poconENT Amin

470 Pages·2007·21.81 MB·English

poconENT Amin
CG 013 993
ED 179 852
GillispiO, Beth Jacobs; And Others
AUTROR'
'Adolescence: Intervekti9 Strategies. Participant
TITLE
Manual.
Me1th Cont ol Siistems, Inc., Rockville, Md.;
INSTITUTION,
'tlationai, Dr1iq Abuse Center for Training and Resource
Developent
Gaithersburg, Md.
Nationa1.Irl43t.. on Drug.Abuse. (DHER/PHS), Rockville,
SPONS AGENCY
Md. Div. of ResoUrce Development.
14DACTRD-79-AIS-'061P
REPOilT NO
Nov 78
PUB DATE
'4NTRACT
271-754018: 271-78-14600
47Bp.
NOTE
Superintendent cf Documents, U.S. Government Ptint,i.ng
AllAI.LABLE FROM
.
Office, 44ashington, D.C. 20002
MP01/PC20 Plus Postage.
EDR$ PRICE
I
'*Adolescence; *Adolescents: Counselors; CoUtselv
Training; *0e,cision Making Skills; Human Development:
*Intervention: Manuals; *Skill Development: *Training
Techniques loath AgenCies
(
ABSTRACT
.
This manual presents a course designed.for persons
who have direct contact with youth, on an indivldual cr grbup basis,
in a service capacity. The i'ntent of the course is to train youth
workers to develop a, basic framewcfrk for understanding adolescent
development, acquire intervention and decision-making skills, and
facilitate the growth of adolescents, focusing, on basic concepts in
order to increase understanding of adolescents, personal perspectives
cn youth, and individual self-awareness. The materials, presented in
modular format, addres the following areas of concern:
(1) themes of
adolescence, ,(2) labeling and stereotyping of adolescents,
(3)
de4sion-makinT skills, and "(5)
personal'attitudes toWard voWth
((4)
A resource manual of
personal learning plans and asspssment ,Tecords.
,articles dealing with adolesence and a bibl-lOgraphy are also
,
provided. (Author/HLM)
kt,
itP
Repre)ductions supplfed by EDPS are the best that can be madd
frcm the .original document.
4***********************,*****************.************************,4***.
,rp
dolescence.
CP-
t`
Intervention
,
Strategies(
qt,
0,
V
Participant
Maud
NEA TI,
S OE PAR TMEN T OF
\11.U
EDUCATION I WELFARE
NATIONAL INSTITUTE OF
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I
XUE NATIONAL DRUG ABUSE CENTER FOR
TRAINING AND RESOURCE DEVELOPMENT
656 Quince Orchard ROad
1
RooM 607
20760
Gaitherabprg, Maryland
_Publication No. (NOACTIM) 79-A1S-06113
301/940-3610
t:eintre Noyembor 1978.
Purpo3o
This cdurso prOvicies peri10ipantt with a Oasic/underitan
06,loOnient label
,
.
ii
12.08), and with the skills and.ktioWloglge'ilkesOrW trcni
.000t!orOl 40#406#0,
liverhigh quality serviceS VvhenAwOrking 'With Ybatty;This, c,Orsiidoes.hotiridude inforrhation
about specific'types of yocith Oragranis or; aboticieveCopliv:a l*giiiag4nCy,appi'oakjh fO yOuth,:
, . .
,
The course is basic to indivlduaW vi4shind to increase theirAderstanding.Of adolespents,thek
perspective on youth,,and their own',selNwareness. Thi Is a prereOuitite to:develoPing youth..
programs;
Audience
.
:
direct
Thiiiourse is intended for persons who\have
contact with youth on tin individyaF or
group basis in a service capacity, for example, school personnel; scout lead.ers,00rnmi.unity:baSed
program staff; church yquth workers,, alternative prograrn,putreach, criminal justice, end mental
health workers.
,
.
.
not
The cbursels
for!'adminisfrators, comMutiity organizers, or program planners, unless these,,
,
persons wish to explore the content areas of the. dskirse.
eoursi Goals
The course is intended to train youth workers io;--
develop a basic framework for understandihg adolescence; including its 'developmental
,tasks and thernes;
develop a perspective on adoleke,nts that endompasses an expanded group of behaviors
in the."normative" ranges while respecting the uniqueness of each individual;
-make intervention decisioni that are responsive to the developmental tasks of adolescence
A
and that integrate relevant biological, Osychological,'and sociplogical influences;
understand the impact of labeling and stereotyping on interacting with yOUth;
\
increase self-awareness and appreciate the impact of one's own adolescent experience,
values, and attitudes when wbrking with youth;
develop a conscious process and acquire increased skills in making intervention decis)ons
with 41olescents;
concpptualize preverition *and intervention issues in terms of facilitaling the growth and
development of the whole person as opposed to resOonding only to "problems" such as
drug abuse.
Clintent
fAdohce,tce :
'I'henies
biological, psychological, sociological influences; perspectives
owdevelopmental tasks; the. behavioral expresiion of these themes
Self-Understanding:
exploration of the importance .of the values.and experiences of the
youth worker on the relationship, including stereotyping and labeling
.
PrOtotype' of becision
Making. necessary steps for making intervention decisions
,
Case Studies:
examples of "real" cases and discussion of alternative ways to approach
working with the youth described; personal assessment of specific areas ftir further study
or training to kncrease skills in,working with youth
3
(Contintioni on inside
b(ek ('over)
.
.
A'
,.......
,_,._:,,,.
ADOLESCENCE: INTERVENTION
STRATEGIES
Participant's Manual
Beth Jacobs Gillispie
Course Development Manager
Maria Le Clere
Kathy Quaranta
Renee Spring
yr/
Coase Developers
(..
John Guzauskas
Sharon Schultz
.
Editor
Layout and Composition
Lonnie E. Mitchell, Oh.D.
Project Officer
Chief, Manpower and Training branch
National Institute on Drug Abuse
#
ot ate by the bupertntendent of Documents, 1./.0, Oovstfuront
Printing Office, Washington, D.V; 20402
4.
the NationalInstitute
This manual was printed for
beydlopMentv
Division of Resource
on Drug Abuse,
by'the'National Drug
Manpower and Training Branch
.
Training-and Resource Development
Abase Center for
271-784600 to Health
under NIDA contract number
Piccard Drime., 2nd Floor,
Control Sygtems, Inc., 1370
pltervention
Adolescence:
Rockville, Maryland 20850.
the National DrugtAbuse
Strategies was devikloped by
operdted
Resource Development,
Center for Training and
Corporption pursuant to Contract
by System Development
Branch,
Manpower and Training
Number 271-75-4018 with the
-
National Indtitute
Divisiori of ResourCe Development,
Rockvipe, ,MD 20852.
5600 Fisher's Lane,
on Drug Abuse,
Center for"Training and -Resource
The National Drug Abuse
permission from the copyright
Development has obtained
quoted or excerpted mate-
holders to reproduce"certain
SI
Further
V-12-13; 5-327.
rials, which appears on pp.
passages or sections is.Prohibited
reproduction of these
All
of the coPyright holder.
without specific permission
public
in this document Is in the
bther material contained
reprinted without special per-,
domain, agd may be used or
appreciated.
Citati(oon as to sourCe, however, is
mission.
herein does not necessarily
The material contained
position, or official policies,
r4(Lect the opinions,
Institute on Drug Abuse of the
of ,the,Mational
Adm:inistration,
Menta1 Health
Alcohol, Drug Abuse, and
Department of Health,
Pub,Iic Health Service-, U.S.
Eduolaiion, and 4Telfare.
40
I
Publication No, (NDACTRD) 79-061P
Printed November,1978
.TAEILE OF CONTENTS
.
ACKNOWLEDGEMENTS
vii
ADOLESCENCE: INTERVENTION STRATEGIES
COURSE SCHEDULE
qs
COU.RSE RECORD
MODULE 1: COURSEINTRODUCTION
Personal Goals and Strengths
1-3
Adolescence is
1-4
14
Film
1-5
Personal Recorci
1-6
.
Adolescence: SOme Observations
1-8
MODULE II: THEMES OF ADOLESCENCE
.
11-1
,
7
Statistics about Youth
11-3
Themes Exercise
11-13
,
Personal Record
11-14
MODULE III: STEREOTYPING AND LABELING OF ADOLESCENTS,
111-1
Description of a Youth
111-3
A Case Study: Betty
111-5
Optional Case Study
111-19
Stereotyping Exercise
111-21
.
Personal Rebord
111-22
Stereotyping and Labeling of Adolescents
111-25
,
MODULE IV: SE LF-UND'ERSTAND1NG
1V-1,
Reaction to Self-Understanding
IV-3
Values/Auction Worksheet
1V-5
Values Behaviors Worksheet
lv-p
Personal Record
,
.4
SKILLS
V-1
DEbSION-MAKING
nagouLE V: ANALYTICAL AND
.
.
V-3
The Model and the Practitioner: Some Important Notions ,
;
V,5
Role'Worksheet
Decision-Making Checklist
V-8
Doris: An Example
,.
V-9
The Prototype Decision-Making Model
W11
Decision-Making Worksheets
4
V-36
Personal Record
.
V1-1
MODULE VI: CASE STUDIES
,
V1--3
Case Study:'Charles K.
VI-7
Case Study: Kathy R
VI-9
Case Assessment Worksheets
--1
;
VI-15
Steps to Take in Case Development
VI-21
Case Assessment Worksheet
,
VI-25
Instructions for Small Group Task
VI-27
Feedback
,_
VI-29
Sample Case Presentation Flow
VI-30
sonal Record,
,
VII-1
MODULE VII: MYSTERY MODULE
I I
VII-3
Personal Record
MODULE VIII: PERSONAL LVRNING PLAN AND CLOSURE
V111-1
V III-3
Learning Assessment Checklist (LAC)
V111-6
Personal Learning Plan (PLP)
V01-7
Personal Record
ESOURCE, MANUAL
5
Historical and Philosophical Roots of Theories of Adolescence
Rolf E. Muuss
27
Theories of Afilolescent Development
E. Kunizi Beller
59
Adolescenci: A Re-Interpretation
Hershel ThOrnburg
77
Youth: A 'New' Stage of Life
Keniston
Iv
174
I
,
A
The $tormy Decaae: fact or Fiction
87
Albert Bandura
Youth and the Life Cycle
97
Erik Erikson
The Eight Stages in the Life'Cycle of' Man
109
Erik Erikson
't
'Changing Youth Values inthe 70's
111
'Daniel Yankelovich
Approach to Values: The Valuing Process in the Mature Person
135
,
Carl Rogers
Adolescent Girls, A Two Year Sjisdy
153.
,
Gisela Konopka
,Black Youth and Psychosocial Development;A Conceptual Framework
173
Ronald L. Taylor
Problems of the Negro Adolescent in the Next Decade'
193
Chester M. Pierce
Autobiography of a Sansei Female
205
Magorah Maruyama
Therapeutic Intervention with Mexican-American.Children
211
Joseph M. Green, M. D.; Frank J. Trankina, Ph. D.,
Melba Chavez, D.S.W.
Alcohol and Drug Use among Native Americao Youth
on
Reservations: A growing Crisis
223
Leonard Pinto
igt
The Culturally Disadvantaged Adolescent
265
William E. Amos and Charles F. Wellford
,
Disadvantagedand What Else?
287
Feltz Redl.
0
Excerpts from "Effects of Labeling the Drug Abuser"
309
8.
Jay R. Williams
Over Fifty Places
335
..;
. .
.
j
BIBLIOGRAPHY
B-1
8
'
In
N5
.7
'ACKNOWLEDGEMENTS
;
.
, .4)
I
Adotestence: Interxention Strategies
The
course was created as a result of a decision
\
to redo the
Making a Thifference with, Youth
course_developed in 1974. This decision
marked an effort to substantially. strengthen the courses pertaining to, prevention devel.
oped by the National DPI Abuse Centbr for Trdining and Resource Development
,
Without the expertise represeted by the 'course development teamMaria Le Clere,
z
Kathy Quaranta, and Renee
Spring7the Adokstence: Intervention Stthtegie,s coyrse
would not exist. These persons were very sensitive.to the Issues and contributed
an
.
impressive body of skills in the fields of preVentión; education; treatment, and training.
-.They represented a rangebf involv
grit in school-based programining (the Spark pro-
gram), rural peoOrams, and commu tY7basedprogramé (including the U.S.O.E. training
netWork).
40
,
Many Other persons made important contributions. Michael Kerier, One of tlie behind-
.
the-scenes dexelopers of the Gloucester Project, wrote' a body of background materials
including "Adolescence: Some Observations." Bettye A. Moore,
a Pyramid staff mem-
\
ber, provided encouragement and suggesilons in the beginningostages of work on the
. course.
LeRoy Wells added helpful guidance in the area of minority resources.
The list of talented people goes on: Bonnieliolloway of the Western freglonal Support
Center and David Love, a .prevention program director, conducted the consumerreview
of the course in San Francisco, California. Richard Hochman of the National Drug
'Abuse Center developed the evaluation materials. William Link, Materials Development
and Evaluation Manager at the National Drug Ablitse Center, provided leadership ahd
0
direction throughout the process. John Guzauskas 'gave
us order, organization, consis-
tency, and valuable feedback as he edited the materials, and Sliaron Schultz laid out
and composed the "Participant's Manual." Many hours of typing and,patient support
were irovided y Weebie Flagg, Molly Swoboda, Donna Jensen, and Sharon O'Rourke.
Thanks to all of you.
,Beth Jaoobi Gillispie
Course Development Manager
9
vil
,
ADMESCENCE: INTERVENTION
STkATEGIES
..re
Purpose
This course provides participants with a basic understanding of adolescent deyelopmentlages
interpersonal sOndpoint,
to de-
-
12-18), and with the skiJls and knowledge necessary, from an
liver high quality services when working with youth. This course does not include iRformation
about spe 'fic types of youth programs or about developing a Wad agency approach to youth.
basic to individuals wishing to increase their understanding of adolescents, their
coursLis
The
perspective on youth, and their own self-awareness. This is a prerequisite to developing youth
programs.
contact with youth on an individual or
direct
This course.is intended for persons who have
group basis in a sendce cipacity, fpr example, school personnel, scout leaders, community-based
program staff, church youth workers, alternative program, outreach, criminal justice, and mentar
health workers.
not
for administrators, community,organizers, or-program planners, unless these
The course is
,persons wish to explore the content areas of the course..
Course doals
.The course,is-intended to train.youth workers 10
develop i b'asic framework for understanding adolescence, including' its developmental
' thsks and themes;
devlop a perspective on adolescents that encompasses an expanded group of behaviors
in the '!normative" ranges while respecting the uniqueness of each individual;
qe make interveAtion fieciSiOns that are responsive to the developmental tasks of adolescenoe
and that interate relevant biological; psychological, and eociologlcal influences;
understand the impact of labeling and stereotyping on interacting wi,th youth; ;
increase self-awareness and appreci4e the impact of one's own Adolescent experience,
values, and attitudes when working with youth;
develop a conscious process and acquire increasedskills in.making intervention decisions
with adolescents;
.conceptualize prevention and intervention issues in terms of facilitating the growth and
development of the whole person as opposed to responding only to "problems" such as
drug abuse.