By Roseanne Biase, MSW

Introduction Learning objectives

Defining at-risk youth Empirical evidence supporting the strengths

based approach  Customizing appropriate intervention for youth Developing altruism in youth – empirical evidence Summary

Roseanne Biase, MSW

Obtained MSW at Virginia Commonwealth University Certified in Gender Violence Intervention at VCU Director of 360° Therapeutic Mentor/Life Skills Coach

Program Married 25 yrs. & have 3 children: one just graduated

from GMU, one is at ODU, and the other is at ECU

Defining factors of the population at various levels – Interactive exercise Individual/student Family School Community

Individual/Student

level

Poor school/general attitude Low ability level Attendance/Truancy Behavior/discipline problems Pregnancy Drug abuse Poor peer relationships Nonparticipation Friends have dropped out Illness/disability Low self-esteem/self-efficacy

Family Level Low socioeconomic

status Dysfunctional home life No parent involvement Low parental

expectations Non-English speaking

home Ineffective

parenting/abuse High mobility

School level Conflict between home/school

culture Ineffective discipline system Lack of adequate counseling Negative school climate Lack of relevant curriculum Passive instructional

strategies Incorrect use of technology Disregard of student learning

styles Retentions/suspensions Low expectations Lack of language instruction

Community Level

Lack of community support services

Lack of community support for schools

High incidences of criminal activities

Lack of school/community linkages

(Wells, 1990)

Everybody – every: individual Family Group Community

– has strengths.

Find your clients strengths and you find

Using Strengths Perspective:

Practicing from a strengths perspective means that everything you do as a helper will be based on facilitating the discovery and embellishment, exploration, and use of clients’ strengths and resources in the service of helping them achieve their goals and realize their dreams. -Dennis Saleebey

You cannot empower any youth by berating shortcomings or failures. Empowerment comes from three things:

1) Valuing oneself 2) Having achievable goals 3) Creating a plan to reach these goals that

has the potential to be successful

(http://homepages.wmich.edu/~weinreic/SWRK350/TheoryLearningObject/strengths)

The strengths model has been used in helping: Adults with severe and persistent mental illness, People struggling with alcohol and drug abuse, Seriously emotionally disturbed children and

their families, Older citizens, children and adults in the justice

system, Neighborhoods and communities, It has also been used as a framework for policy

analysis. (University of Kansas, School of Social Welfare)

Empirical research on Strengths Based Case Management (SBCM), both quantitative and qualitative, done by the Center for Interventions, Treatment, and Addictions Research (CITAR) found:

Improved retention in aftercare services

Improved employment functioning

Reduction in drug use Reduction in criminal

justice involvement (Rapp, Siegal, Li, & Saha,

1998; Siegal et al., 1996; Siegal, Li, & Rapp, 2002).

According to Saint-Jacques, et al. (2009) the strengths-based approach is based on six key principles:

1. Every individual, family, group and community has

strengths, and the focus is on these strengths rather than pathology

2. The community is a rich source of resources 3. Interventions are based on youth’s self-determination 4. Collaboration is central with the mentee – mentor

relationship as primary and essential 5. Outreach is employed as a preferred mode of intervention 6. All people have the inherent capacity to learn, grow and

change.

Let’s review all 6 principles

Interactive1. How do we get past the defining factors of these

youth? Name strengths in each domain

2. How is the community rich in resources?1. Practice using an eco-map so mentee can see his/her

resources1. Draw an example of an eco-map

Continue reviewing all 6 principles

Interactive3. How do we build youth’s self-determination?

1. The Pacer Center for Children describes it best: “Self-determination involves many attitudes and abilities including: self-awareness, assertiveness, creativity, pride, problem solving and self-advocacy skills. To take charge of your own life, you must be able to set goals, evaluate options, make choices and then work to achieve your goals”. (http://www.pacer.org/tatra/resources/self.asp)

4. How do you collaborate with your mentee? See OARS

Remember to use your OARS:

Open ended question Affirm Reflective listening Summarize

(www.amhd.org)

Continue reviewing all 6 principles

5. Are you participating in outreach projects with your youth?

Interactive What kind of meaningful activities have you been involved in with your mentee that has made a difference in the youth’s life?

Promote social justice through action/social interactions Cognitive reconstruction: changing negative thoughts about others

to doing positive, meaningful activities for others. Here are some ideas: Youth are more open to helping the vulnerable (youth, elderly,

homeless, sometimes the sick) Tutor program – tutoring in elementary schools or the disabled Elderly – nursing homes Meals on wheels Art to donate for a cause, have the youth start a project Starting school projects -

prom (car reenactment) MTV project (counseling) dating violence month

They experience a reward when they know they have made a difference

Utilizing mentees strengths

Strengths are properly defined not simply as activities at which people excel, but also as activities that strengthen people and energize them; activities for which they have a strong appetite.

-Marcus Buckingham

Searching and exploring is part of the journey to finding what gives your mentee their passion.

InteractiveWhat energizes your youth?

Look into their gifts and talents

Maybe the youth is caring – cares for younger siblings Volunteer at a hospital or nursing home

What if your youth was musically inclined Have them take their instrument and volunteer to sing at a pre-school, hospital, at a coffee shop for a fundraiser

If they are artistic – photography, painting, graphic design The opportunities are endless – see photo below and let’s discuss

ideas

Continue to review all 6 principles

6. Everyone has the capacity to learn grow and change. This is where you

can help develop altruistic qualities in your mentee.

Empirical evidence supports Altruism develops in

people, as opposed to being an inherited trait.

(Krebs & Van Hesteren, 1994)

Human altruism consists of the following altruistic behaviors Helping in times of danger Sharing food Helping the sick, the wounded or the very old and

young Sharing implements Sharing knowledge

(Trivers,1971 ‘Harvard University’)

http://www.emusic.com/listen/#/album/binaural-beat-brainwave-subliminal-systems/developing-altruism/13432399/

It’s our responsibility to help the process of starting to develop the goodness in youth! There is potential in every human being!

Conclusion Strengths should be assessed at various levels

Individual, Family, Group, and Community Intervention to develop goodness in youth is a journey to

explore a variety of activities in their community Altruistic cognitive development starts by exploring various

ideas, talents, and gifts The youth is learning social justice through positive social

interactions Altruistic behaviors can be developed and is not genetic At-risk youth live in a world of complications but have a wealth

of potential!!!

Everything that is done in the world is done by hope.

Martin Luther King, Jr.