helping adolescents build skills that prevent and reduce violence
DESCRIPTION
Helping Adolescents Build Skills That Prevent and Reduce Violence. What I want from this training:. Training Overview. Review types of adolescent violence Discuss major overall methods Five domains of skills - PowerPoint PPT PresentationTRANSCRIPT
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Helping Helping Adolescents Adolescents
Build Skills That Build Skills That Prevent and Reduce Prevent and Reduce
ViolenceViolence
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What I want from What I want from this training:this training:Knowledge Challenges
Changes Feelings
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Training OverviewTraining Overview• Review types of adolescent
violence
• Discuss major overall methods
• Five domains of skills
– Anger management, problem solving, self control/self-calming, pro-social skills, moral development
• Individual assessment, interventions, evaluations
• Small group activities
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Adolescent Violence Adolescent Violence Includes:Includes:
• Violent Behavior
– Shoving, hitting, weapons
• Verbal Aggression
– Ridicule, taunts, threats
• Intimidating Posturing
• Character Assassination
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Elements of Effective Elements of Effective Treatment Treatment ApproachesApproaches• Tailored to meet the
individual needs
• Involve collaboration and coordination
• Use a strengths and resilience approach
• Encourage positive relationships with parents and non-parental adults
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Helping CrystalHelping CrystalHow can you
• Meet Crystal’s individual needs?
• Use collaboration and coordination?
• Focus on strengths and resilience?
• Encourage positive adult relationships?
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Skills Building Skills Building ComponentsComponents• Anger Management
• Problem-solving
• Pro-social skills
• Increased awareness of consequences of violence
• Refuting beliefs supporting violence
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Effective Limit Effective Limit SettingSetting
• Effective use of structure
• Clear, negotiated rules
• Enforceable, consistent consequences
• Positive relationship with parent or caretaker
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Skills Building Skills Building MethodsMethods• Supportive learning
environment
• Modeling and mentoring
• Cognitive and behavioral learning
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Supportive learning Supportive learning environmentenvironment
• Enthusiastic
• Engaging
• Cooperative
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Supportive Learning Supportive Learning EnvironmentEnvironment
• Not punitive or demanding
• Uses praise and positive feedback
• Mutual respect and sensitivity to individual differences race and culture
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MentoringMentoring• Model the behavior
– Demonstrate what it looks like
• Shape the behavior
– Reward initial and subsequent steps
• Coaching
– Fine tune skills with repetition & practice
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Cognitive and Cognitive and Behavioral LearningBehavioral Learning
• Changes in
– Attitudes
– Perceptions
– Judgments
– Behavior
• Use of practice and repetition
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Experiential Experiential LearningLearning• Role plays
• Discussing vignettes
• Practice exercises
• Homework, coaching, feedback
• Use of music, movies, media
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Group or Individual Group or Individual Approaches?Approaches?
• Multiple youth with similar problems?
• Resources for individual treatment?
• Assessment of individual needs
• Service provider needs
• Motivation of participants
• Presence of structured environment
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Assessing Youth Assessing Youth NeedsNeeds
• Belief that violence is acceptable
• Learned violence
• Poor impulse control
• History of trauma or abuse
• Other influencing problems
– Family, school, peers
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Assessing Youth Assessing Youth NeedsNeedsRisky behavior:
• Alcohol/drug use
• Gang activity
• Sexual activity
• Delinquent behavior
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Assessing Youth Assessing Youth NeedsNeedsType of violence:
• Reactive or instrumental
• Poor impulse control
• Escalating anger
• Bullying to control others
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Skills Building Skills Building Activities That Help Activities That Help Adolescents Prevent Adolescents Prevent Violence ManualViolence Manual
• Domains
• Competencies
• Performance Indicators
• Activities & Resources
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Anger ManagementAnger ManagementCompetencies:
• Understands what anger is
• Knows what triggers anger
• Able to stop and think
• Assesses costs & benefits of different responses
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Problem SolvingProblem SolvingCompetencies:
• Locates & defines problem
• Able to stop & think
• Assesses feelings of self & others
• Understands a method for problem solving
• Assertively expresses own needs
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Self Control and Self Control and CalmingCalming
Competencies:
• Uses relaxation skills
• Maintains self control
• Talks self through crises
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Pro-social SkillsPro-social SkillsCompetencies:
• Uses personal goals
• Negotiates conflicts
• Appropriately gives & receives negative feedback
• Controls angry behavior
• Appropriate conversational skills
• Pro-social friendship networks
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Moral DevelopmentMoral DevelopmentCompetencies:
• Responds to other’s feelings
• Understands effect of prejudice
• Accepts responsibility for own behavior
• Understands consequences of violence
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Let’s do something Let’s do something about that angerabout that anger
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Using the ManualUsing the Manual• What skills domains would help Joe?
• What competencies does Joe have?
• What competencies does Joe need to develop?
• What performance indicators do you look for?
• What activities do you use?
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Adolescent Skills Adolescent Skills BuildingBuilding
• Anger management
• Problem solving
• Self control & self calming
• Pro-social skills
• Moral development
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Skills Building Skills Building ExerciseExercise• Choose a particular youth
• Assess violence characteristics
• Develop an individualized plan
• Use the Skills Building Activities Manual
• No more than 2 domains
• No more than 3 competencies in each domain
• Report your results
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Good job!Good job!
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Using the Skills Using the Skills Building ManualBuilding Manual• Look for resources for
developing skills
• Add more competencies and activities
• Can be adapted for specific agencies or uses
• Teens can chose own competencies and activities
• Use reference list
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The end!The end!
Thanks for participating!