What Was Your Physical Reaction to the Argument?

Reaction Questions

 What was your physical reaction to the argument?

 What feelings did you experience?

 What were you thinking?

 What would you do if the argument continued to escalate?

Belief that violence is an acceptable problem solving method or reaction Some youth have previous experiences in using aggressive behavior that have been successful, for example bullying.

Learned violence from family, community and media models Children see violent behavior used by parents, neighbors or gangs, movies, television, and video games. Or violence is a common method for control in their neighborhood or community.

Poor impulse control Children were not taught to appropriately control behavior or they might have some impairment that limits impulse control, such as ADHD, depression, or neurological disorders.

History of abuse or trauma Present vulnerable feelings can trigger overwhelming fears that are compensated for by use of aggressive language and behavior. Violent behavior can compensate for fears by forcing the threatening person to back off and by increasing a sense of power or strength.

Youth at-risk characteristics Youth who struggle with problems in school, in their families, or in relationships have the potential of using aggressive behavior to express both their frustration and defeat as well as express a feeling of control.

Risky Behavior At-risk youth have characteristics that limit or negatively influence self control or decision-making. Youth who engage in one type of risky or inappropriate behavior are at risk for other risky behaviors. Risky behaviors can include: alcohol and/or drug use, school truancy, sexual activity, delinquent behavior.

What is anger? Anger is a feeling that reacts to some uncomfortable stimulus.

What causes anger? An event, situation, person’s actions or self judgment that is uncomfortable, threatening, or intrusive.

How is anger different from aggression? Anger is a feeling, aggression is a behavior.

What triggers anger in you? Answers are specific to the person.

What are the external and internal cues that tell you that you’re angry? Internal: Feeling warm (“hot under the collar”), red face, muscle tension, jittery stomach. External: Using a louder voice, hitting or kicking something, people asking what’s wrong or saying you look angry.

Stop and think: why is there a conflict and what do I want?

Attend to relevant cues: are they really hostile? What other information is needed in order to fully understand another’s point of view?

Identify alternative responses and the benefits and consequences of each alternative. Prioritize responses according to overall goal of the response. (What do I want to get from this?)

What are alternatives to violent responses? Anger journal, physical exercise, punching bag, talking to someone.

To reduce angry responses:

Use self control and relaxation skills deep breathing, counting backwards, peaceful imagery, talking to a supportive friend. Use assertive techniques express own needs and wants and negotiation skills to coordinate with the needs and wants of others. Resist taunts appropriately respond to negative feedback.

Self evaluation: monitoring internal signals, remembering past successes, predicting future benefits.

1. Is there a problem? How do you recognize problems and factors that cause problems to begin?

2. Stop and think. Internal and external cues that indicate a problem is starting and choosing between “hot-headed” and “cool-headed” responses.

3. Why is there a conflict? Obtaining information about factors that influence conflict and not assuming that others are being hostile.

4. What do I want? Identifying short and long term goals, and asking whether they are realistic?

5. Think of solutions. Develop alternatives to violent actions.

6. Look at consequences. Compare consequences of violent and non-violent solutions.

7. Choose what to do and do it. Make a choice based on the previous steps and developing a strategy for problem solving.

8. Evaluate the results. Evaluate the effectiveness of the decision by assessing the results to self and to others.

Reference: Guerra, N. G. & Slaby, R. G. (1990). Cognitive mediators of aggression in adolescent offenders: 2. Intervention. Developmental Psychology, 26, 269-277.

Check off each step that the caseworker uses to help Bobby/Bobbie better manage anger.

___ What is triggering the anger? What is the problem?

___ What internal or external cues tell you that you are angry?

___ Stop and think.

___ Is the other person angry or challenging or are you misjudging him/her?

___ Is there other information that you need to better understand the situation?

___ What do you want to have happen? What will help you feel better?

___ What can you do to make this happen?

___ What are the consequences (positive and negative) of violent options?

___ What non-violent alternatives are there?

___ What are the consequences (positive and negative) of non-violent options?

___ What will you choose to do in this situation?

___ Will this choice accomplish what you want to have happen?

___ What will get in the way of making this choice?

___ How can you overcome this barrier?

___ What can you do to avoid blowing up when you get angry? What can you do to calm yourself enough so that you can think and use non-violent options?

___ How will you know that your choice works?

Communication skills such as using “I statements,” active listening, empathy, emotional expressiveness.

Negotiating skills including the ability to identify own needs or goals and to understand other’s differing needs.

Giving and receiving positive and negative feedback saying thank you for positive feedback, accepting or discussing negative feedback, complimenting others, and being aware of other’s feelings when presenting negative feedback.

Recognizing and following social norms such as taking your turn, sharing, expressing opinions in nonjudgmental ways, use of appropriate language and behavior, or empathy for other’s feelings.

Controlling angry, surly, or sulking behavior counting to 10, taking a deep breath, taking a break away from others to work out anger.

Using assertiveness to express own needs assertive statements describe the situation, express how you feel, specify what you want, and present what you will do if needs are or are not met.

Using appropriate conversational skills such as greetings, small talk, listening, pacing (each person having a chance to respond), and discussing own interests in an informational rather than demanding or condescending manner.

Social networking identifying people who can help with social, supportive, informational, appraisal, or instrumental needs and the ability to ask for help.

Avoiding alcohol and drug use having fun without alcohol or drugs.

Appropriate use of affection and sexual interactions mutually agreeable affection and consensual and safe sex.

Write down the types of prosocial behaviors that you observe in the role play.

For example:

showing interest ______

taking turns ______

listening ______

giving appropriate feedback ______

using appropriate language ______

controlling angry behavior ______

using assertiveness skills ______

other ______

Definition of Bullying

Bullying is repetitive, aggressive behavior that exercises power over the victim, such as teasing, gossiping, social exclusion, extortion, verbal attacks, and physical attacks.

Preventing Bullying

 Specific needs assessed by workers and youth

 Increased supervision

 Consequences for bullying behavior

 Eliminate the benefits of bullying

 Empowering youth to resist bullying

 Immediately respond to bullying

o Punishments

o Talks with bullies and victims

o Coordination of responses to bullying.

 Rules about bullying are regularly evaluated

Reference: Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford, England: Blackwell.

Discussions about:

 the impact of crime on communities and victims

 cultural sensitivity and prejudice

 conflict management

 personal responsibility and goal setting

 the effects of drugs on a community

 meeting basic needs without joining a gang

o arranging prosocial recreational and social activities

o teaching youth how they can feel good about themselves.

Confronting beliefs that support violence:

 violence is not an effective way to solve problems

 violence is not an effective way to feel powerful or feel in control when confronted

 examples of the consequences of violence are presented

 alternatives to violence that can better solve the problem are developed

 the effects of community prejudice and ways to overcome prejudice are discussed

Reference: Esbensen, F. & Osgood, D. W. (1997). National evaluation of G.R.E.A.T. Washington, DC: U.S. Department of Justice, National Institute of Justice.

 Supervise school, task, and recreational activities to help reinforce learning.

 Monitor youth whereabouts, activities, and peer relationships after direct supervision is not required.

 Make rules or expectations clear, defining acceptable behavior and the contexts of that behavior.

 Help youth understand the rationale of rules (although they do not have to agree with it).

 Give youth input into rule formation (although not veto power).

 Outcomes from following or not following the rules should be predictable: rewards or consequences should be clear and specific.

 Rewards for following rules should include social reinforcement (e.g., praise, compliments) and tangible reinforcement (e.g., privileges, money).

 Consequences are more effective when they are natural (don’t study, get failing grade) and imposed consequences fit the offense (e.g., failed grade due to not enough studying, so no television until studying done).

 Avoid long-term consequences or build up of consequences that often lead youth to give up hope that they will ever get privileges or rewards.

 Rules are more effective when flexible. Context, youth intent or knowledge, and presence of other natural consequences (e.g., school or organizational sanctions) should affect responses to rule breaking.

 Following structure and rules is a learning process in which mistakes are expected, so consequences occur to help continue learning, not to indicate failure.

 Use of structure and behavior regulation o Day to day expectations are specific and consistent but not rigid. o Rewarding improved attempts at following rules when youth are learning behavior changes leads to better outcomes than requiring 100% of a behavior before rewards occur.

 Demands that youth adapt to rules should be consistent and predictable. o Consistent daily expectations, such as household cleaning responsibilities and participation in school, training activities, and recreational activities. o Youth should be able to predict appropriate behavior and consequences of inappropriate behavior.

 Autonomy and individuality o Adolescents have freedom to choose own friends, leisure activities, and planning daily activities.

 Emotional support o Staff help and understanding regarding youth’s life stresses.

 Trustworthiness of staff o Youth are able to trust staff reliability. o Staff has positive interactions with youth during leisure time. o Staff members are able to trust each other.

Research about Foster Care has shown that adult involvement and mentoring is more effective than peer group interventions in reducing problem behavior.

Effective Foster Care includes:

 Individualized, structured foster home placements adolescent’s privileges are base upon compliance with rules, behavior at school, and progress made on the treatment plan

 Clear rules and consequences

 Focus on adolescent’s strengths

 Daily telephone contact and weekly meetings with case manager, including school meetings

 Immediate response to problem behavior at school

 Weekly individual counseling sessions that focuses on anger management, problem-solving, and communication skills

 Weekly counseling sessions with parents focusing on parental limit-setting and family communication and problem-solving

 Gradually increasing time for home visitation

From Chamberlain, P. & Reid, J. B. (1998). Comparison of two community alternatives to incarceration for chronic juvenile offenders. Journal of Consulting and Clinical Psychology, 66, 624-633, and Chamberlain, P. & Mihalic, S. F. (1998). Blueprints for violence prevention, Book Eight: Multidimensional treatment foster care. Boulder, CO: Center for the Study and Prevention of Violence.

Preventing and Reducing Adolescent Violence Handouts © 2003 The Research Foundation, Center for the Development of Human Services Common Characteristics of Effective Programs Preventing and Reducing Adolescent Violence

 Meets the individual needs of adolescents and their families.

 Involves collaboration and coordination of individual, family, peer, school, and community treatment options.

 Uses a strengths and resilience approach.

 Encourages positive relationships with parents and non-parental adults.

 Includes skills training in:

o anger management o problem-solving o prosocial skills o increased awareness of consequences of violence o refuting beliefs supporting violence o effective use of structure, limit-setting, and consequences by parents and other caretakers

Fitting components into present treatment plans

Some treatment interventions are already part of treatment plan. Some treatment interventions are logical extensions of elements already in the treatment plan.

Collaborating with existing service providers

You don’t have to do everything yourself. Identifying existing services and referral networks.

Accommodating agency structure and policies

Identifying barriers to implementing strategies for preventing or reducing adolescent violence. Using supportive evidence of intervention effectiveness. Using a step by step approach (all items do not have to be implemented at once). Emphasizing linkage with other service providers (unless that is one of the barriers).

What ideas are already being used?

What ideas seem possible?

What ideas would you like to see used, but seem impossible?

Who needs to come on board for these ideas to be implemented?

What methods would you use to implement these ideas?

How, where, with whom, and under what circumstances can you use these ideas?

ELECTRONIC CITATIONS Good practice: Community based intervention and services (1995). Adolescents in High-Risk Settings [On-line]. Available: http://books.nap.edu/books/0309052343/html/193.html

Appendix 5-B: Descriptions of specific programs that meet standards for model and promising categories (2001). Youth Violence: A Report of the Surgeon General [On-line]. Available: http://www.surgeongeneral.gov/library/youthviolence/chapter5/appendix5b.html

Child and Adolescent violence research at the NIMH (2001). National Institute of Mental Health [On-line]. Available: http://www.nimh.nih.gov/publicat/violenceresfact.cfm

Youth violence (2001). Mental Health Information [On-line]. Available: http://www.athealth.com/consumer/newsletter/FPN_5_7.html

Preventing street gang violence (2001). American Family Physician [On-line]. Available: http://www.aafp.org/afp/990415ap/medicine.html

U.S.Department of Health and Human Services, Center for Disease Control and Prevention, National Center for Injury Prevention and Control (1993). The prevention of youth violence: A framework for community action. Atlanta, GA, National Center for Injury Prevention and Control, U.S. Department of Health and Human Services. [On-line]. Available: http://www.cdc.gov/ncipc

U.S.Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention, Coordinating Council on Juvenile Justice and Delinquency Prevention. (1996). Combating violence and delinquency: The national juvenile justice action plan. Washington, DC, Coordinating Council on Juvenile Justice and Delinquency Prevention, U.S. Department of Justice. http://ojjdp.ncjrs.org/council/coorint.html

University of Colorado Center for the Study and Prevention of Violence (2001). Blueprints for violence prevention. University of Colorado Center for the Study and Prevention of Violence [On-line]. Available: http://www.colorado.edu/cspv/blueprints/model/Default.htm

TREATMENT PROGRAM REFERENCES ANGER MANAGEMENT, PROBLEM SOLVING & SOCIAL SKILLS TRAINING PROGRAMS

Arbuthnot, J. & Gordon, D. A. (1986). Behavioral and cognitive effects of a moral reasoning development intervention for high-risk behavior-disordered adolescents. Journal of Consulting and Clinical Psychology, 54, 208-216.

Coleman, M., Pfeiffer, S., & Oakland, T. (1992). Aggression replacement training with behaviorally disordered adolescents. Behavioral Disorders, 18, 54-66.

Guerra, N. G. & Slaby, R. G. (1990). Cognitive mediators of aggression in adolescent offenders: 2. Intervention. Developmental Psychology, 26, 269-277.

Hammond, W. R. & Yung, B. R. (1991). Preventing violence in at-risk African-American youth. Journal of Health Care for the Poor and Underserved, 2, 359-373.

Preventing and Reducing Adolescent Violence Handouts © 2003 The Research Foundation, Center for the Development of Human Services Hammond, W. R. (1991). Dealing with anger: Givin' it, takin' it, workin' it out. Champaign, IL: Research Press.

Hawkins, J. D., Jenson, J. M., Catalano, R. F., & Wells, E. A. (1991). Effects of a skills training intervention with juvenile delinquents. Research on Social Work Practice, 1, 107-121.

Hovell, M. F., Blumberg, E. J., Liles, S., Powell, L., Morrison, T. C., Duran, G., Sipan, C., Burkham, S., & Kelley, N. (2001). Training AIDS and anger prevention social skills in at-risk adolescents. Journal of Counseling and Development, 79, 347-355.

McCarthy-Tucker, S., Gold, A., & Garcia, E. I. (1999). Effects of anger management training on aggressive behavior in adolescent boys. Journal of Offender Rehabilitation, 29, 129-141.

Nugent, W. R., Bruley, C., & Allen, P. (1998). The effects of aggression replacement training on antisocial behavior in a runaway shelter. Research on Social Work Practice, 8, 637-656.

PROGRAMS ADDRESSING BULLYING AND GANGS Esbensen, F. & Osgood, D. W. (1997). National evaluation of G.R.E.A.T. Washington, DC: U.S. Department of Justice, National Institute of Justice.

Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford, England: Blackwell.

Olweus, D., Limber, S. P., & Mihalic, S. F. (1998). Blueprints for violence prevention, Book Nine: Bullying prevention program. Boulder, CO: Center for the Study and Prevention of Violence.

FAMILY THERAPY PROGRAMS Alexander, J. F., Pugh, C., Parsons, B., & Sexton, T. L. (2000). Blueprints for violence prevention, Book Three: Functional family therapy. (2nd ed.) Boulder, CO: Center for the Study and Prevention of Violence.

Sexton, T. L. & Alexander, J. F. (2000). Functional family therapy. Washington, DC, Office of Juvenile Justice and Delinquency Prevention, U. S. Department of Justice. Juvenile Justice Bulletin.

Borduin, C. M., Cone, L. T., Mann, B. J., Henggeler, S. W., Fucci, B. R., Blaske, D. M., & Williams, R. A. (1995). Multisystemic treatment of serious juvenile offenders: Long-term prevention of criminality and violence. Journal of Consulting and Clinical Psychology, 63, 569-578.

Henggeler, S. W., Melton, G. B., & Smith L.A. (1992). Family preservation using multisystemic therapy: An effective alternative to incarcerating serious juvenile offenders. Journal of Consulting and Clinical Psychology, 60, 953-961.

Henggeler, S. W., Melton, G. B., Smith L.A., Schoenwald, S. K., & Hanley, J. H. (1993). Family preservation using multisystemic treatment: Long-term follow-up to a clinical trial with serious juvenile offenders. Journal of Child and Family Studies, 2, 283-293.

Henggeler, S. W., Schoenwald, S. K., Pickrel, S. G., Brandino, M. J., Borduin, C. M., & Hall, J. A. (1994). Treatment manual for family preservation using multisystemic therapy. Charleston, SC: South Carolina Health and Human Services Finance Commission.

Huey, S. J. Jr., Henggeler, S. W., Brondino, M. J., & Pickrel, S. G. (2000). Mechanisms of change in multisystemic therapy: Reducing delinquent behavior through therapist adherence and improved family and peer functioning. Journal of Consulting and Clinical Psychology, 68, 451-467.

Preventing and Reducing Adolescent Violence Handouts © 2003 The Research Foundation, Center for the Development of Human Services Huey, S. J. Jr. & Henggeler, S. W. (2001). Effective community-based interventions for antisocial and delinquent adolescents. In J.N.Hughes, A. M. La Greca, & et al. (Eds.), Handbook of psychological services for children and adolescents (pp. 301-322). New York: Oxford University Press.

Melton, G. B., Limber, S. P., Cunningham, P., Osgood, D. W., Chambers, J., Flerx, V., Henggeler, S. W., & Nation, M. (1998). Violence among rural youth Final report to the Office of Juvenile Justice and Delinquency Prevention.

MENTORING PROGRAMS Hahn, A., Leavitt, T., & Aron, P. (1994). Evaluation of the Quantum Opportunities Program (QOP): Did the program work? Some things do make a difference for youth: A compendium of evaluations of youth programs and practices [On-line]. Available: http://www.aypf.org/compendium/

Lattimore, C. B., Mihalic, S. F., Grotpeter, J. K., & Taggart, R. (1998). Blueprint for violence prevention, Book Four: The quantum opportunities program. Boulder, CO: Center for the Study and Prevention of Violence.

Jackson, Y. (2002). Mentoring for delinquent children: An outcome study with young adolescent children. Journal of Youth and Adolescence, 31, 115-122.

Tierney, J., Grossman, J. B., & Resch, N. L. (2000). Making a difference: An impact study of Big Brothers Big Sisters. Public/Private Ventures [On-line]. Available: http://www.ppv.org/content/reports/makingadiff.html

OUT-OF-HOME PLACEMENT PROGRAMS Chamberlain, P. & Reid, J. B. (1998). Comparison of two community alternatives to incarceration for chronic juvenile offenders. Journal of Consulting and Clinical Psychology, 66, 624-633.

Chamberlain, P. & Mihalic, S. F. (1998). Blueprints for violence prevention, Book Eight: Multidimensional treatment foster care. Boulder, CO: Center for the Study and Prevention of Violence.

Eddy, J. M. & Chamberlain, P. (2000). Family management and deviant peer association as mediators of the impact of treatment condition on youth antisocial behavior. Journal of Consulting and Clinical Psychology, 68, 857-863.

Morrissey, C. (1997). A multimodal approach to controlling inpatient assaultiveness among incarcerated juveniles. Journal of Offender Rehabilitation, 25, 31-42.

Scholte, E. M. & van der Ploeg, J. D. (2000). Exploring factors governing successful residential treatment of youngsters with serious behavioural difficulties: Findings from a longitudinal study in Holland. Childhood, 7, 129-153.

Write down the types of prosocial behaviors that you observe in the role play.

For example:

showing interest greetings, complimenting the good grade______

taking turns taking a breathe to give the other a chance to respond______

listening hears “B” say how much this means to him/her______

giving appropriate feedback “A” says that he/she cares about helping out “B” but also wants to roller skate

using appropriate language ______

controlling angry behavior “A” stops self from interrupting______

using assertiveness skills “B” says that he/she really needs “A’s” help___

other Compromise: set up early enough so that “A” can still go roller skating other ______

other ______