Dealing with Anti-social Behaviour is part of the Pathway2work Supporting Families in Walsall activities which help families to connect and work through problems together.
If you would like more information about the services that Pathway2work: Supporting Families does please call: 0121 707 0550 or e-mail: info@pathwaygroup.co.uk
Juvenile delinquency refers to criminal acts committed by minors under the age of 18. The document discusses the causes of and solutions to juvenile crime. Key causes include lack of social/moral values, peer pressure, electronic media addiction, school problems, and economic issues. School-based prevention programs that address bullying, drug use, anger management, and gang involvement have been shown to effectively reduce juvenile delinquency by teaching life skills and problem-solving techniques.
C:\Documents And Settings\Ben\My Documents\Educw200+Cartergueste7b7c03
This document discusses how media is used today and its influence on young minds and society. It notes that media usage has grown exponentially with technology and people now rely on media for daily activities. It also discusses how media influences young minds through advertising and exposure to violence in movies and television at a young age. While ratings systems try to limit inappropriate content, media still shows violence that kids may emulate. The document concludes that media is ubiquitous but can be both helpful and damaging, so people need to use it wisely.
This document discusses how media is used today and its influence on young minds and society. It notes that media usage has grown exponentially with technology and most people rely on media for daily activities. While some media can positively influence children by promoting healthy habits, violence in media is prevalent and can negatively impact young viewers by making violence seem normal or acceptable. Ratings systems have been introduced to help limit what content children are exposed to, but other factors also contribute to issues with violence in society. In conclusion, media is ubiquitous but it is important to use it responsibly and recognize its potential effects.
Media violence can negatively impact children in several ways. Research has shown that viewing violence on television can lead children to become less sensitive to others' pain, more fearful of the world, and more likely to behave aggressively. Studies have found that children who watch a lot of violent television are less bothered by violence and less likely to see anything wrong with it. They may also be slower to help others in conflict situations. Children often behave more aggressively after watching violent television programs. Media also promote unhealthy messages about cigarettes, alcohol, thin bodies, and use violence as a way to handle conflicts.
This document outlines a proposal for a final year project on creating a digital media resource about child abuse. It discusses the background and problem of increasing child abuse cases in Malaysia. The aim is to create more public awareness about child abuse, educate people on prevention, and stop abuse. Interactive elements like text, audio, pictures and video will be used to convey information to adult audiences. Research shows neglect is the most common form of abuse, and abuse statistics have risen each year. A survey found most people have not experienced abuse but are aware of others who have. The project will be called "Killing the Future" and address different types of abuse, their effects, and provide guidance for parents and children.
The document provides an overview of child protection processes and offers advice for dealing with a child protection situation. It explains that child protection focuses on assessing adults for risk to children and that the local authority has a duty to investigate potential harm and intervene even without prosecution. It describes the roles of social workers, police, solicitors and others involved and advises keeping records, complaining to social services, listening to professionals, and maintaining calm. Social services assess physical, emotional, educational, health, and social environments when evaluating families.
The document provides guidance for implementing a street outreach program to help homeless youth. It discusses who homeless youth are, best practices for engagement and relationship building, safety protocols, and goals of outreach work. Key points include that homeless youth often face challenges like abuse, mental health issues, and lack of family support; outreach workers should approach youth respectfully and provide resources to help them make safer choices; and safety of workers and youth is a top priority.
Mandate to Report, Responsibility to Prevent - Mandated Reporter Training (Oc...Jim McKay
This document provides information about child abuse and neglect for mandated reporters. It discusses signs of abuse, what to do if a child discloses abuse, how and to whom to make a report. When making a report, Child Protective Services will ask for details about the family, the alleged abuse or neglect, and the mandated reporter. The goal is to determine if the child is safe and if intervention is needed to protect the child.
Juvenile delinquency refers to criminal acts committed by minors under the age of 18. The document discusses the causes of and solutions to juvenile crime. Key causes include lack of social/moral values, peer pressure, electronic media addiction, school problems, and economic issues. School-based prevention programs that address bullying, drug use, anger management, and gang involvement have been shown to effectively reduce juvenile delinquency by teaching life skills and problem-solving techniques.
C:\Documents And Settings\Ben\My Documents\Educw200+Cartergueste7b7c03
This document discusses how media is used today and its influence on young minds and society. It notes that media usage has grown exponentially with technology and people now rely on media for daily activities. It also discusses how media influences young minds through advertising and exposure to violence in movies and television at a young age. While ratings systems try to limit inappropriate content, media still shows violence that kids may emulate. The document concludes that media is ubiquitous but can be both helpful and damaging, so people need to use it wisely.
This document discusses how media is used today and its influence on young minds and society. It notes that media usage has grown exponentially with technology and most people rely on media for daily activities. While some media can positively influence children by promoting healthy habits, violence in media is prevalent and can negatively impact young viewers by making violence seem normal or acceptable. Ratings systems have been introduced to help limit what content children are exposed to, but other factors also contribute to issues with violence in society. In conclusion, media is ubiquitous but it is important to use it responsibly and recognize its potential effects.
Media violence can negatively impact children in several ways. Research has shown that viewing violence on television can lead children to become less sensitive to others' pain, more fearful of the world, and more likely to behave aggressively. Studies have found that children who watch a lot of violent television are less bothered by violence and less likely to see anything wrong with it. They may also be slower to help others in conflict situations. Children often behave more aggressively after watching violent television programs. Media also promote unhealthy messages about cigarettes, alcohol, thin bodies, and use violence as a way to handle conflicts.
This document outlines a proposal for a final year project on creating a digital media resource about child abuse. It discusses the background and problem of increasing child abuse cases in Malaysia. The aim is to create more public awareness about child abuse, educate people on prevention, and stop abuse. Interactive elements like text, audio, pictures and video will be used to convey information to adult audiences. Research shows neglect is the most common form of abuse, and abuse statistics have risen each year. A survey found most people have not experienced abuse but are aware of others who have. The project will be called "Killing the Future" and address different types of abuse, their effects, and provide guidance for parents and children.
The document provides an overview of child protection processes and offers advice for dealing with a child protection situation. It explains that child protection focuses on assessing adults for risk to children and that the local authority has a duty to investigate potential harm and intervene even without prosecution. It describes the roles of social workers, police, solicitors and others involved and advises keeping records, complaining to social services, listening to professionals, and maintaining calm. Social services assess physical, emotional, educational, health, and social environments when evaluating families.
The document provides guidance for implementing a street outreach program to help homeless youth. It discusses who homeless youth are, best practices for engagement and relationship building, safety protocols, and goals of outreach work. Key points include that homeless youth often face challenges like abuse, mental health issues, and lack of family support; outreach workers should approach youth respectfully and provide resources to help them make safer choices; and safety of workers and youth is a top priority.
Mandate to Report, Responsibility to Prevent - Mandated Reporter Training (Oc...Jim McKay
This document provides information about child abuse and neglect for mandated reporters. It discusses signs of abuse, what to do if a child discloses abuse, how and to whom to make a report. When making a report, Child Protective Services will ask for details about the family, the alleged abuse or neglect, and the mandated reporter. The goal is to determine if the child is safe and if intervention is needed to protect the child.
The document discusses human rights themes that could be explored for a campaign project. It considers equality in pay between men and women, with a focus on addressing the unfairness of women typically earning less than men for equal work. Secondary research presented finds that the pay gap persists and impacts minority women and mothers most significantly. It also discusses how certain job fields tend to see salary decreases as more women enter. The research suggests closing the pay gap could take over 100 years at the current rate of progress. The document explores these issues to inform the development of a poster, radio, or TV campaign on human rights and equality in pay.
The document outlines 7 keys to success:
1. Eliminate noise by filtering information sources and only focusing on important issues.
2. Focus on issues you can directly control or influence, prioritizing based on commitment and needed support.
3. Analyze situations objectively by assessing strengths and weaknesses, setting metrics, and planning for risks.
4. Relentlessly measure results against goals to monitor progress.
5. Empower all people, including showing respect through listening, acknowledging contributions, and sharing benefits.
6. Share knowledge and teach others implementation tools to proliferate ideas independently of their originator.
7. Don't worry about personal credit for ideas but instead find satisfaction in others applying ideas
The document discusses a bond issue for Winton Woods City Schools to raise money to rebuild school facilities. Most of the 11 school facilities are 40-50 years old and in disrepair, with leaky ceilings, falling tiles, and outdated infrastructure. The bond issue would allow the schools to borrow money to construct new buildings and update equipment. Alternatives discussed include postponing the vote to gain support, reallocating current funding, and establishing a bond program to educate the community. The proposed course of action includes forming a committee, being transparent about tax increases, creating an informational website, distributing posters and flyers, and conducting walkthroughs of the outdated facilities.
SEED Direct Action and Community Organizing 101AmyStGeorge1
1. This document provides guidance on direct action, community organizing, and developing effective campaigns for social change. It discusses key concepts like power, collective power, vision, values, problem identification, and demand setting.
2. Readers are encouraged to think about building collective power through organizing in order to pressure decision-makers and create lasting change. They are given tools to strategically identify problems, root causes, and specific, measurable demands.
3. The goal is to address underlying power structures, not just symptoms, and work towards solutions that will structurally impact communities in the long-term. Specific guidance is offered on developing a shared vision and values, analyzing problems, and creating demands that decision-makers can
This document discusses human rights and equality in pay. Specifically, it talks about how women often earn less than men for doing the same work. The author wants to create a poster and TV campaign to raise awareness about unequal pay and push for equal treatment and compensation regardless of gender. Classmates provided positive feedback on the topic and discussed how inequality and unfair judgments still exist in many areas of life. The author believes highlighting these issues could help answer why such disparities occur and hopes to engage the government and public on creating meaningful change through their work.
Annual Report for Runaway and Homeless Youth Organization The National Runawa...National Runaway Safeline
Annual report containing statistics and financial information on activities performed by runaway and homeless youth crisis call center the National Runaway Safeline.
The document summarizes the multi-year project of St. Vincent de Paul School students to address the injustice of vandalism in their community. Over two years, students researched vandalism, surveyed community members, selected vandalism as the topic, created educational materials and lessons, and held activities like a vandalism mystery game to raise awareness of how to prevent vandalism. Their work included research, collaboration, and presentations to educate their school and town.
Resources for families, building protective factors and how communities can prevent child maltreatment.
Presented by Jim McKay, State Coordinator, Prevent Child Abuse WV
Marion Sterling- Keys to Getting Any Job- Struggling ParentsOCLRE
The document summarizes a project created by students to help unemployed adults find jobs. The students researched job search strategies and created a flyer with tips on writing resumes, finding job openings, and interviewing. They distributed the flyers to classmates, a local food pantry, and received positive feedback from a judge who saw one student use the research to help her mother create a resume.
1. Bullying takes many forms, including verbal, social, physical, and cyberbullying. Effects of bullying include long-term impacts on victims' self-esteem, well-being, and stress levels.
2. Some effective ways to combat bullying include asking bullies to repeat insults, standing up for oneself, using creative solutions to expose a bully's faults, and having a close group of supportive friends. Limiting children's media exposure can also help prevent bullying.
3. While many strategies exist to address bullying, effective intervention requires awareness, respectful responses, and involvement from students, as many do not believe teachers can adequately address bullying. Improving staff training and focusing on peer support
This document provides information about child abuse prevention and mandated reporting. It discusses (1) the purpose of a workshop on child abuse prevention and mandated reporter responsibilities, (2) learning objectives around identifying signs of abuse and understanding proper response, and (3) recommendations from a state Task Force on preventing child sexual abuse, including requiring training for all school employees and strengthening reporting laws.
The document outlines a simulation role-playing exercise where students take on the roles of stakeholders in the 2010 BP oil spill crisis, including Greenpeace, BP, the media, and local communities. It covers analyzing the crisis situation, conducting a press conference with questioning between stakeholders, training on social media strategies used by different groups, and learning outcomes around crisis communication and engaging on social media platforms.
Julie Delaforce (Quiip) & Jeremy Macvean's (Movember) presentation at Mumbrel...Ruperta Daher
Julie Delaforce, GM at Quiip, & Jeremy Macvean, Global Marketing Consultant at Movember present on After The Creative is Done: The Importance of Community Management at Mumbrella's CommsCon
In January 2021, the Joan Ganz Cooney Center shared highlights from the By/With/For Youth: Inspiring Next Gen Public Media Audiences project at the 2021 NETA Annual Conference and CPB Thought Leader Forum.
Positive Activities to Support Younger Participants (Aged 16 24) Away From An...The Pathway Group
Positive Activities to Support Younger Participants (Aged 16 24) Away From Anti-social Behaviour is part of the Supporting Families, Pathway2work activities which help families to connect and work through problems together.
If you would like more information about the services that Pathway2work: Supporting Families does please call: 0121 707 0550 or e-mail: info@pathwaygroup.co.uk
Improving Relationships Between Family Members - Supporting Families, Pathway...The Pathway Group
This document outlines a 4-week program to improve family relationships. Week 1 introduces concepts of family, functions of families, and exploring family breakdown. Participants plan a family activity for Week 3 and begin an action plan. Week 2 focuses on communication skills, setting boundaries, and reviewing action plans. Week 3 involves a family leisure event and reviewing action plans. Week 4 celebrates the learning and continues reviewing and improving action plans.
PANGANGALAGA NG BATA SA ANUMANG URI NG KARAHASAN, PANG-AABUSO AT PAGSASAMANTALAMac Paul Verzola Alariao
this presentation was formulated to guide the Community Organizers in educating their Participants (Less Fortunate, Indigenous People and Illiterate Parents) to acquire knowledge and skills in caring for children against any forms of violence, abuses and exploitation inside their house, school and their own community.
The document discusses the marketing plan and situation of clothing retailer Marks & Spencer. It aims to help Marks & Spencer regain lost market share in its clothing line. A marketing report is also proposed to analyze external macro factors using PEST analysis. The plan discusses target audiences, products/services, and competition. It suggests focusing on ethical production and younger customers to improve brand image and spread.
This document outlines a social experiment project for teens to investigate adult bias against teenagers. Students can choose from several project options, including conducting a social experiment by changing their appearance and observing how they are treated, interviewing adults about their positive and negative experiences with teens, examining store policies targeted at teens, or doing "person on the street" interviews showing adults pictures of teens dressed differently. The overall goal is to create a press kit to raise awareness among adults that not all teens are alike, that a few bad apples don't represent the whole group, and of the positive impact teens can have. The project will be done individually but some initial work and brainstorming can be done with others. Questions to consider include whether what teens wear
1) The document provides guidance for a 6th grade homeroom module titled "Me For My Community". It includes introductory information, learning objectives, materials needed, and outlines six interactive activities for students to complete.
2) The activities guide students to identify problems in their family and community, develop possible solutions to address the problems, learn steps to effectively solve problems, apply the problem-solving process to a specific issue, and reflect on what they learned.
3) Completing the activities is meant to help students recognize their role in helping their community and families, consider how to utilize their skills and resources, and evaluate how to solve issues constructively.
The document discusses legislation and policies relating to safeguarding children. It covers:
- Learning outcomes around key legislation, policies, procedures, and the importance of teaching children about consent and whistleblowing.
- Key acts and policies including Working Together to Safeguard Children, the Children's Act, and Early Years Foundation Stage.
- Types of abuse, signs and symptoms, case studies, and how abuse can impact development.
- Actions to take if abuse is suspected including recording concerns factually and reporting immediately to the designated safeguarding lead.
- The roles of support agencies like social services, the common assessment framework, and team around the child approach.
The document discusses human rights themes that could be explored for a campaign project. It considers equality in pay between men and women, with a focus on addressing the unfairness of women typically earning less than men for equal work. Secondary research presented finds that the pay gap persists and impacts minority women and mothers most significantly. It also discusses how certain job fields tend to see salary decreases as more women enter. The research suggests closing the pay gap could take over 100 years at the current rate of progress. The document explores these issues to inform the development of a poster, radio, or TV campaign on human rights and equality in pay.
The document outlines 7 keys to success:
1. Eliminate noise by filtering information sources and only focusing on important issues.
2. Focus on issues you can directly control or influence, prioritizing based on commitment and needed support.
3. Analyze situations objectively by assessing strengths and weaknesses, setting metrics, and planning for risks.
4. Relentlessly measure results against goals to monitor progress.
5. Empower all people, including showing respect through listening, acknowledging contributions, and sharing benefits.
6. Share knowledge and teach others implementation tools to proliferate ideas independently of their originator.
7. Don't worry about personal credit for ideas but instead find satisfaction in others applying ideas
The document discusses a bond issue for Winton Woods City Schools to raise money to rebuild school facilities. Most of the 11 school facilities are 40-50 years old and in disrepair, with leaky ceilings, falling tiles, and outdated infrastructure. The bond issue would allow the schools to borrow money to construct new buildings and update equipment. Alternatives discussed include postponing the vote to gain support, reallocating current funding, and establishing a bond program to educate the community. The proposed course of action includes forming a committee, being transparent about tax increases, creating an informational website, distributing posters and flyers, and conducting walkthroughs of the outdated facilities.
SEED Direct Action and Community Organizing 101AmyStGeorge1
1. This document provides guidance on direct action, community organizing, and developing effective campaigns for social change. It discusses key concepts like power, collective power, vision, values, problem identification, and demand setting.
2. Readers are encouraged to think about building collective power through organizing in order to pressure decision-makers and create lasting change. They are given tools to strategically identify problems, root causes, and specific, measurable demands.
3. The goal is to address underlying power structures, not just symptoms, and work towards solutions that will structurally impact communities in the long-term. Specific guidance is offered on developing a shared vision and values, analyzing problems, and creating demands that decision-makers can
This document discusses human rights and equality in pay. Specifically, it talks about how women often earn less than men for doing the same work. The author wants to create a poster and TV campaign to raise awareness about unequal pay and push for equal treatment and compensation regardless of gender. Classmates provided positive feedback on the topic and discussed how inequality and unfair judgments still exist in many areas of life. The author believes highlighting these issues could help answer why such disparities occur and hopes to engage the government and public on creating meaningful change through their work.
Annual Report for Runaway and Homeless Youth Organization The National Runawa...National Runaway Safeline
Annual report containing statistics and financial information on activities performed by runaway and homeless youth crisis call center the National Runaway Safeline.
The document summarizes the multi-year project of St. Vincent de Paul School students to address the injustice of vandalism in their community. Over two years, students researched vandalism, surveyed community members, selected vandalism as the topic, created educational materials and lessons, and held activities like a vandalism mystery game to raise awareness of how to prevent vandalism. Their work included research, collaboration, and presentations to educate their school and town.
Resources for families, building protective factors and how communities can prevent child maltreatment.
Presented by Jim McKay, State Coordinator, Prevent Child Abuse WV
Marion Sterling- Keys to Getting Any Job- Struggling ParentsOCLRE
The document summarizes a project created by students to help unemployed adults find jobs. The students researched job search strategies and created a flyer with tips on writing resumes, finding job openings, and interviewing. They distributed the flyers to classmates, a local food pantry, and received positive feedback from a judge who saw one student use the research to help her mother create a resume.
1. Bullying takes many forms, including verbal, social, physical, and cyberbullying. Effects of bullying include long-term impacts on victims' self-esteem, well-being, and stress levels.
2. Some effective ways to combat bullying include asking bullies to repeat insults, standing up for oneself, using creative solutions to expose a bully's faults, and having a close group of supportive friends. Limiting children's media exposure can also help prevent bullying.
3. While many strategies exist to address bullying, effective intervention requires awareness, respectful responses, and involvement from students, as many do not believe teachers can adequately address bullying. Improving staff training and focusing on peer support
This document provides information about child abuse prevention and mandated reporting. It discusses (1) the purpose of a workshop on child abuse prevention and mandated reporter responsibilities, (2) learning objectives around identifying signs of abuse and understanding proper response, and (3) recommendations from a state Task Force on preventing child sexual abuse, including requiring training for all school employees and strengthening reporting laws.
The document outlines a simulation role-playing exercise where students take on the roles of stakeholders in the 2010 BP oil spill crisis, including Greenpeace, BP, the media, and local communities. It covers analyzing the crisis situation, conducting a press conference with questioning between stakeholders, training on social media strategies used by different groups, and learning outcomes around crisis communication and engaging on social media platforms.
Julie Delaforce (Quiip) & Jeremy Macvean's (Movember) presentation at Mumbrel...Ruperta Daher
Julie Delaforce, GM at Quiip, & Jeremy Macvean, Global Marketing Consultant at Movember present on After The Creative is Done: The Importance of Community Management at Mumbrella's CommsCon
In January 2021, the Joan Ganz Cooney Center shared highlights from the By/With/For Youth: Inspiring Next Gen Public Media Audiences project at the 2021 NETA Annual Conference and CPB Thought Leader Forum.
Positive Activities to Support Younger Participants (Aged 16 24) Away From An...The Pathway Group
Positive Activities to Support Younger Participants (Aged 16 24) Away From Anti-social Behaviour is part of the Supporting Families, Pathway2work activities which help families to connect and work through problems together.
If you would like more information about the services that Pathway2work: Supporting Families does please call: 0121 707 0550 or e-mail: info@pathwaygroup.co.uk
Improving Relationships Between Family Members - Supporting Families, Pathway...The Pathway Group
This document outlines a 4-week program to improve family relationships. Week 1 introduces concepts of family, functions of families, and exploring family breakdown. Participants plan a family activity for Week 3 and begin an action plan. Week 2 focuses on communication skills, setting boundaries, and reviewing action plans. Week 3 involves a family leisure event and reviewing action plans. Week 4 celebrates the learning and continues reviewing and improving action plans.
PANGANGALAGA NG BATA SA ANUMANG URI NG KARAHASAN, PANG-AABUSO AT PAGSASAMANTALAMac Paul Verzola Alariao
this presentation was formulated to guide the Community Organizers in educating their Participants (Less Fortunate, Indigenous People and Illiterate Parents) to acquire knowledge and skills in caring for children against any forms of violence, abuses and exploitation inside their house, school and their own community.
The document discusses the marketing plan and situation of clothing retailer Marks & Spencer. It aims to help Marks & Spencer regain lost market share in its clothing line. A marketing report is also proposed to analyze external macro factors using PEST analysis. The plan discusses target audiences, products/services, and competition. It suggests focusing on ethical production and younger customers to improve brand image and spread.
This document outlines a social experiment project for teens to investigate adult bias against teenagers. Students can choose from several project options, including conducting a social experiment by changing their appearance and observing how they are treated, interviewing adults about their positive and negative experiences with teens, examining store policies targeted at teens, or doing "person on the street" interviews showing adults pictures of teens dressed differently. The overall goal is to create a press kit to raise awareness among adults that not all teens are alike, that a few bad apples don't represent the whole group, and of the positive impact teens can have. The project will be done individually but some initial work and brainstorming can be done with others. Questions to consider include whether what teens wear
1) The document provides guidance for a 6th grade homeroom module titled "Me For My Community". It includes introductory information, learning objectives, materials needed, and outlines six interactive activities for students to complete.
2) The activities guide students to identify problems in their family and community, develop possible solutions to address the problems, learn steps to effectively solve problems, apply the problem-solving process to a specific issue, and reflect on what they learned.
3) Completing the activities is meant to help students recognize their role in helping their community and families, consider how to utilize their skills and resources, and evaluate how to solve issues constructively.
The document discusses legislation and policies relating to safeguarding children. It covers:
- Learning outcomes around key legislation, policies, procedures, and the importance of teaching children about consent and whistleblowing.
- Key acts and policies including Working Together to Safeguard Children, the Children's Act, and Early Years Foundation Stage.
- Types of abuse, signs and symptoms, case studies, and how abuse can impact development.
- Actions to take if abuse is suspected including recording concerns factually and reporting immediately to the designated safeguarding lead.
- The roles of support agencies like social services, the common assessment framework, and team around the child approach.
The document discusses legislation and policies relating to safeguarding children. It covers:
- Learning outcomes around key legislation, policies, procedures, and the importance of teaching children about consent and whistleblowing.
- Key acts and policies including Working Together to Safeguard Children, the Children's Act, and Early Years Foundation Stage.
- Types of abuse, signs and symptoms, case studies, and how abuse can impact development.
- Actions to take if abuse is suspected including recording concerns factually and reporting immediately to the designated safeguarding lead.
- The roles of support agencies like social services, the common assessment framework, and team around the child approach.
A Few Bad Apples: Reflection journal directionsAaron Maurer
The document provides guidance on writing a reflective journal entry about social experiments, interviews, and person-on-the-street reflections conducted regarding adult bias towards teenagers. It explains that reflective journals allow deeper learning and understanding by exploring experiences. The journal entry should include: 1) objective data describing what happened during the activities, 2) reflective data about feelings and reactions, 3) interpretive data explaining what was observed and the results, and 4) decisional data about lessons learned and conclusions drawn. The purpose is to reflect on and make sense of the experiences regarding adult bias towards teens.
Edge of Amazing: Breakout Session A - Improving youth mental health by reduci...PIHCSnohomish
YouthNet RéseauAdo offers a wide range of mental health services to youth aged 13 to 20 in Ottawa, including presentations, discussion groups, information booths, 8-10 week intervention programs, individual bridging counselling, safeTALK training, and student wellness committees. The programs aim to promote mental health literacy, build resilience, and reduce stigma. They are informed and overseen by a Youth Advisory Committee. YouthNet collects data to advocate for youth and conducts research to evaluate its programs. The goal is to start conversations around mental health and teach youth strategies through engaging activities.
A Social Norms Manual for Viet Nam, Indonesia and the PhilippinesBe Susantyo
Why Do People Do What They Do? A Social Norms Manual for Viet Nam, Indonesia and the Philippines. The Multi-Country Study on the Drivers of Violence Affecting Children. By; Cristina Bicchieri
The group curriculum focuses on helping elementary school students understand and prevent bullying. Over six weeks, students will learn about different types of bullying, strategies to avoid bullying, and ways to build a positive self-image. Activities include videos, discussions, role plays, and crafts. The goal is to provide a safe space for students to learn skills to strengthen their ability to prevent bullying at school.
The video shows a father engaging in various behaviors that are observed and copied by his son, demonstrating concepts of observational learning and social influence. Some behaviors copied include littering, aggression towards animals and people, smoking, vandalism, and racism. However, in one scene the father helps someone and the son copies this altruistic behavior. The video aims to show how children learn from parents and can adopt both positive and negative behaviors depending on what they observe.
The document discusses a teacher's reflections on improving her students' information, media, and internet literacy. Prior to her lesson, she thought her students were fairly literate but now realizes they are more literate with technology than she is. She wants to learn more about new media formats and incorporate teaching effective internet searching and media literacy into her Big6 approach for student projects. She provides examples of three lesson plans where students would research different topics and present their findings online using formats like blogs, videos and slideshows.
The document discusses research conducted on existing products about the effects of social media on mental health, including analyzing videos, questionnaires, and interviews. It analyzes the findings from this research and evaluates the strengths and weaknesses of each research method. The research was used to gather information needed to create a short film project about how social media impacts mental health.
This document summarizes a presentation on using innovative technologies in participant recruitment, intervention development, and survey design for research with children and adolescents. It discusses how most teens engage with social media, texting, and cell phones, and how recruitment and interventions can utilize these platforms. Case studies examine recruiting families of children with autism or designing a health behavior program for teens. The presentation emphasizes defining the target audience and identifying where and how to best reach them with the chosen communication modes and delivery mechanisms.
Conflict resolution techniques for adolescents june 15, 2015hlumumb1
1. Many teens believe that fighting is the only way to resolve conflicts and disagreements. Conflict resolution programs teach teens alternative steps to follow to peacefully work through disputes, including listening to different perspectives, finding common interests, brainstorming options, and creating agreements.
2. Schools and communities have developed conflict resolution programs like training courses, peer mediation, and community mediation centers to teach youth conflict resolution skills and help resolve disputes without violence.
3. While some programs have shown little impact on aggression, others have been shown to reduce violence and increase cooperation, communication skills, and self-control among youth. Teens are encouraged to learn conflict resolution skills and choose non-violent ways of handling disagreements
This document outlines an agenda for discussing the KONY 2012 documentary and the issue of bullying. On various days, it includes: watching segments of the KONY 2012 video; discussing who the victims, bullies, and bystanders are in the situation; considering the controversy around Invisible Children's approach and funding; and addressing how NHACS could prevent and respond to bullying incidents. It provides NHACS' definition and examples of different types of bullying, steps for students to take if they experience or witness bullying, and potential consequences for bullies.
Required Resources1. Read from your text, Challenging Behavior.docxsodhi3
Required Resources
1. Read from your text, Challenging Behavior in Young Children:
· Chapter 9: Guidance
· Chapter 9 provides specific strategies for helping young children with challenging behavior.
· Chapter 10: Functional Assessment and Positive Behavior Support
· Chapter 10 provides information on the functions that behaviors serve and developing a positive behavior support plan.
2. The IRIS Center. (n.d.). A-B-C Analysis. Retrieved from http://iris.peabody.vanderbilt.edu/mcontent/behavior-abc-video/
1. This activity will allow students to observe a child having tantrums and list the target behavior, antecedents, consequences, and hypothesis regarding the function of behavior. This activity will assist you in completing the second discussion question.
1. Accessibility Statement
1. Privacy Statement does not exist.
1. The IRIS Center. (n.d.). Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan. Retrieved from http://iris.peabody.vanderbilt.edu/fba/chalcycle.htm
1. This module outlines the steps of the Functional Behavioral Assessment process and will assist you in completing the second discussion question.
1. Accessibility Statement
1. Privacy Statement does not exist.
Recommended Resource
1. The IRIS Center for Training Enhancements. (n.d.). Methods of Functional Behavioral Assessment. Retrieved on from http://flpbs.fmhi.usf.edu/pdfs/pbs_FBA_Practice.pdf
· This info brief provides a brief overview of different methods to use when conducting functional assessments.
ECE201: INTRODUCTION TO EARLY CHILDHOOD BEHAVIOR
WEEK THREE INSTRUCTOR GUIDANCE
Children require guidance and sympathy far more than instruction.
-Anne Sullivan
Welcome to Week THREE of ECE201!!
As we learned last week, all children display challenging behaviors. This is a normal part of development. When children have a difficult time controlling their emotions adults need to provide positive and clear guidance. Seems simple right?
Well, as anyone who has worked with children knows, it can be more difficult then it seems. Fortunately, there are research-based approaches and guidance strategies that adults can use to help children manage their behavior.
As the quote above suggests, using guidance strategies that are based on respect and empathy for children is a key part of your role as an ECEC professional. Far more than they need instruction and lectures, punishment and consequences, children need sympathy and guidance in their quest to manage themselves and to take their place gracefully and joyfully as fully functioning members of their families, their peers, and their communities.
Overview of the Learning Week
This week we focus our learning on approaches and strategies to guiding young children’s behavior that are both respectful and effective. As an ECEC professional your knowledge about how children learn and grow will provide a foundation for using these strategies in ways that are developm ...
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Dealing with Anti-social Behaviour - Pathway2work, Supporting Families in Walsall
1. Positive activities to support
participants whose children may
be involved in anti-social behaviour
2. Contents
1. Scheme of Work
2. Week 1
3. Week 2
4. Week 3
5. Week 4
6. Forms
7. Resources
3. Scheme of Work
Positive activities to support participants whose
children may be involved in anti-social behaviour.
Week 1
What is antisocial behaviour?
How anti-social behaviour affects victims.
What is happening in the local community?
Introduction to the action plan.
What are the causes of antisocial behaviour?
Developing skills needed to manage conflict with children.
Proposing an activity for parent & child/teen
Week 2
Review any changes that have taken place in the family.
Challenges for teenagers.
Mental health issues and drug & alcohol misuse.
Dealing with teenage violence.
Review of action plan.
Arrangements for parent & child/teen activity.
Week 3
Activity with child/teen.
Week 4
Reviewing activity.
Celebrating learning.
Reviewing & continuing action plan.
4. Week 1
Note to the Trainer: Some preparation to know more about the area people live is essential. Find out
details of crime and anti-social behaviour and what the local police are doing. Enter their postcode
into a web-search for specific information. Also, research if there is anything going on locally in the
community (alongside the police) to address anti-social behaviour. What facilities are there for young
people? What sports or interest groups are happening? Perhaps pre-arrange a speaker to come in
who will talk about a project/activity.
Session Objectives:
To understand what anti-social behaviour is & the impact it has on victims.
To introduce participants to local activities that are helping to combat anti-social behaviour.
To understand some of the reasons for anti-social behaviour.
To identify the skills they need to develop to manage conflict with their children.
To agree a range of activities both parent & child can do together.
To set personal targets.
Note to the Trainer: Introduce overall 4 week programme &d how the action plan will be used.
1. ‘What is Anti-social Behaviour?’
Make sure everyone is sure about what we are talking about—’What is anti-social behaviour?’
Get suggestions from participants. Use list below to see if everything covered.
Anti-social behaviour is:
Rowdy, noisy behaviour in otherwise quiet neighbourhoods.
Night-time noise from houses or gardens, especially between 11.00 pm & 7.00 am.
Threatening, drunken or 'yobbish' behaviour.
Vandalism, graffiti & fly-posting.
Dealing or buying drugs on the street.
Litter & fly-tipping rubbish.
Aggressive begging.
Drinking in the street.
Setting off fireworks late at night.
Abandoning cars on the street.
5. 2. ‘The Impact of Anti-social Behaviour on the Victims:
How the Community Can Help.’
Note to the Trainer: Ask, what are the main problems in your area? Is it a cause for concern?
Ask what do they think the effect is on other people?
Show the clip below:
It gives examples of how victims are affected and the difficulty in getting support.
‘Effect on Victims’ (Three & a Half Min’s)
http://www.youtube.com/watch?v=_0ADc-r4ub0&feature=related
Questions:
Do the experiences of these people ring true?
Why aren’t they being helped?
Are there enough resources to support people?
Note to the Trainer: The clip refers to HMIC. (Use www.hmic.gov.uk for further information. According
to the data on this site the level of satisfaction for how the police react to anti-social behaviour is
above average in West Midlands and North Yorkshire). The police are involved in different activities to
address the problem.
Show the example below. This can be used to open debate about how can tackle anti-social behaviour
from a community point of view.
‘Kent Police’ (Three Min’s)
http://www.youtube.com/watch?v=Zj_8hmc4X1k&feature=related
Questions:
What are your thoughts about the sort of things the police are doing in liaison with community
groups? (Emphasise this is a proactive approach & involves the community.)
What is happening in your local community?
How can you contribute? (Use the local research that you have done to inform this).
If the participants have access to computer/internet during session set a short task for them to try
and find out what is happening in their area. If not, present your own findings.
What they could you do to get involved with these activities?
Will it help to make you feel more part of the community?
If you have arranged for someone to come in to talk about a project/s give them around 20 minutes at
this point to tell participants about events etc.
6. 3. ‘Action Plan’
Introduce the action plan.
Explain the initial self assessment and get them to complete this. (They can complete it later at
the end of the session if they prefer).
Give them the opportunity to start putting any targets to do with local community activity.
Note to the Trainer: Use: princes-trust.org.uk— A website where can find out more about applying for
cash awards up to £3k to help local community. There is also information about volunteering with
them.
Some participants will require individual help to start thinking about what they can do to start helping
their children engage with any relevant local projects and also get involved themselves if appropriate.
4. Causes of Anti-social Behaviour
‘What is the cause of anti-social behaviour?’
Facilitate discussion to ensure the ‘bigger picture’ is brought out. Avoid approach that it is all down to
the parents – although they obviously have their role to play. Help to bring out the impact of no jobs and
the community they live in, peer pressure, drug and alcohol dependency, gang culture, part of a group
etc.
Show the following video about gangs:
‘Gangs’ (Four Min’s)
http://www.parentchannel.tv/video/gangs
Question:
Why do young people join gangs?
Review with participants what was said on clip and what the clip suggests could be done. Ask them in
small groups to reflect on their own children & families and whether :
1. The issues highlighted for joining gangs apply to their children?
2. How well they do the things recommended to stop children joining gangs and partaking in
anti-social behaviour.
Use the table below as a reminder:
Reasons for joining gangs:
Bored, nothing to do.
Wanting to be liked, respected.
Wanting to fit in.
Low self esteem.
Missing aspects of family life.
What to do to help:
Getting them interested in hobbies.
Communicate & listen to them.
Take an interest in them & who they hang
around with.
Do things with them.
7. 5. The Typical Teenager
Ask for feedback from their previous discussions. (It is likely that a lot of issues will be raised at how
difficult it can be to do above and talk about barriers to achieving above.)
Show the clip below which is a light-hearted look at the typical teenager:
‘Kevin Becoming a Teenager’ (Three Min’s)
http://www.youtube.com/watch?v=dLuEY6jN6gY
Take any comments. Do they feel like responding in same way when their children are like that?
Look at short clip when they try some reverse psychology:
‘Reverse Psychology on Kevin’ (One & a Half Min’s)
http://www.youtube.com/watch?v=gajMoWPs68c&feature=relmfu
Again, this clip is a light hearted look at trying to ‘beat them at their game’ but gives the opportunity to
show that there needs to be a clear division between teen behaviour and parental behaviour or it is
unlikely to change.
6. Managing Conflict
Introduce this section by saying going to look at three things:
Managing Own Temper when Communicating with Teens.
Being a Role Model.
Listening to & helping your teen express their feelings.
The following videos will give them suggestions to consider:
‘Keeping your Temper with your Child/Teen’ (Four Min’s)
http://www.parentchannel.tv/video/six-ways-keep-your-temper
Ask:
What Techniques have You Used?
Are They Effective? - Focus on positives & negatives.
Any Examples? - Sharing stories will help the group to open up to each other & feel more
confident sharing opinions, feelings & ideas.
8. Techniques:
Think Before Speaking.
Walk Away, Instead of Engaging with Conflict.
Deep Breath & ‘Count to Ten’.
De-stress with Physical Activity.
Use Humour to Defuse a Situation (Not Sarcasm).
Don’t Hold a Grudge.
Use web site page below to help those who need more advice on ensuring their own well being:
http://www.nhs.uk/Conditions/stress-anxiety-depression/Pages/improve-mental-wellbeing.aspx
Show the next video:
‘Encouraging your Child to Express Feelings’ (Four Min’s)
http://www.parentchannel.tv/video/ways-acknowledge-your-childs-feelings
Ask:
How well do they do this at the moment?
Could they see themselves doing more of this? - If not, what is stopping them?
Techniques:
Talk about feelings e.g. when watching TV, walking etc. Having another activity might help them
to feel more confident sharing their feelings instead of a face-to-face.
Name Emotions
Show how to handle negative emotions.
Help them to understand emotions e.g. level & intensity.
Give them space to deal with emotions.
Remember they act out their emotions rather than talk about them.
Show final video:
‘Dads: How to Get Them Involved in Other Activities’ (Three & a Half Min’s)
http://www.parentchannel.tv/video/be-role-model
Ask:
Do Your Teens Have Good Role Models?
How Do You See Yourself as Their Role Model?
9. Techniques:
Empathise with the Teen
Set an Example (‘Do as I do, not as I say.’)
Do Things Together—This Will Open Up Levels of Trust
Be Honest About Your Own Strengths & Weaknesses
Encourage Good Skills & Interests of Teens
Note to the Trainer: The last 3 videos should have stimulated a great deal of though and discussion
and it will now be appropriate to get participants to think about their actions over the next few weeks.
the action plan will be used to do this.
7. Proposing an Activity to Do with Their Children (For Week 3).
Discuss options for ‘Week 3 Activity’.
Note to the Trainer: A lot of ideas should have come out during first part of session (local activities)
and as they have been discussing points raised.
Get participants to commit to making some preparation for the proposed activities.
Include this on action plan.
Note to the Trainer: Ensure each participant reviews where they are and what they would like to do
to build relationships and bring about changes in their children. Give individual help with setting tar-
gets.
10. Week 2
Note to the Trainer: This session is about the particular problems teens face and how to help support
teens. Some local research is required to see what is available. Note that there are always CAMHs and
drug and alcohol support agencies.
What else is there? Arrange for a local speaker to come in and talk to participants e.g. from CAMHs,
drug and alcohol support agencies. Also look at ‘Family Lives’ website (formerly ‘Parent-line Plus’) to
familiarise yourself with what it has to offer parents. (www.familylives.org.uk)
Session Objectives:
To review any changes in that have taken place in the family since the last session.
To understand better the challenges faced by teenagers .
To be confident in distinguishing between typical teen behaviour & more serious concerns.
To know where to go for extra help & support for teenage mental health problems.
To identify best ways to manage violent behaviour in teenagers.
1. ‘Review Time’
Lead discussion on what they remember form last week:
Have they been able to put anything into practice?
What changes, if any, have been noticed?
2. ‘Challenges Faced by Teenagers’
Introduce the session and explain the objectives.
Show the first video.
‘Affects on Behaviour & Sleep Patterns’ (Four Min’s)
http://www.parentchannel.tv/video/hormone-hijack-14-19
http://www.apa.org/monitor/oct01/sleepteen.aspx
Ask:
What did you learn was typical for teenagers?
What must you remember?
11. Ensure cover points below:
Mood Swings: An inevitable response to trying to cope with big changes going on.
Teens are thinking a lot about sex.
Sleep patterns change.
However:
They still need their parents
Don’t take the ‘attacks’ they make personally.
What if you think there’s more to it than teenage behaviour? Is it normal or something else, drug/
alcohol abuse, threats of self harm
Show next video:
‘Recognising Stress & Depression’ (Three Min’s)
http://www.parentchannel.tv/video/stress-and-depression-14-19
Ask:
Is it always easy to distinguish between teenage behaviour and something more serious?
What warning signs are there to make you take action? (e.g. threats of self harm, drug abuse).
What would you do on this occasion—Where would you go for help?
Alternative Teaching Strategies:
Bring in an external speaker if possible regarding CAMHs (Child & Adolescent Mental Health) or an
alcohol and drug advisor. Allow up to thirty minutes for them to tell participants about services.
Get participants to go online to look at local facilities that could help with this sort of advice
Present your own findings and the details about what support is there, how to access it.
Use the next video as well as this about addiction (if have guest speaker talking about this then this is
not necessary.):
‘Teens on Drugs’ (Five Min’s)
http://www.parentchannel.tv/video/dealing-addictions
Note to the Trainer: Take time for participants to spend time on their action plan. They will need to
bring it up to date from last week. They may need to set some new targets in response to what has
been covered in this session and most will need individual support.
12. 3. Dealing with Teenage Violence
When antisocial behaviour spills over into the home, then parents will have some real challenges on
their hands.
Show video about teenage violence:
‘Dealing with Teenage Violence: Being There for Them’ (Five Min’s)
http://www.parentchannel.tv/video/teen-violence-home
Ask for comments about video and what they feel are the main messages.
Make sure the aspects on the list below are drawn out:
Need to let teen know that their behaviour is unacceptable.
Listen to what they have to say but still ensure they know the boundaries.
Talk to them when they are not angry, find out what makes them angry.
Always be the adult: bigger, wise, kinder.
Explain what is unacceptable & why.
Still be there for them.
Ensure there are rules & boundaries.
Keep calm, avoid sarcasm.
Talk about ‘Family Lives’ (formerly ‘Parent-line Plus’). It is a charity which offers support to anyone
involved in caring for children. It provides a twenty-four hour helpline offering listening, support,
information and guidance on all issues of concern. It also provides parent classes and workshops for
parents to share ideas and learn new skills and a website containing a range of information, including
leaflets on family related issues and an email support service. (http://www.familylives.org.uk/) Use
the research you have done to give them examples of how they can be supported.
Take time for participants to spend time adding to their action plan.
4. Final Arrangements for Parent & Teen Activity
What have participants come up with in their individual research?
Making arrangements for activity and to include:
Where it is.
Who Will Attend.
How to Get There.
How Will you Capture What you Have Done e.g. Photos; Write-up?
Contingency Plans.
Next meeting as a Group e.g. After Activity or at 4th
Session
Final arrangements agreed.
13. Week 3
Session Objectives:
To participate in planned activity.
Week 4
Note to the Trainer: Review & continue action plan throughout the session.
Session Objectives:
To review success of parent/teen activity.
To identify what has been learned over the last four weeks.
To identify any improvements in child’s behaviour & their own skills in managing their child’s
antisocial behaviour.
To self assess overall progress that has been made.
To set long term targets.
To celebrate learning.
1. ‘Reviewing Family Activity’
Ensure everyone tells each other about the activity they did
If all did same activity, what did each of them get from it?
Review any photos or products made as a result of the activity.
Discuss how they will continue with activities and/or encouraging their child to pursue an
interest.
Decide if want to put together a display (photos/quotes/information) about the activity.
Some participants may do a mini presentation (if part of their own development).
14. 2. ‘Review of Progress’
Ask (Get participants to talk about any examples):
Has the child/teens behaviour improved
Are you, as the parent/carer feeling better able to control the situation.
Participants then need to complete the second self assessment on their action plan and complete details
regarding number of targets achieved and distance travelled. They will then set longer term targets to
carry on after the end of these sessions.
Note to the Trainer: All participants will require individual help to ensure their action plans are com-
plete. Also they will need help to set longer term targets and identify the support they will need.
Play the following clip:
Note to the Trainer: Explain it is from series ‘World’s Strictest Parents’. The daughter is spending time in
Israel to experience a different family approach.
World’s Strictest Parents’ (Three Min’s)
http://www.youtube.com/watch?v=kka2cssG70U&feature=relmfu
Ask for their thoughts.
Note that the clip shows the father talking to her at end and is a good example of how to apply many of
approaches discussed over weeks.
Both mother and father remain very calm.
Doesn’t take it personally.
What else have the participants learned?
3. Celebrating Learning & Progress
Ask:
Participants to share with each other at least 3 positive things they have got from the sessions.
Encourage:
Participants to identify positive changes they have noticed in others as well.
Use:
Prizes/certificates as appropriate
19. Nature of support Who/where Timescale
Examples of Targets:
Get involved with …………………………………. community activity.
Do at least 2 activities with my children.
Do not lose my temper when talking to child.
Take time every day to listen to my child.
Ask how my child is feeing at least once a day.
What other support will I need after this programme?
20. Resources
For more information please use the links below:
Direct Gov: http://www.direct.gov.uk/en/YoungPeople/index.htm
Direct Gov: http://www.direct.gov.uk/en/crimejusticeandthelaw/crimeprevention/dg_4001652
Home-office: http://www.homeoffice.gov.uk/crime/anti-social-behaviour/
Anti-social Behaviour: http://www.antisocialbehaviour.org.uk/
Citizens Advice Bureau: http://www.adviceguide.org.uk/index/your_family/
home_and_neighbourhood_index_ew/problems_where_you_live_index_ew/
anti_social_behaviour_in_housing.htm
For more information about:
Pathway2work: Supporting Families in Walsall please:
Call: 01922 870050
E-mail: info@pathwaygroup.co.uk