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2001 Volunteer Leader Training Guide
Prevent Violence, Increase Resiliency Among Arkansas Youth
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Introduction
There are many risk factors associated with youth violence.
These factors relate to the individual, family, school and peers, neighborhood
and community. By identifying risk factors and understanding strategies to
increase resiliency of youth, caring adults and youth can play an important role
in the lives of Arkansas Youth.
Target Audience
Parents, grandparents, school teachers, youth group
facilitators, faith-based congregations, health-care providers, child-care
providers, employers, employees, volunteers and other caring adults and youth.
Objectives
Participants will:
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Identify individual, family, school, peer, neighborhood and
community related risk factors associated with youth violence.
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Identify factors that increase resilience.
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Learn how prosocial models can increase resiliency of youth.
Major Teaching Points
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The risk factors associated with youth violence may be
grouped into the context in which they occur – individual, family, school
and peers, neighborhood and community.
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There are several strategies that caring adult and youth can
use to increase resiliency for youth violence prevention.
Handouts
Materials
Flip chart, markers, rubber band
Lesson Development
Risk Factors
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Say: "There are many interrelated risk factors associated
with youth violence. These may be categorized according to the contexts in
which they occur – individual, family, school and peers, neighborhood and
community."
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Equally divide the large group into four small groups. Count
off participants 1 through 4 to equally divide the large group into four
small groups.
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Instruct each group to brainstorm risk factors related to
each broad area – 1) individual, 2) family, 3) school and peers, 4)
neighborhood and community. Request each group to appoint a facilitator, a
recorder and a reporter. Instruct the recorders to list the risk factors on
a flip chart. Assign approximately 15 minutes for this activity.
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Invite the reporters to share the list of risk factors
identified. Distribute Handout 1, "Risk Factors Associated With Youth
Violence." Discuss the risk factors within each area that were left out.
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Recognize all individuals for their participation in the
activity.
Resilience Factors
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Say: "There are youth who survive great adversity and do
well. These youth are more resilient than others."
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Demonstrate the concept of resiliency using a rubber band.
First stretch and then quickly release a rubber band between your fingers to
demonstrate its elasticity. Explain that an individual with resiliency who
is experiencing academic failure or is living or has lived with violence may
be compared to a rubber band which when stretched and quickly released will
bounce back to its original shape.
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Ask: "What makes these young people resilient?"
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Say: "Balanced against risk factors, there are factors that
protect youth from an inclination toward violent behavior. For example, an
individual’s perception of a bright future can be a protective factor.
Having a future gives a teenager reasons for trying and reasons for valuing
his or her life."
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Say: "Research indicates that there are multiple factors
that can increase resiliency." Explain that these are sometimes called
"protective factors" because of their ability to minimize the negative
effect of risk factors. Explain that for convenience, these are categorized
according to the contexts within which they occur – individual, family,
school and peers, neighborhood and community.
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Distribute Handout 2, "Factors That Increase Resiliency."
Refer to the handout to explain the factors that increase resiliency.
Explain that some of the resiliency factors can be more easily manipulated
by caring adults and youth mentors than others.
Role of Prosocial Models
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Ask: "Can you identify one person who has made a difference
in your life?" Invite volunteers to share their experiences. Thank the
volunteers who have shared their experiences. Explain that sustained
exposure to at least one prosocial model such as a parent, relative, teacher
or peer, is an important protective factor. When children can connect with
at least one caring adult or can meet some of their own needs in other ways,
they can overcome some of the hurt and fear they carry over from past
experiences.
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Explain that parents need to provide high levels of love and
support. They also need to serve as positive role models who teach:
Values such as honesty, integrity, respect, responsibility,
patience, tolerance, perseverance and caring;
Positive ways to deal with stress and conflict; and
Effective ways of communicating through example.
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Say that parents need to involve their children in family
rituals and traditions to strengthen the bond between family members and
share family responsibilities and chores. Parents also need to be actively
involved in helping their children succeed in school through school
involvement, arranging for academic coaching if necessary, and enrolling the
children in organizations that conduct positive youth activities. Parents
need to set clear rules and consequences and monitor their children’s
activities. They also need to model constructive use of time.
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Explain that school staff, after-school care providers and
recreational staff can fill the role of a caring adult with whom a child can
bond. Caring adults and youth volunteers in a school or after-school
situation can provide learning experiences to enhance problem solving
ability, social skills, stress management ability; motivate youth to have
high aspirations; teach them how to set goals and develop a plan to achieve
them; teach them values of honesty, integrity, respect, responsibility,
patience, perseverance, tolerance, and caring. Schools and school staff can
also provide a safe environment, which for some children is a haven away
from the violence in their homes or neighborhoods. Teachers, after-school
providers and volunteers can assist youth to improve academic achievement
and help youth believe in their ability to achieve success.
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Emphasize that neighborhoods organized with local services
and resources to support children and families such as advocacy and support
groups, affordable child-care services, tutoring, job training and
employment services, enhance individual and community resiliency.
Conclusion
Say that there is a lot that caring adults and youth volunteers
can do to increase resilience of youth. Long-term relationships between caring
adults and youth volunteers is necessary to effectively build resiliency. Wrap
up by requesting each participant to report on one way they plan to build
resiliency among youth.
Reference
Haugen, H. L. (1999). Prevention of Youth Violence: A Resource Guide for
Youth Development and Family Life Professionals and Volunteers. Cornell
Cooperative Extension, Ithaca, New York.
Swarna Viegas, Extension Specialist - Youth Development
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