figure 3 facts and myths about violence - research pressi yelled at her. i pushed, punched, or...

48 From PACT: Positive Adolescent Choices Training (2nd ed.), © 2015 by W. R. Hammond, J. R. Warfield, & B. R. Yung, Champaign, IL: Research Press (www.researchpress.com, 800-519-2707).

Figure 3 Facts and Myths About Violence

MYTH Teenagers are safer from violence than adults.

FACT Teenagers are two and a half times more likely than adults to be the victims of violence.

MYTH People usually get shot or killed by someone they do not know.

FACT More than half of the murders of adults and more than 75 percent of the murders of teenagers involve people who know each other.

MYTH Bullying and violence are the same.

FACT Bullying is considered a form of physical or psychological violence, yet it has some different root causes than other types of violence.

MYTH Most murders happen during a crime such as robbery.

FACT Most murders, especially of young people, happen because of a conflict between friends, classmates, neighbors, or family members that gets out of hand. Kids who kill other kids often say that they were seeking revenge for something (like an in-sult or a rumor) or that they were arguing over a boyfriend or girlfriend relation-ship or a possession.

MYTH African Americans who die violently are most likely to be shot and killed by the police.

FACT African Americans face a greater risk of death associated with law enforcement than other groups. But a larger number of African American youth die as result of disputes or arguments with people they know.

MYTH The only reason girls show violent behavior is that they have learned this behavior at home or in the community.

FACT Girls ages 9 to 15 are more than twice as likely to engage in violence if they have previ-ously been maltreated or assaulted or have been victims of physical or sexual violence.

MYTH Carrying a gun makes you safer. If you have a gun, people won’t bother you.

FACT Each year about 75 percent of the homicide deaths of teenagers are related to guns. In a survey of kids who had been injured by violence, 35 percent of the victims were carrying guns when they themselves were shot.

MYTH Most murder victims are killed by someone of another race.

FACT The murderer and the victim are of the same race about 90 percent of the time.

MYTH You can’t really be the victim of violence on the Internet.

FACT Teens can be exposed to violence in the form of cyberbullying, online harassment, and other forms of digital abuse.


Figure 4 Degrees of Anger

Name ___________________________________________________________________ Date ________________________

Listed below are degrees of anger, placed on a scale of 1 to 3. For each degree of anger, write a stimulus that would evoke that feeling in you.

1. I would feel mildly angry if . . .

2. I would feel moderately angry if . . .

3. I would feel extremely angry if . . .


Figure 5: Learning the ABCs of Anger

Name ___________________________________________________________________ Date ________________________

Think of a time when you got angry. Use the ABC method to understand what caused you to be angry, what you did about it, and what happened because of what you did.

A: The anger trigger: What made you angry?

Examples:

She called me a name. He owes me money and won’t pay.

He wouldn’t let me do something I wanted to do. She lied about me.

He blamed me for something I didn’t do. She threatened me.

She went out with my boyfriend. He gave me a bad grade.

B: The behavior that follows your anger: What did you do when you were angry?

Examples:

I yelled at her. I pushed, punched, or kicked him.

I told all my friends we were going to fight. I called him a name.

C: The consequences: What happened because of what you did when you were angry?

Examples:

We got into a fight, and both of us got suspended. I had to go to the hospital.

She grounded me. Now all his friends are after me.

The principal called my parents, and they got mad at me.

I got detention.

Write down or tell your own example.A: The anger trigger: What made you angry?

B: The behavior that followed your anger: What did you do when you were angry?

C: The consequences: What happened because of what you did when you were angry?

57From PACT: Positive Adolescent Choices Training (2nd ed.), © 2015 by W. R. Hammond, J. R. Warfield, & B. R. Yung, Champaign, IL: Research Press (www.researchpress.com, 800-519-2707).

Figure 6 Hassle Log

Name ___________________________________________________________________ Date ________________________

Morning Afternoon Evening

Where were you? Classroom Bathroom Off grounds Dorm Team office Halls Gym Dining room On a job Recreation room Outside/on grounds Other

What happened? Somebody teased me. Somebody took something of mine. Somebody was doing something I didn’t like. I did something wrong. Somebody started fighting with me. Other _____________________________________________________________________________________________

Who was that somebody? Another student Aide Teacher Another adult Counselor Other _________________________________________________

What did you do? Hit back Walked away calmly Ran away Talked it out Yelled Told peer Cried Ignored it Broke something Used Giving Negative Feedback Was restrained Used Receiving Negative Feedback Told teacher or counselor Used Negotiation

How did you handle yourself?

1 2 3 4 5Poorly Not so well Ok Good Great

How angry were you? Burning Really angry Moderately angry Mildly angry Not angry


Figure 7 Scope-the-Scene Checklist

Name ___________________________________________________________________ Date ________________________

Use this checklist to help you decide whether the situation is safe for you to use the Giving Negative Feed-back skill. Ask yourself the following questions.

1. Is the person an authority figure such as a parent, teacher, or police officer?

Yes No

2. Will others be around? Yes No

3. If yes, will you be able to keep them from interfering with your message?

Yes No

4. Is the person who will be receiving your message generally thought to be a violent or dangerous person?

Yes No

5. Is the other person likely to have a weapon? Yes No

6. Is there a way to get away if the situation gets out of hand? Yes No

If your answer to Question 1 is yes, what is the worst that can happen if voicing your complaint or criti-cism doesn’t go well? Can you use the first two skill steps (asking for permission to talk to the person and saying something positive) to get your message across without making the other person angry?

If you answered yes to Questions 1, 2, 4, and 5, and no to Questions 3 and 6, stop and think! You may be putting yourself in danger. You may need to pick another time and place to express your feelings and requests or another method of dealing with the problem, such as ignoring what has upset you or seeking help from someone you trust.


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Figure 10 PACT Program Description

Dear Parent or Guardian:

____________________ has been accepted as a participant in the Positive Adolescent Choices Training (PACT) program. We are sending you this letter to let you know:

• What PACT is all about• Why your child was selected to participate• How the program works• About some special activities of PACT for which we need your consent• About your role in the PACT program

What PACT Is

PACT is a program offered by [school or program name]. PACT has been very popular with the kids who have participated in it and has been in existence since 1989. kids who participate in PACT consider it the PACT Club.

Adolescence is a difficult time for many kids. One problem that is of great concern to all of us is violence. All kids have conflicts and fights as they grow up. Unfortunately, in today’s world it is far too easy for these conflicts to get out of hand and for someone to wind up getting hurt or even killed.

In PACT, we focus on teaching kids skills to help keep them and their classmates safe. For example, we teach them:

• To express their frustrations or disappointments without “losing their cool”• To work out differences of opinion peacefully with other children or adults• To manage their anger when someone pushes their “hot buttons”• To recognize and react appropriately to dangerous situations• To think through the consequences of what they do

We hope that learning these skills will help kids have good relationships with others at home, in school, and in the community.

Why Your Child Was Selected for PACT

Your child was nominated by the teachers at [school or program name] because he or she is seen as having the potential to be a role model and leader for other kids. PACT training helps to develop that potential. We encourage all of our PACT Club members to use the skills they are learning in their everyday lives. When they do, other kids will observe what they are doing and will learn from them.

How PACT Works

PACT is part of the regular program at [school or program] and is offered during the school day on [days program will be offered]. Your child will participate for one semester and will receive a grade

90

PACT Program Description (continued)

for participation. Participating in PACT does not take your child out of any core academic subject, although some classes in the following subjects may be missed: [list any classes that may be missed].

Special Activities for Which We Need Consent

We have found that our students learn the skills better when their practice sessions are videorecorded. The videos can then be replayed so students can watch themselves and other kids and notice any steps that might have been left out or anything that might have been done better. These videos are used for teaching purposes only. We are very careful about protecting your child’s identity and rights.

In the past, other professionals such as school counselors, ministers, and youth recreation leaders have observed PACT groups as a part of their training to conduct PACT groups. Such observations may be done in the PACT room or through a one-way mirror to the room next door. In addition, sometimes the adults we are training watch portions of the videos of the PACT sessions. The only purpose of these observations is for the adults to learn how to do particular activities that we do in the PACT program. Before any visitor observes, he or she is required to sign an agreement to protect the children’s rights to confidentiality.

It is possible that while your child is in PACT the opportunity for media coverage of the program may arise. If this would happen, we will let you know the specific details beforehand. In the past, media stories have been positive, and the kids who have been featured have enjoyed “showing off ” in front of the camera and having friends and family watch their performance.

Finally, eligible PACT participants may participate in an end-of-the-year field trip. To be eligible, they must have passing grades and good attendance and behavior in school. In the past, we have taken them to [list past field trip locations]. In order for your child to attend, we need your permission to transport your child there in buses or cars. We also need your consent to seek emergency medical attention in the event that an urgent health problem should arise.

A form requesting your permission for these special activities is attached. It is important that you sign the form as soon as possible so that we can begin your child’s participation in PACT. If you have any questions about this form or about the PACT program in general, please give us a call. We will be happy to answer your questions. You may call us at [school or program’s phone number].

Your Role in PACT

We hope that you will be a partner with us in helping your child learn skills that will help him or her lead a safer life. You are welcome to call the staff with any concerns and we hope that you will come and visit us at [school or program].

[If appropriate] This year, we will also offer the opportunity for you to participate in a PACT parents group, where you can learn more about the activities your child is doing and the skills he or she is learning. We will be in contact with you soon to give you more details about this program.

We look forward to getting to know you and having your child participate in the PACT program.

Best regards,

Facilitators


Figure 11 PACT Acknowledgment and Consent Form

I, ____________________________________________, acknowledge that I have read the PACT program description and understand that my child has been selected to participate in the [date of program] PACT program offered at [school or program]. I give my permission for ____________________________________ to be videorecorded, and observed, participate in any media production (i.e., news feature, television production), take part in the end-of-the-year PACT trip, and, during the course of the year, if necessary, take private or public transportation while under PACT’s auspices.

I understand that the videos may be used in training to help PACT facilitators learn how to teach anger management and social skills to youngsters. I give my unconditional right and permission for the videos to be reproduced, copyrighted, and/or published.

I understand that I will be informed if my child is going to participate in any media production and will be notified of the date and place of the end-of-the-year trip.

____________________________________________ ________________________________Signature of parent or guardian Date

____________________________________________ ________________________________Signature of student Date

____________________________________________ ( _____ ) ________________________Name of person to contact in case of an emergency Phone number


Figure 12 Initial Parent Outreach Contact Form

Parent name __________________________________________________________________________________________

Race _________________________________________ Gender _____________________________ Age _______________

Address ______________________________________________________________________________________________

Telephone _______________________________________ Email _______________________________________________

Name of adolescent participant ________________________________________________________________________

Date of contact ______________________ Method (telephone, home visit, letter) ____________________________

Individual(s) initiating contact (project staff, parent, child participant, school principal)

________________________________________________________________________________________________________

Outcome ______________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________



________________________________________________________________________________________________________

Outcome ______________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________



________________________________________________________________________________________________________

Outcome ______________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________


Figure 13 Entry-Level Profile of Parent Training Participants

Parent name ____________________________________________________ Date _________________________________

1. Describe general areas of conflict between parent and adolescent participant (e.g., school attendance or performance, hours/curfew, drug use, choice of friends, delinquent or aggressive behavior).

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

2. Describe the nature of any conflict the adolescent is known to be experiencing outside of the home (e.g., with school personnel, neighbors, peers). Describe any incidents of victimization.

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

3. Describe in detail a recent conflict situation in which the adolescent was involved (within or outside of the family) and any interaction between the child and the parent related to that conflict.

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

4. Describe other relevant information (e.g., reported spouse abuse, substance abuse in family), along with any observations of parent/adolescent interactions.

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________


Figure 14 Parent Training Attendance and Performance Record

Participant name ______________________________________________________________________________________

Attendance Session

Circle if present 1 2 3 4 5 6 7 8

Performance History

For each session, note if parent completed homework and/or actively participated in role-plays or group discussion, any areas of difficulty in group interaction or with particular skill steps, self-reports of conflict with the child, and home use of skills and techniques.

1. ____________________________________________________________________________________________________

____________________________________________________________________________________________________

2. ____________________________________________________________________________________________________

____________________________________________________________________________________________________

3. ____________________________________________________________________________________________________

____________________________________________________________________________________________________

4. ____________________________________________________________________________________________________

____________________________________________________________________________________________________

5. ____________________________________________________________________________________________________

____________________________________________________________________________________________________

6. ____________________________________________________________________________________________________

____________________________________________________________________________________________________

7. ____________________________________________________________________________________________________

____________________________________________________________________________________________________

8. ____________________________________________________________________________________________________

____________________________________________________________________________________________________


Figure 15 Behavioral Checklist for Rating Parent Feedback and Reinforcement

Parent name ____________________________________________________ Date _________________________________

Instructions to parents: Parents are to observe a role-play between two adolescents (or adults) and give feedback and reinforcement for the performances of both immediately following the role-play.

Instructions to raters: Raters are to observe and check off whether parents followed guidelines for giving good feedback and reinforcement. They should give a rating of 2 for completing the skill step, 1 for ap-proximating the step, and 0 for not doing the step at all. Raters are not to judge role-player performance except in the context of deciding whether the feedback or reinforcing statement was correct.

Skill Step Numerical Rating

1. Did the parent give feedback or reinforcement that was descriptive _____________ and specific?

2. Did the parent give positive feedback first? _____________

3. Did the parent give positive feedback quickly after a good performance? _____________

4. Did the parent give feedback to both the main actor and the other role-player? _____________

5. Did the parent give verbal reinforcers? _____________

6. Did the parent give nonverbal reinforcers? _____________

TOTAL RAW SCORE POINTS = _____________

To construct a total skill score percentage, divide the raw score by 12 (the total points possible) and multiply by 100.

TOTAL SKILL SCORE PERCENTAGE = _____________

Rater comments: Please comment on any other aspects of the parent’s performance, such as whether the parent suggested alternative methods for performing a step that was not done correctly or commented on nonverbal aspects of the role-play.

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________


Figure 16 Parent Consumer Satisfaction Survey

Parent name ____________________________________________________ Date _________________________________

1. What do you feel you got out of attending these parent skill development sessions? Was any lesson or exercise particularly helpful?

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

2. What do you feel should be emphasized less with future parent groups? In other words, is there any-thing you would change about the groups?

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

3. Were there any problems you had related to coming to the sessions? (For example: babysitting, trans-portation, time)

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

4. What suggestions or comments do you have about the sessions in general? (For example: topics cov-ered, number of people attending the sessions, length of the sessions, time offered, number of sessions, location)

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

5. Please provide any comments you might wish to make about the instructor for the parent skill devel-opment sessions.

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

6. Please provide an overall rating of your satisfaction with the parent skill development project.

Very satisfied Somewhat satisfied Not satisfied


Figure 17 Leader’s Attendance Record and Session Ratings

Session number _________________________________________________________ Date ________________________

Group leader’s name __________________________________________________________________________________

Check session focus:

Rapport Violence-risk education Anger management

Giving Negative Feedback Receiving Negative Feedback Negotiation

Content covered/activities offered _____________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

Attendance Record

Present Absent

________________________________________________ ________________________________________________

________________________________________________ ________________________________________________

________________________________________________ ________________________________________________

________________________________________________ ________________________________________________

________________________________________________ ________________________________________________

________________________________________________ ________________________________________________

________________________________________________ ________________________________________________

________________________________________________ ________________________________________________

________________________________________________ ________________________________________________

Indicate reasons for absence or attrition of particular participants, if known.

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

_______________________________________________________________________________________________________

106

Session Ratings

1. Perception of overall effectiveness of the session

4Very effective

3Somewhat effective

2Somewhat ineffective

1Not effective at all

Comments _________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

2. Perception of ease of implementation of the session

4Very easy to do

3Somewhat easy to do

2Somewhat difficult

1Not easy to do at all

Comments _________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

Activities/exercises that went well ___________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

Activities/exercises that did not go well _____________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

General observations _______________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

Leader’s Attendance Record and Session Ratings (continued)


Figure 18 Teacher Consumer Satisfaction Survey

Name ___________________________________________________________________ Date ________________________

We are interested in your perceptions of the program and learning about ways we might improve it. Please circle the response that best describes your point of view.

1. How appropriate do you think it is for the school to be a site for violence prevention efforts?

1 2 3 4 5Not appropriate Very appropriate

2. How would you rate your familiarity with the purposes of the program?

1 2 3 4 5Not familiar

at allVery familiar

3. How would you rate your satisfaction with the referral processes of the program?

1 2 3 4 5Not satisfied

at allVery satisfied

4. How would you rate your satisfaction with the communication you have with staff?

1 2 3 4 5Not satisfied

at allVery satisfied

5. Do you find the program to be disruptive to the school’s academic mission?

1 2 3 4 5Often disruptive Never disruptive

6. In general, how would you rate the effectiveness of the program in improving the behavior of the ad-olescents who have been trained?

1 2 3 4 5Not improved

at allVery much improved

7. How would you rate the overall effects of the program on the school environmental climate?

1 2 3 4 5Not improved

at allVery much improved

8. Suggestions for improvement or general comments _________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________


Figure 19 Adolescent Consumer Satisfaction Survey

Name ___________________________________________________________________ Date ________________________

1. What did you like about the program?

________________________________________________________________________________

________________________________________________________________________________

2. What didn’t you like?

________________________________________________________________________________

________________________________________________________________________________

3. If you were going to change the program, how would you change it?

________________________________________________________________________________

________________________________________________________________________________

4. Was the chance to earn (tokens, points, etc.) important to you?

________________________________________________________________________________

________________________________________________________________________________

5. What did your friends and other kids think about your being in the program?

________________________________________________________________________________

________________________________________________________________________________

6. What was the most useful thing you learned?

________________________________________________________________________________

________________________________________________________________________________

7. Have you actually used the skills you learned in real-life situations? If yes, describe one.

________________________________________________________________________________

________________________________________________________________________________

8. Please tell us if you feel that the program has helped you learn to get along better with your friends and with parents and other adults.

Helped a lot Helped a little Didn’t help at all


Figure 20 Behavioral Checklist and Rating Form: Giving Negative Feedback

Circle one: Pretest Posttest

Adolescent’s name ___________________________________________________ Date of test _____________________

Instructions to group leader: You are to role-play a situation with an adolescent. The adolescent will be the main role-player, and you will respond to the statements he or she makes. Use different situations for the pretests and posttests, but give the same pretest or posttest situations to each adolescent role-player. Do not give prompts to the adolescent role-players, even if they are struggling. Remember that in this sit-uation you are involved in assessment rather than training. Offer some mild resistance to your role-player (i.e., when the adolescent asks if you understand what is meant by the negative feedback, state that you don’t understand). Give the following standard instructions to the adolescent.

Instructions to adolescent role-player: We want you to act out a scene showing what you would do in a particular situation. This is called a role-play. We want you to do and say just what you would in real life. In this role-play you will start the conversation, and I will respond to what you say. This is the situation we’ll be acting out:

Pretest situation: You have heard that I am saying you stole money from me. You didn’t steal my money, and you want to confront me about it. OR

Posttest situation: Just as you are getting ready to pay for your movie ticket, someone you know cuts in line in front of you. He doesn’t even say, “Excuse me.” You have been waiting in line for a long time. You are angry and want to tell him about it.

Ask if there are any questions before beginning, then tell the role-player: “You may start.”

Instructions to rater: You are to observe the live or videorecorded role-play and give a numerical rating for each skill step. If the adolescent performed the skill step perfectly, give a score of 2. If the adolescent approximated the step, give a 1. (Example: Asking the person if he or she can talk but not appearing calm while asking.) If a step is left out, score 0.

Numerical Skill Step Rating

1. Did the adolescent remain calm and ask if he or she could talk to the other person? ________2. Did the adolescent say something positive? ________3. Did the adolescent state what was on his or her mind? ________4. Did the adolescent ask if the other person understood the negative feedback? ________5. Did the adolescent thank the other role-player for listening? ________ TOTAL RAW SCORE POINTS = ________


TOTAL SKILL SCORE PERCENTAGE = ________


Figure 21 Behavioral Checklist and Rating Form: Receiving Negative Feedback



Instructions to group leader: You are to role-play a second situation with an adolescent. The adolescent will be the main role-player, although in this role-play you will be the one initiating the conversation. Again, use different situations for the pretests and posttests, but give the same pretest or posttest situa-tions to each adolescent role-player. Do not give prompts to the adolescent role-players, even if they are struggling. Use body language suggesting anger as you begin. If the adolescent states that he or she doesn’t understand what you are angry about and asks you to explain, give a clarification. Give the following stan-dard instructions to the adolescent.

Instructions to adolescent role-player: We are now going to role-play another scene, and we want you to do and say just what you would in real life, like in the role-play we just did. This time you will be reacting to something I am mad at you about. This is the situation we’ll be acting out:

Pretest situation: I am playing your mom in this situation, and I am angry with you because your room is a mess. Now we’ll begin: “Your room is a pigsty. There are dirty clothes all over the floor. I’m sick and tired of you expecting me to pick up after you.” OR

Posttest situation: I am playing your teacher in this situation, and I am upset because you have not brought in your homework assignment. Now we’ll begin: “I don’t see your paper here. You didn’t turn in your homework yesterday either, and I reminded you that there was another important assignment due today. What’s your excuse this time?”

Instructions to rater: You are to observe the live or videorecorded role-play and give a numerical rating for each skill step. If the adolescent performed the skill step perfectly, give a score of 2. If the step was ap-proximated, give a 1. (Example: Stating that he or she didn’t understand but not asking for explanation.) If a step is left out, score 0.


1. Did the adolescent remain calm and listen to what the other person had to say? ________2. Did the adolescent ask for clarification if he or she didn’t understand? ________3. Did the adolescent ask what the other person wanted him or her to do? ________4. Did the adolescent tell the person he or she understood (agreed, apologized, or asked ________

the person to tell his or her side)? TOTAL RAW SCORE POINTS = ________




Figure 22 Behavioral Checklist and Rating Form: Negotiation



Instructions to group leader: You are to role-play a third situation with an adolescent. The adolescent will be the initiator of the conversation this time, and you are to respond to his or her statements. As be-fore, use different situations for the pretest and posttests, but give the same pretest or posttest situations to each adolescent role-player. Do not give prompts to the adolescent role-players. You will need to set up the situation properly for negotiation (i.e., refuse the initial request and, when asked if you have another way to deal with the problem, offer an alternative that you do not think will be acceptable). Don’t accept the first compromise offered but end by accepting a final compromise. Give the following standard in-structions to the adolescent.

Instructions to adolescent role-player: This is the last role-play we’ll be doing. Again, we want you to do and say just what you would in real life. This time you will start. This is the situation we’ll be acting out:

Pretest situation: I am playing your mom. There is a concert you really want to go to, and if you go, you would need to stay out past your curfew. Your mom is kind of mad at you because you’ve had bad grades lately, but you really want to get her to agree to let you go. OR

Posttest situation: I am playing your friend. Your friend is upset because another kid is always calling him names. Your friend wants you and him to beat this other kid up. You are afraid of getting into trouble, but you don’t want your friend to be angry with you.

Instructions to rater: You are to observe the live or videorecorded role-play and give a numerical rating for each skill step. If the adolescent performed the skill step perfectly, give a score of 2. If the step was approximated, give a 1. (Example: The adolescent did not make clear what he or she wanted.) If a step is left out, score 0.


1. Did the adolescent remain calm and tell the other person what he or she wanted? ________2. Did the adolescent listen to the other person’s response (if he or she did not agree)? ________3. Did the adolescent ask if the other person had another way to deal with the problem? ________4. Did the adolescent propose a compromise? ________5. Did the adolescent repeat the process until agreement was reached? ________ TOTAL RAW SCORE POINTS = ________




Figure 23 Adult Rating Form for Adolescent Prosocial

and Anger Management Skills

Leave blank for staff to complete: Pretraining Posttraining Participant Control

Adolescent’s name __________________________________________________________ Date _____________________

Relationship of rater to adolescent _____________________________________________________________________

Please rate the level of skill demonstrated by the above-named adolescent on the following.

1. Giving negative feedback: Ability to express criticism, disappointment, anger, or displeasure calmly without blowing up.

Very good Good Fair Poor Very poor

2. Accepting negative feedback: Ability to listen, understand, and react appropriately to the criticism or anger of others.


3. Negotiation: Ability to listen, identify problems and potential solutions, propose alternatives when disagreements persist, and compromise.


4. Giving positive feedback: Ability to give compliments and to thank people.


5. Problem solving: Ability to identify problems, think of options to solve them, understand and evaluate consequences, and choose the best solution.


6. Following instructions: Ability to listen to and follow instructions without disagreement or inappropri-ate behavior.


7. Resisting peer pressure: Ability to say no to the requests of friends to participate in an unwise activity, to give reasons for refusal, and to continue to assert unwillingness even when the peer insists.


8. Conversation: Ability to greet people, introduce oneself appropriately, and carry on a conversation.



Figure 24 Adolescent Self-Rating Form for Prosocial

and Anger Management Skills

Leave blank for staff to complete: Pretraining Posttraining Participant Control

Name ___________________________________________________________________ Date ________________________

We would like to know how you feel about your skill in getting along with others. Please mark an X beside the description that fits you best.

1. When I am upset or angry with someone, I am able to tell the other person what is on my mind calmly and without losing my temper. My ability to do this is:


2. When someone is upset or angry with me, I am able to listen and react calmly to the person’s anger without blowing up. My ability to do this is:


3. When I disagree with someone, I am able to listen calmly, talk with the person about other ways to deal with the problem, and agree to a solution where we both get something we want. My ability to do this is:


4. I am able to thank people and say positive things to them when I think they have done something nice. My ability to do this is:


5. When I have a problem, I am able to understand the problem, think of different ways to solve it, and choose a good solution. My ability to do this is:


6. When someone gives me instructions on something I should do, I am able to do what the person wants right away without complaining. My ability to do this is:


7. When my friends try to talk me into doing something I don’t want to do, I can turn them down with-out getting them angry with me. My ability to do this is:


8. I am able to introduce myself to people I don’t know and carry on a conversation with them easily. My ability to do this is:



Figure 25 School Behavior Record Reporting Form

Adolescent’s name _____________________________________________________________________________________

Date of birth ___________________________________________ Program year _________________________________

Check one:

Race African American White Hispanic/Latino

Native American Asian American Unknown

Gender Male Female

Coding

1. Physical aggression: Hitting, pushing, shoving, kicking, biting, spitting, carrying or using a weapon. Throwing objects (e.g., books) that could hit another person. To be classified as physical aggression, the action must be directed toward another person.

2. Verbal intimidation or aggression: Threads of physical violence, profanity, or behavior described as “unruly,” “disruptive,” or “mouthing off,” but without any physical aggression as previously defined.

3. Other misbehavior: Skipping school, cutting class, refusing to do work, leaving school or class without permission, being in halls without hall pass, smoking in the bathroom, or other miscellaneous nega-tive behavior.

Date Description of Incident Code

____________________ _______________________________________________________________ ______________

____________________ _______________________________________________________________ ______________

____________________ _______________________________________________________________ ______________

____________________ _______________________________________________________________ ______________

____________________ _______________________________________________________________ ______________

____________________ _______________________________________________________________ ______________

____________________ _______________________________________________________________ ______________

____________________ _______________________________________________________________ ______________

____________________ _______________________________________________________________ ______________

____________________ _______________________________________________________________ ______________

____________________ _______________________________________________________________ ______________

____________________ _______________________________________________________________ ______________

____________________ _______________________________________________________________ ______________

____________________ _______________________________________________________________ ______________


Figure 26 Juvenile Court Charges Reporting Form

Adolescent’s name _____________________________________________________________________________________

Date of birth ___________________________________________ Program year _________________________________

Check one:

Race African American White Hispanic/Latino

Native American Asian American Unknown

Gender Male Female

Coding

1. Violence-related charges, including assault, aggravated menacing, carrying a concealed weapon, do-mestic violence, felonioius assault, gross sexual imposition, rape, discharging firearms, aggravated assault, and menacing.

2. Other criminal offenses, including theft, criminal damage, robbery, breaking and entering, disorder-ly conduct, criminal trespass, drug abuse, possession of illegal substances, burglary, receiving stolen property, forgery, trespass, violation of court order, and miscellaneous minor offenses.

3. Status offenses, including truancy, running away from home, and unruliness or incorrigibility.

Date Description of Charge Code

____________________ _______________________________________________________________ ______________

____________________ _______________________________________________________________ ______________

____________________ _______________________________________________________________ ______________

____________________ _______________________________________________________________ ______________

____________________ _______________________________________________________________ ______________

____________________ _______________________________________________________________ ______________

____________________ _______________________________________________________________ ______________

____________________ _______________________________________________________________ ______________

____________________ _______________________________________________________________ ______________

____________________ _______________________________________________________________ ______________

____________________ _______________________________________________________________ ______________

____________________ _______________________________________________________________ ______________

____________________ _______________________________________________________________ ______________

____________________ _______________________________________________________________ ______________


Tips for Solving Logic Problems

A logic problem gives you a jumble of facts and relationships to sort out from some clues. Solving logic problems gives you the opportunity to practice thinking clearly. Here are some tips to make you a better problem solver:

1. Read the entire problem carefully. The introduction to the puzzle will tell you exactly what you are looking for —an important thing to know—before attempting to unravel the problem.

2. Use the grid provided with the problem to organize the information and determine what is true and not true. Mark an X for each untrue statement and use a checkmark to show that the statement is true. When you enter a checkmark, or don’t forget to put X’s in the rest of the columns and rows.

3. Watch for clues about gender, based on names, pronouns, or titles (such as Mr. and Mrs. or king and queen).

4. When you read a clue like “Neither Bob nor the person from kansas drives the red car,” remember that this clue tells you not only that Bob doesn’t drive a red car, it also tells you that Bob is not from kansas.

5. If you’re stuck, reread the clues after you have entered all the information in the grid. Often you will find that you are able to use clues that were not usable the first time you read the problem. For example, Clue 1 might tell you that either Juan or Lois ate the hot dog for lunch, and you later determine through other clues that Lois ate the chicken sandwich. You now know that Juan ate the hot dog.


Rumor Logic Problem (Elementary)

the rumor

keisha was very sick and had to be out of school for three weeks. When she returned, she was very upset to hear that a rumor had been started and spread around that she had run away from home. She wants to figure out who started the rumor and talk to that person. The students involved included two boys (Louis and Ben) and two girls (Tasha and Jan-ice). Their last names are Black, Jones, Timms, and Long.

Can you figure out from the clues below the first and last names of each student, who started the rumor, and which students heard the rumor first, second, and third?

1. The person who started the rumor was a girl.2. No student had the same first and last initials.3. The child whose last name was Black did not hear the rumor first or second.4. Janice was the last person to hear the rumor.5. Ben’s last name isn’t Timms or Jones.6. Louis heard the rumor before Bed did.7. The girl whose last name is Black did not start the rumor.

127

(Rumor Logic Problem/Elementary, continued)

Use the grid below to enter information from the clues. Mark an X in the grid when you have found some-thing that is not true and use a checkmark to show that something is true.

Ben Louis Tasha Janice Black Long Timms JonesStarted the rumorFirstSecondThirdBlackLongTimmsJones

You may also find it helpful to record your facts in this chart as you figure out the clues.

First Name Last NameStarted the rumorFirstSecondThird


Rumor Logic Problem (Secondary)

the rumor

keisha was very sick and had to be out of school for three weeks. When she returned, she was very upset to hear that a rumor had been started and spread around that she ran away from home. She wants to figure out who started the rumor and talk to the person. The students involved were three boys (Louis, Ben, and D’Juan) and two girls (Tasha and Janice). Their last names are Black, Jones, Timms, Long, and Downs. keisha is in a different class with each student.

From the clues below, can you figure out the first and last names of the students, the class they take with Keisha, who started the rumor, and which students hear the rumor first, second, third, and fourth?

1. The person who started the rumor was a girl. 2. No student has the same first and last initial. 3. The five students include the student who heard the rumor third, a girlfriend from

English class, Mr. Black, a history classmate, and Janice. 4. The last student to hear the rumor was not in keisha’s art or PE class. 5. D’Juan, who is in keisha’s PE class, doesn’t have the last name of Timms or Long. 6. Three of the students are Ms. Jones, the student who heard the rumor last, and a boy

in keisha’s math class (who wasn’t the second person to hear the rumor). 7. Ben, who was not the first student to hear the rumor, heard about it before the his-

tory student. 8. The third student to hear the rumor (who wasn’t Janice) was not in keisha’s PE class

and doesn’t have the last name of Jones or Downs. 9. The five students include the English student, the art student, Ben, the boy named

Downs, and the student who heard the rumor second.10. A girl was the first person to hear the rumor, and a boy was the last. One of them was

an art student, and one was in history class with keisha.11. Ben Timms heard the rumor from D’ Juan.12. A student from keisha’s English class started the rumor.

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Play Dough Recipe

IngredIents

1 package of kool-Aid or other unsweetened drink mix1 cup of flour¼ cup of salt1 tablespoon of vegetable oil½ tablespoon of cream of tarter½ cup of hot water

equIpment

Bowl and mixing spoonMeasuring cupMeasuring spoons

InstructIons

Run water from your faucet until it gets very hot. Then fill your measuring cup to the line that says ½ cup. Stir hot water and everything else except for the flour into the bowl. Then add the flour and mix with your hands (this is called kneading). The mixture will be sticky. Just keep kneading—the dough will start to get less sticky after a while, and you can wash your hands later. When your dough is well mixed, you can start to make your Play Dough creations. Store your Play Dough in an airtight container or wrap it up tightly in plastic wrap.

Note: You can make two different colors by using different flavors of Kool-Aid. Don’t forget to use two bowls! Because of the Kool-Aid, your Play Dough will smell good, but don’t try eating it. Although it is not dangerous, it would taste very, very bad.


Play Dough Math

To solve these problems, you need to know that:

1 tablespoon = 3 teaspoons¼ cup = 4 tablespoons1 cup = 8 ounces

proBlem 1Your mother only has ½ cup of flour in the kitchen. Cut the Play Dough recipe in half and figure out how much you need of each ingredient.

proBlem 2You really, really like to make Play Dough sculptures, but for your creations, you would like to have two different colors. Double the recipe and rewrite it below with the correct portions for each ingredient.

proBlem 3You want to make six batches of Play Dough. How many ounces of vegetable oil will you need? How would you describe this measurement in cups?


Thermometer of Emotions

Directions: Make the thermometer out of tagboard, with horizontal slits cut as shown. Insert a red strip of paper into the bottom slit; the top of this strip can then be pushed through an upper slit to show the intensity of the feeling.

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figure 3 facts and myths about violence - research pressi yelled at her. i pushed, punched, or...

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