blog post about Defunding School resource Officers by Dr. Robert Farris and his graduate student, Jeremy Prim, share your thought about how these ideas CAN or CANNOT be included as a part of fixing problems in Harper High.
