Fighting Risky Behavior: Shaping a Different Path Edwin D. Bell Winston-Salem State University Edwin D. Bell Winston-Salem State University

Introduction A key issue in motivating students is how to minimize their involvement in gangs and other risky behaviors, which negatively impact their education and their lives (Patton, 1998; Vison, et al., 2004)

Introduction (continued) This motivation of students to avoid risky behavior and gang involvement should start in elementary school (Education, 2008).

Purpose Discuss strategies to provide assets to students to assist them in making good decisions.

Key Points of the Presentation Erik Erikson’s Developmental Stages Search Institute’s Developmental Assets Mrs. Eileen Hall’s Project at Konnoak Elementary School Erik Erikson’s Developmental Stages Search Institute’s Developmental Assets Mrs. Eileen Hall’s Project at Konnoak Elementary School

Erikson’s Developmental Stages Erikson’s Developmental Stages Erikson argued that we go through eight developmental stages from birth to death. I would like to talk to you briefly about Stage 4 – School age. Erikson argued that we go through eight developmental stages from birth to death. I would like to talk to you briefly about Stage 4 – School age.

School Age: 6-12 Yrs Old Key issue is a sense of industry vs. a sense of inferiority. Basic Strengths: method and competence (Harder, 2002). Key issue is a sense of industry vs. a sense of inferiority. Basic Strengths: method and competence (Harder, 2002).

Developmental Assets: Search Institute Developmental Assets: Search Institute Background, since 1989, the Search Institute has done research in positive youth development, prevention, and resiliency.Background Background, since 1989, the Search Institute has done research in positive youth development, prevention, and resiliency.Background

Developmental Assets This research helped identify 40 developmental assets for 3- 5 yr olds, 9-11 yr olds, and yr olds. Let’s take a brief look at the assets for adolescence. (Search Institute, 2008) This research helped identify 40 developmental assets for 3- 5 yr olds, 9-11 yr olds, and yr olds. Let’s take a brief look at the assets for adolescence. (Search Institute, 2008)

Asset Categories External Assets –Support –Empowerment –Boundaries and expectations –Constructive use of time External Assets –Support –Empowerment –Boundaries and expectations –Constructive use of time

Asset Categories (continued) Internal assets –Commitment to learning –Positive values –Social competencies –Positive identity Internal assets –Commitment to learning –Positive values –Social competencies –Positive identity

School Age Mrs. Eileen Hall, a 5 th grade teacher at Konnoak Elementary School is an alumna of the M. Ed. in elementary education at WSSU and implemented this project through a federal grant NC Quest through WSSU.

Konnoak Elementary School Girls Club Ophelia Project’s conceptual foundation –Applied control theory –Literature circles Ophelia Project’s conceptual foundation –Applied control theory –Literature circles

Ophelia Project Objectives Provide activities that teach girls how to discover their own special qualities and contributions to the group.

Objectives (continued) Teach girls to listen to their inner voices and think for themselves and by doing so build self-esteem and an inner belief of competence.

Objectives (continued) Expose girls to young adult literature that addresses universal issues girls of all backgrounds tackle,

Summary How do we get from her to there? –The tools are available. –Is the commitment available to make the data-based decisions that are needed to achieve our goals? How do we get from her to there? –The tools are available. –Is the commitment available to make the data-based decisions that are needed to achieve our goals?

What has been done Let’s look at a presentation on the Ophelia Project that Mrs. Hall developed for the 2008 American Reading Forum

References Education (2008, May 30). Schools to fight I war against gang culture, no 315, ISSN: The Education Publishing Company limited. Harder, A. F. (2002). The developmental stages of Erik Erikson. Retrieved on 11/16/08 from stages/organize/Erikson.htm stages/organize/Erikson.htm Education (2008, May 30). Schools to fight I war against gang culture, no 315, ISSN: The Education Publishing Company limited. Harder, A. F. (2002). The developmental stages of Erik Erikson. Retrieved on 11/16/08 from stages/organize/Erikson.htm stages/organize/Erikson.htm

References Patton, P. L. (1998). Gangstas in our midst, Urban Education, (30)1, Voison, D. R, Salazar, L. F., Crosby, R., Diclemente, R. J., Yarber, W. L., & Staples-Home, M. (2004, Dec.). The association between gang involvement and sexual behaviors among detained adolescent males. Sexually Transmitted Infections, (80)6, Patton, P. L. (1998). Gangstas in our midst, Urban Education, (30)1, Voison, D. R, Salazar, L. F., Crosby, R., Diclemente, R. J., Yarber, W. L., & Staples-Home, M. (2004, Dec.). The association between gang involvement and sexual behaviors among detained adolescent males. Sexually Transmitted Infections, (80)6,

References (continued) Search Institute (2008). What kids need: Developmental assets. Retrieved on 11/16/08 from institute.org/assets/ institute.org/assets/ Search Institute (2008). What kids need: Developmental assets. Retrieved on 11/16/08 from institute.org/assets/ institute.org/assets/