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Knowing the Ropes and Showing the Ropes. Facilitator's Guide. SPONS AGENCY Iowa State Univ

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Knowing the Ropes and Showing the Ropes. Facilitator's Guide. SPONS AGENCY Iowa State Univ DOCUMENT RESUME ED 387 294 RC 020 262 AUTHOR Storer, John H. TITLE Knowing the Ropes and Showing the Ropes. Facilitator's Guide. SPONS AGENCY Iowa State Univ. of Science and Technology, Ames. Dept. of Health, Human Performance and Sports Sciences.; Office of Elementary and Secondary Education, Washington, DC. School Improvement Programs. PUB DATE [92] NOTE 164p. PUB TYPE Guides Classroom Use Instructional Materials (For Learner)(051) Guides Classroom Use Teaching Guides (For Teacher)(052) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Communication Skills; Conflict Resolution; *Decision Making Skills; *Early Adolescents; Group Dynamics; Intermediate Grades; Junior High Schools; Middle Schools; Peer Influence; *Peer Teaching; *Prevention; Program Implementation; *Rural Schools; School Orientation; *Skill Development; Small Schools; Study Skills; Substance Abuse IDENTIFIERS Facilitators ABSTRACT This document consists of a facilitator's guide and related materials for implementing a program that teaches social, communication, and study skills to middle school and junior high school students. The goal of the program, which incorporates peer tutoring, is the prevention of drug and alcohol abuse. This program was developed in Iowa to address rural issues of cost effectiveness, limited resources, and small size, while providing sufficient duraticn co change students' behavior. The facitAlltator's guide covtrs an overview of the program, -1sic group facilitation skills, group facilitative conditions, ground rules, legal and ethical concerns, program implementation, and specific program goals.It also includes a bibliography of 19 works on skill-focused programs for early adolescents, risk and resilience, and the practical aspects of group process and facilitation. The second section of the document provides materials for program implementation and is divided into six flexible content areas that can be adapted to variable meeting frequencies and durations. Content areas include middle school/junior high orientation; planning skills; decision-making skills; peer pressure resistance; social and communication skills as applied to peers, family, and school; and study skills. Each content area consists of individual and group learning activities that facilitate skill development. The third section consists of materials for teaching students to be effective peer tutors. Students who finish "Knowing the Ropes" and "Showing the Ropes" phases of the program act as tutors for new students entering the program. (LP) FACILITATOR'S GUIDE KNOWING THE ROPES AND SHOWING THE ROPES PROGRAM OVERVIEW When teachers and school counselors ask us, "What exactly is Ropes?", they in- Thank you for considering implementing variably try to find a frame of reference Knowing the Ropes and Showing the with some other programs with which Ropes in your school.This program is theyarefamiliar. "Oh,it'slike new and was designed to occupy a partic- ."Our response is the ular niche.That niche is to provide ever helpful, "Sort of." skills development experiences that have been shown to be related to the preven- This is an accurate,if unenlightening tion of the abuse of alcohol and other statement. Knowing the Ropes and drugs, as well as other negative out- Showing the Ropes has features in com- comes.The program is designed for mon with many successful prevention middle school or junior high students in programs.It also differs from many small rural schools. popular prevention programs (not to be confused with successful). Schools have recently been inundated with an abundance of non-academic Research findings are fairly definite on programs and program types.Student what works and what does not work in Assistance Programs, Peer Helping Pro- the area of prevention.The U.S. De- grams and Peer Tutoring Programs are partmentofEducation'sDrug-Free program types well known to anyone Schools program has summarized these familiar with schools.The numbers of results. prevention programs available really are too numerous to mention. BEST COPY AVAILABLE U S DEPARTMENT Of EDUCATION E ch,14,0-41 RemNPCP 110 IrnceveseNent RE PRODUCE THIS OEN e N RMISSION TO DOC A TIONAL RE SOURCESINFORMATION MATERIAL Ht.S BEENGRANTED BY CENTER (ERIO reproducO as "1". /Trus ESocurnent has Num ,0,719nISO trorn Int portionor oggsnIzstrpp onumatIng 1 made tO entxos ':- Mom), Chant:MS Pane POW, reproductron rouSt.ty MS ClOcu . Prnl of V,191,, 0, 00,0,006SISISI men1 do not nstellardy,410,110nt offlost TO THE EDUCATIONALRESOURCES Of RI posd.on or txdicy IN F ORM AT IONCENTER IERICr Programs that focus on presenting knowl- There is resounding agreement that edge and information about drugs programs that focus only on knowledge have not been effective in reducing drug use. Programs that focus on attitude change Research shows that programs that and emphasize personal and Social focus only on attitudes have little or no growth, values clarification and feelings effect on drug use behavior. Programs that emphasize knowledge and Even a combination of knowledge and attitude change attitudes has questionable effects on drug use. Programs that emphasize positive peer Many researchers agree that resist- influence with specific skills training ance, communication and decision- making skills, and peer helper pro- grams appear effective in deterring drug use in average school populations. Programs that provide positive alterna- Research shows that alternative pro- tives to drug use and emphasize the grams that provide alternatives and acquisition of specific skills opportunities for recognition and non- drug leisure activities are effective in changing drug use behaviors.Alter- native programs that provide special remedial tutoring, one-on-one relation- ships, job skills and physical adventure can also be effective. Peer programs show a significant posi- tive effect on drug use behaviors with little program time, making them cost effective for average school popula- tions.Alternative programs steadily increase in effectiveness with the num- ber of hours of involvement. Although alternative programs are intensive and costly, they do change the drug use behavior of nearly implacable high-risk populations. (U.S. Department of Education) 2 These results are very clear.Although Iowa are relatively small. measured only on the outcome of the abuse of alcohol and other drugs, 'other That leaves Skills Acquisition and Peer risky behaviors such as dropping out of Involvement programs as options for the school,pregnancy,delinquencyand small rural school. Knowing the Ropes criminality are so closely related as to and Showing the Ropes seeks to combine constitute a single phenomenon. these effective program types in a format that is compatible with the constraints We know what works. The problem is imposed by the small rural school dis- developing a program that is: trict. cost effective These are ambitious claims. Throughout sensitive to the limited resources and the development of Knowing the Ropes size of the small rural school and Showing the Ropes we have sought of sufficient duration to actually the advice of school personnel, profes- change students' behavior sional preventionists and developmental psychologists. While incorporating their With Knowing the Ropes and Showing suggestions, we have been able to answer the Ropes we have tried to address these most of their questions. Perhaps we can problems. anticipate some of your questions. What is Knowing the Ropes? Less is More Knowing the Ropes is a behavior change Rural school districts have limited staff, program for middle school or junior high limited money, and a small student body. school age children.It seeks to change They also cover a large geographical behavior by facilitating the development area. These constraints require accepting of specific skills and providing the op- the fact that it is impossible to design and portunitytopractice age appropriate implement the perfect program.How- tasks in a safe, supportive environment. ever, a program that cannot be imple- mented is useless, no matter how ele- It sounds familiar.How does it differ gant. from similar programs? Of the three program types recognized Knowing the Ropes differs because it is by the Drug-Free Schools program as structured around the needs of the small providing effective prevention, the Alter- rural school. We realizethat small native Programs are probably beyond the schools cannot afford full time specialists financial capability of most small rural like preventionists, school social workers school districts.Also, the numbers of or Student Assistance Program coordina- "implacable, high-risk" children in rural tors. Most must even make do with one, 3 or at most two, counselors for K-12. In content itis not different.At first glance,it would appear that with no Therefore, Knowing the Ropes is de- structured lessons and limited investment signed to require no more than ten hours by the group facilitator, Ropes could only per month of staff time. Even these ten be a weaker version of other programs. hours can be provided by a willing This is not the case. While not as inten- volunteer from the community. sive as some other programs (one has 95 lessons, another lists 42 skillsto be We also realize that the days in middle mastered justforsubstancerefusal), school or junior high are very full. The Knowing the Ropes and Showing the size of many rural school districts can Ropes meets a criterion for success most causetransportationproblems which other programs are lacking.It involves make after school
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