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Rutgers-Somerset Counseling Program RUTGERS-SOMERSET COUNSELING PROGRAM: PREVENTING VIOLENCE AND DECREASING RISKY BEHAVIORS AMONG ADOLESCENT GIRLS: A TRAINING MANUAL A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF APPLIED AND PROFESSIONAL PSYCHOLOGY OF RUTGERS, THE STATE UNIVERSITY OF NEW JERSEY BY MELISSA LYNN BATISTA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PSYCHOLOGY NEW BRUNSWICK, NEW JERSEY OCTOBER 2009 APPROVED: ____________________________ Nancy Boyd-Franklin, Ph.D. ____________________________ Brenna Bry, Ph.D. DEAN: _____________________________ Stanley Messer, Ph.D. ABSTRACT The violence prevention group component of the Rutgers-Somerset Counseling Program, a prevention program for multi-problem youth based in a local junior high school, was established in response to appeals made by school staff for help addressing surges in school and community violence and the rising incidence of aggression among female students. The Program is staffed by doctoral students from the Clinical and School Psychology Psy.D. programs at the Graduate School of Applied and Professional Psychology and the Clinical Psychology Ph.D. program at Rutgers University in New Jersey. As graduate student therapists facilitate prevention groups, training is vital to the successful implementation of the violence prevention program. Thus, a training manual was developed to provide a sense of structure, support and maintain prevention focus, impart fundamental information, and facilitate consistency of implementation of these violence prevention groups. In a field that is increasingly placing more importance on evidence based treatment, this training manual is the first step in creating a program that is standardized across groups in the project and amenable to program effectiveness evaluations. Based on an extensive literature review, four years of experience leading groups within the Rutgers-Somerset Counseling Program, and collaboration with the Program’s director and supervisor, a set of topics and skills related to facilitation of violence prevention groups as well as competencies felt to be essential for training graduate student therapists were identified. The manual, entitled Preventing Violence and Decreasing Risky Behaviors Among Adolescent Girls, is comprised of several parts each representing specific training areas: (a) description of the Rutgers-Somerset Counseling Program, (b) overview of the developmental period of adolescence, group dynamics and ii theory, and issues and techniques associated with running groups, (c) issues associated with school-based services run by outside organizations, (d) summary of group life, including group selection, composition, and management, (e) session topics, including areas highlighted in the literature as effective components of violence prevention programs as well as crisis management, (f) supervision of groups, and (g) an appendix consisting of logistical information needed to work in the school and lead prevention groups. iii ACKNOWLEDGMENTS This dissertation has been a consuming, yet extremely meaningful and rewarding endeavor that would not have been possible without the love, support, and encouragement of many important people in my life. I will never be truly able to express the depths of my gratitude. Thank you all from the bottom of my heart. First, and foremost, I would like to acknowledge all of the adolescent girls I have worked with as a part of the Rutgers-Somerset Counseling Program. I learned more from you and my work with you than I have in any classroom during my many years of education. Thank you for letting me in. You were the inspiration for this manual. To my committee members, Dr. Nancy Boyd-Franklin and Dr. Brenna Bry, thank you for your time, dedication, and patience. Brenna, thank you for your constant support and encouragement throughout my time at Rutgers. You have made an invaluable contribution to my training and professional development. You expressed confidence in my abilities, provided effective and influential feedback, were open to my questions and opinions, and celebrated in my triumphs. Nancy, thank you for being an incredible teacher, supervisor, and mentor. Your guidance in, understanding and encouragement during, and excitement about this project kept me motivated and enthusiastic throughout the process. Your dedication to our underserved and vulnerable youth is inspirational and contagious. You have opened my eyes to many things in this profession and out in the world that are invisible to others. You have left an indelible mark on my professional identity. To my friends, thank you all for your continuous support during this long journey. When I retreated into my graduate school cave, you were there when I emerged, forever understanding. Thank you for reminding me of the importance of a balanced life, rest and iv relaxation, fun and celebration. Thank you for sharing in my life, the times of happiness, sorrow, and frustration. A special thank you to my Mt. St. Cleveland girls and honorary housemates, I would not have survived graduate school without you. You kept me laughing, listened with an empathic ear, accompanied me on coffee runs, and nursed me when I was recovering from surgery. We shared heartbreak, grief, anxiety, relief, and joy. I carry each of you with me as I move on. Martin, you were there eight years ago when I decided to embark on this journey and I am so happy that you are here to see its completion. Thank you for constantly challenging me. Thank you for believing in me when I didn’t believe in myself and for being my calming force throughout this process. Thank you for supporting my aspirations even when they take me far away from you. I promise that, one day, we will combine forces and Meltin will save the world. To my wonderful family, you have showered me with unconditional love and support. You have pushed me to fight for what I believe in, to go the extra mile. Thank you for your expressions of encouragement and pride. Thank you for keeping me grounded and reminding me of what is important in life. Thank you for providing a safety net, one that I could fall back into at any time, for any reason. To my brother, my big brother. I have always admired and respected you. Your accomplishments have motivated me, your insight has inspired me, and your unique viewpoints have forced me to ask questions. Thank you for your quiet, patient understanding and for always being in my corner. To my mother and father, this dissertation is dedicated to you. This would not have been possible without your constant dedication and self-sacrifice. I wish there were v words to describe the appreciation, pride, and love I feel. Thank you for your continuous support, words of encouragement and advice, successful attempts at decreasing my anxiety, and for helping me to keep things in perspective. Thank you for being endlessly supportive, responsive, sensitive to my needs and concerns, and available and willing to help. You go above and beyond, putting others’ needs ahead of your own. Thank you for teaching me the value of integrity, honor, respect, compassion, and authenticity. These values are now the cornerstone of my work with youth. I hope that I can be half the inspiration for someone that you have been to me. I love you very much. This dissertation is also dedicated to my grandparents. Meus avós, you started this legacy when you immigrated to the United States, working day in and day out to provide your children with an education. You have instilled in me the belief that education is one of the most important things in life, second only to family. This dissertation is a gift to you, a symbol of your lifetime of sacrifice for and dedication to your family. Eu amo-vos com tudo o meu coração. vi TABLE OF CONTENTS PAGE ABSTRACT..................................................................................................................... ii ACKNOWLEDGEMENTS............................................................................................. iv LIST OF TABLES .......................................................................................................... xii CHAPTER I. INTRODUCTION……..................................................................................... 1 Statement of the Problem.................................................................................. 1 Aggression and Violence.................................................................................. 2 Why is an Intervention Needed?.................................................................. 2 Aggression in Girls………………………………………………………... 5 Relational aggression………………………………………………….. 5 Physical aggression…………………………………………………..... 5 Either/or or both………………………………………………………... 6 Development of Aggression………………………………………………. 7 Normative development of aggression………………………………... 7 Development of antisocial, aggressive, and violent behavior…………. 8 Understanding Aggression………………………………………………… 10 American Society and Aggression………………………………………… 13 Relational aggression…………………………………………………. 13 Physical aggression…………………………………………………… 15 II. PREVENTION AND INTERVENTION.......................................................... 19 Interventions for Aggression: Treatment Effectiveness……………………... 20 Violence Prevention Programs………………………………………………. 21 Using the Literature to Inform a Violence Prevention Program……………... 28 Implications for Violence Prevention………………………………………... 29 III. ADOLESCENCE ............................................................................................
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