1 Helping Foster Parents & Child Care Workers Prevent and Reduce Adolescent Violence

2 What is Violence? Phsttt.. Rarow!! Arghhhh! Ruff…Ruf

3 Common Types of Violence Aggressive and intimidating posturing or bullying Verbal threats of violence Physical fighting, sometimes including weapons Violent outbursts when challenged or confronted Date violence Gang violence

4 What influences youth violence? Belief that violence is an acceptable problem solving method or reaction Learned violence from family, community and media models Poor impulse control History of abuse or trauma Youth at-risk characteristics Risky Behavior

5 Assessing Adolescent Violence History of violent and aggressive behavior Poor impulse control Poor anger management and problem solving skills History of other risky or inappropriate behaviors Prior history of abuse, neglect or trauma Family or community violence that results in the belief that violence is acceptable

6 Programs Targeting Adolescent Violence Anger Management, Problem Solving and Social Skills Training Programs

7 Programs Targeting Adolescent Violence Mentoring Programs Out of Home Placement

8 Programs Targeting Adolescent Violence Bullying and Resisting Gangs Programs Family Therapy

9 Mentoring Programs

10 Workers as Mentors What did you do that provided mentoring? What was the response by the individual? Were there ever times when a youth let you know that something you did meant a lot to them? Who did you mentor?

11 Anger Management Training Components What is anger? What causes anger? How is anger different from aggression? What triggers anger in you? What are the external and internal cues that tell you that you’re angry?

12 Addressing Anger Management (Reducing Anger Responses) Stop and think Attend to relevant cues Identify alternative responses and the benefits and consequences of each alternative What are alternatives to violent responses?

13 Addressing Anger Management (Reducing Anger Responses) Use self control and relaxation skills Use assertive techniques Resist taunts Self evaluation

14 8 Step Social Problem Solving Model Is there a problem? 2.Stop and think. 3.Why is there a conflict? 4.What do I want? 5.Think of solutions. 6.Look at consequences. 7.Choose what to do and do it. 8.Evaluate the results. Guerra, N. G. & Slaby, R. G. (1990). Cognitive mediators of aggression in adolescent offenders: 2. Intervention. Developmental Psychology, 26,

15 Pro-Social Skills Communication skills Negotiating skills Giving and receiving positive and negative feedback Recognizing and following social norms Controlling angry, surly, or sulking behavior

16 Pro-Social Skills Using assertiveness to express own needs Using appropriate conversational skills Social networking Avoiding alcohol and drug use Appropriate use of affection and sexual interactions

17 Bullying… Is repetitive, aggressive behavior that exercises power over the victim Includes behaviors such as teasing, gossiping, social exclusion, extortion, verbal attacks, and physical attacks.

18 Preventing Bullying Specific needs assessed by workers and by youth Increased supervision Consequences for bullying behavior Eliminate the benefits of bullying

19 Eliminating the benefits of Bullying Empowering youth to resist bullying Immediately respond to bullying –Punishments –Talks with bullies and victims –Coordination of responses Rules are regularly evaluated

20 Gang Resistance Training Discussions about: Impact of crime on communities and victims Cultural sensitivity Conflict management Personal responsibility and goal setting Meeting basic needs without joining a gang

21 Confronting Beliefs that Support Violence Violence is not an effective way to solve problems or feel powerful or be in control when confronted. Consequences of violence Alternatives to violence that better solve the problem, Effects of community prejudice and ways to overcome that prejudice.

22 Principles of Structure & Limit Setting Supervise activities Monitor youth whereabouts Make rules or expectations clear Help youth understand the rationale of rules Give youth input into rule formation Outcomes should be predictable

23 Principles of Structure & Limit Setting Rewards include social reinforcement and tangible reinforcement Natural consequences are more effective Avoid long-term consequences Flexible rules are more effective Following rules is a learning process

24 Did Parents… Monitor adolescent’s whereabouts? Make rules clear, flexible and predictable? Explain rationale for rules and give teen some input? Use natural, short-term consequences? Include rewards? Remember that following rules is a learning process?

25 Effective Residential Care Strategies Structure and behavior regulation Consistency and predictability of adaptive demands Autonomy and individuality Emotional support Trustworthiness of staff

26 Effective Foster Care Shows adult involvement and mentoring is more effective than peer group interventions in reducing problem behavior.

27 Foster Care Components Individualized, structured foster home placements Clear rules and consequences Focus on adolescent’s strengths Daily telephone contact and weekly meetings Weekly individual counseling Weekly sessions with parents Gradually increasing time for home visitation

28 Family Therapy Programs Individualized treatment plans Focus on strengths and resilience, Use of multiple levels of intervention (e.g., individual, family, community, peers, school) Improve the relationships between youth and parents Improving parental limit setting, monitoring and discipline

29 Skills Training Components Anger management Problem-solving Pro-social skills Increased awareness of consequences of violence and refuting beliefs supporting violence Effective use of structure, limit-setting, and consequences by parents and other caretakers

30 Common Characteristics of Treatment Approaches Tailored to meet the individual needs Involve collaboration and coordination Use a strengths and resilience approach Encourage positive relationships with parents and non- parental adults

31 Primary Change Mechanisms Behavioral changes Cognitive changes Focus on learning Focus on positive Intensive, collaborative, coordinated treatment

32 Implementing Interventions Fitting components into present treatment plans Some treatment interventions are already part of the treatment plan or are logical extensions of elements already in the plan Collaborating with existing service providers You don’t have to do everything yourself Identifying existing services and referral networks

33 Implementing Interventions (cont) 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)

34 The End…