Supporting the Inclusion of Socially Vulnerable Early Adolescents: Theory and Illustrations of the BASE Model

Abstract

We focus on the inclusion of socially vulnerable early adolescents including students with special education needs (SEN). Building from multiple intervention and randomized control trials of a professional development model aimed at supporting teachers' management of the classroom social context, we provide an overview of the Behavioral, Academic, and Social Engagement (BASE) Model as a framework to foster social inclusion. We briefly review the conceptual foundations of this model and we present the delivery (i.e., directed consultation, the scouting report process) and content (i.e., Academic Engagement Enhancement, Competence Enhancement Behavior Management, Social Dynamics Management) components of BASE. We then briefly discuss the intervention support needs of subtypes of socially vulnerable youth and how these needs can be differentially addressed within the BASE framework.

Adolescent Victim Types Across the Popularity Status Hierarchy: Differences in Internalizing Symptoms

“…However, peer-identified victims were significantly lonelier than both types of non-victims, which is logical given their increased likelihood for being rejected by peers and having fewer friends (Scholte et al, 2013 ). Teachers may need to support peer-identified victims by promoting positive relationships with prosocial friends to alleviate their loneliness (Farmer et al, 2021 ).…”

The Developmental Dynamics of Emotional and Behavioral Difficulties of Youth of Color: Systemic Oppression, Correlated Constraints, and the Need for Targeted Universalism

“…To do this, it is necessary to support and bolster the student's strengths across positive subsystems while helping them develop new competencies and natural adaptive supports (e.g., new social roles, new relationships, and new activities) in the domain of difficulty (see T. W. Farmer et al, 2007Farmer et al, , 2019T. W. Farmer, Bierman, et al, 2021;T. W. Farmer, Sterrett, et al, 2021;Sutherland et al, 2018).…”

“…It also involves fostering coordination between informal and formal agency supports to create new patterns of behavioral engagement and pathways to positive roles and relationships that can help foster adaptative and sustainable positive identities and corresponding developmentally responsive day-to-day ecologies (see T. W. Farmer, 2013; T. W. Farmer & Farmer, 2001;T. W. Farmer et al, 2007;T. W. Farmer, Sterrett, et al, 2021;Spencer et al, 2019).…”

“…W. Farmer et al, 2007, 2019; T. W. Farmer, Bierman, et al, 2021; T. W. Farmer, Sterrett, et al, 2021; Sutherland et al, 2018).…”

“…W. Farmer, Chen, et al, 2016). In addition to adapting evidence-based practices to correspond with the strengths, needs, values, and resources of the school context and the broader community, it is also possible to tailor strategies to specific subtypes of youth by using person-oriented analysis that aligns with their developmental strengths, needs, and experiences (T. W. Farmer, Sterrett, et al, 2021; Sutherland et al, 2018).…”