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Ministering to Troubled YouthJeremy DoughtyApostolic Center, MattoonEastern IL Area of Special Education

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Demonstration

•Language and self talk•Nonverbals

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Emotional Competence

•Being aware of personal goals, values, beliefs

•Understanding cultural and ethnic differences

and each other’s worldview

•Demonstrating self-regulation skills

•Knowing personal triggers

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Anger

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Behaviors

Feelings

+

Needs

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Meaning in Emotional Communication

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Emotional First Aid

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Conflict Cycle

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Avoid Conflict Cycle

• Using positive self-talk

• Listening and validating feelings

• Managing the environment, e.g., removing others

• Giving choices and the time to decide

• Redirecting the young person to another positive activity

• Appealing to the young person’s self-interest

• Dropping or changing the expectation

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REMEMBER!!!

• We are talking about troubled youth. • This is not for all your youth.

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Behavior

• It’s communication – it’s for a reason1. Escape2. Gain3. Attention4. Self-stimulation

Look beyond behavior to find the source of resistance or function.

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Escalating the behavior of the young person• Acting superior• Yelling• Nagging• Invading personal space• “preaching”• Sarcasm• Mimicry• Commanding presence

or body language• Demanding in ALL things• Overly rigid

• Dominating• Tense body language• Tense vocal tone• Explaining• Talking too much• Reminding or rules

constantly• Pleading• Bribing• Holding a grudge• Drawing others into the

situation and deferring to others

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ADHD

• In 2007…

• Ages 4-10= 5.5%• Ages 11-14=8.6%• Ages 15-17=9.3%

• Is it on the rise?

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Parents/Care workersBe positiveEstablish structureCreate a quiet place Set clear expectations and

rulesDecrease the child’s

caffeine and TV Incorporate physical activityConsider a petBe a role model for good

organizationyour child to make and keep friends

Listen Teach your child to make

and keep friends Take care of yourself Communicate often with

the Educate yourself/seek

support

Make sure the child sleeps, exercises, and gets good nutrition!

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Interventions Provide routine/be predictable Use effective teaching Hold high expectations Be clear and concise Use audiovisual materials Incorporate a variety of

activities Use cues to focus students Use prompts and reminders

for behavior Employ a reward system Divide work into smaller

chunks

Include peer grouping/tutoring

Use technology Allow for movement Provide calming

manipulatives Capitalize on student

strengths Praise often, immediately,

and in a specific manner Employ selective ignoring Teach students to self-

monitor Implement accommodations

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Autism (ASD)• Spectrum disorder• Neurological disorder• Victor• Bryant

Guidelines:• Use quiet calm voice• Avoid repetitive questions/statement. Stop talking• Use choice – direct not open ended statements

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Autism Interventions• Routines/Structure• Visuals• Consistent and

persistent• Manage the

environment – sensory• Reinforce• Help self-regulation• Wait• Back-up plans

• Chunk activities• Prepare for changes

and transitions• Develop thick skin• Have fun, laugh,

enjoy them!

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Other disabilities• Fetal Alcohol Syndrome/Effect• Cerebral Palsy• Physical Impairments• Emotional/Mental Health

1. Professional Help – Medical and Cognitive2. OCD, Personality Disorders, Reactive Attachment Disorder3. Suicide – small school assembly4. Addictions5. Beware of Mandated Reporter laws

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Helps

• Communicate often and positively with families and parents

• Peer mentors/socialization• Expectations• Independence• Responsibility• Love and peace, baby!

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Sunday School Teachers• 9 Types of Adaptations1. Size2. Time3. Input4. Output5. Difficulty6. Participation7. Level of Support8. Alternate Goals9. Substitute Curriculum

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Timely and Meaningful Consultation• Homeschoolers, Parochial Schools, Private Schools• Access to Special Education services

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Behavior Support Techniques

Managing the environment

Prompting

Caring gesture

Hurdle help

Redirection and distractions

Proximity

Directive statements

Time away

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Obed Edom• I Chr. 13:13-14• Glory/Presence of the Lord• Laban/Jacob – Gen 30:27• Jailer/Joseph – Gen 39:21-23• Being in the presence of the Lord makes me and others better

people.• Authenticity

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The Facts• Suicide is the 3rd leading cause of deaths in youths age 15-24• Boys who attempt suicide are 4 times more likely to die as a

result; however, girls are 3 times as likely to attempt it.• Over half of all suicides are completed with a firearm.

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The Facts• In 2004, 32,439 people died by suicide. (CDC)

• In 2004 it is estimated there were 811,000 suicide attempts in the US

• It is estimated that there are 8 to 25 attempts for every one completed.

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The Facts• Every 16.2 minutes someone dies from suicide

• 2010 Ranking by state# 46 Illinois 1,108 8.6

• Suicide is the highest in the spring.

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Warning Signs• Suicide threats: It has been estimated that 80% of all suicide

victims have given some clues regarding their intentions. Both direct (“I want to kill myself.”) and indirect (“I wish I could fall asleep and never wake up”) threats need to be taken seriously.

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Suicide Warnings• Suicide notes and plans: The presence of a suicide note is a

very significant sign of danger.• The greater the planning revealed by the youth, the greater

the risk of suicidal behavior.

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Suicide Warnings• Prior suicidal behavior: Prior behavior is a powerful predictor

of future behavior. Therefore, anyone with a history of suicidal behavior should be carefully observed for future suicidal behavior.

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Suicide Warnings• Making final arrangements: Making funeral

arrangements, writing a will, and/or giving away prized possessions may be warning signs of impending suicidal behavior.• Preoccupation with death: Excessive talking, drawing, reading,

and/or writing about death may suggest suicidal thinking.

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Suicide Warnings• Changes in behavior, appearance, thoughts, and/or feelings:

Depression (especially when combined with hopelessness), sudden happiness (especially when preceded by significant depression), a move toward social isolation, giving away personal possessions, and reduced interest in previously important activities are among the changes considered to be suicide warning signs.

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Assessment Tools• Teen Screen

• http://www.teenscreen.org

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Clinical Interview• Separate from parents• Discuss limits of confidentiality• Set the mood• Open-ended, non-threatening, general questions:

• “Aside from XYZ, how have you been doing?”• “What kind of things have been stressing you out lately?”• “How have things been going with [school, friends, parents, sports]?”

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Suicide Prevention • LEADS for YOUTH• http://

www.save.org/index.cfm?fuseaction=home.viewPage&page_id=45DFBB66-7E90-9BD4-CEB81505D25E7ED1

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Intervening to Prevent Suicide

• When you see suicide warning signs, immediately ask whether the individual has suicidal thoughts. Be direct. For example: “Sometimes when people have your experiences and feelings, they have thoughts of suicide. Is this something you have thought about?” Failure to ask directly (saying, “You are not thinking of hurting yourself are you?”) may not provide the right window for the student to respond honestly.

Resources• American Association of Suicidology—www.suicidology.org• National Hopeline Network—www.hopeline.com (1-800-• SUICIDE; 24-7 access to trained telephone counselors)

National Institute of Mental Health—• www.nimh.nih.gov/publicat/depsuicideemenu.cfm• Suicide Awareness Voices of Education (SAVE)—

www.save.org• Suicide Information and Education Center—www.siec.ca• Yellow Ribbon Suicide Prevention Program—

www.yellowribbon.org• SOS High School Suicide Intervention Program—

www.mentalhealthscreening.org