youth staff training program module 10: guidance …...youth staff training program v module 10:...

Youth Staff Training Program i Module 10: Guidance and Human Relationships

Youth Staff Training Program ii Module 10: Guidance and Human Relationships

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Youth Staff Training Program iii Module 10: Guidance and Human Relationships

Module 10: Guidance and

Human Relationships

Skill Building Journal

______________

Youth Staff


Youth Staff Training Program iv Module 10: Guidance and Human Relationships

Guidance and Human Relationships

SECTION 10.1

Training Program

Youth Staff Training Program v Module 10: Guidance and Human Relationships

Acknowledgments The Youth Staff Training Program is a series of self-study training modules that form the core of the Navy Foundation Training Program for Program Assistants working with youth in sixth – twelfth grades. The competency-based training modules equip Program Assistants with the skills and knowledge necessary to be successful working with youth and inclu faced by middle school and teen youth

eaching Strategies, Inc. for laying the groundwork and developing a self-study training format that supports Navy staff working acr child and youth program ar lso thank the Council f nition wform the basis of ompetencies” for youth

the concept, writing, and overall development of this training program. First, -A. Lucas, Director o Army Child and Youth Services who recognized the

pact staff have on the lives of military middle-school and teen youth and identified the need for quality ram. Special thanks to Mary Ellen Pratt, Chief of Army Child Development Programs, Army Youth Modules Project Manager, fo dance and

irection throughout the development of the modules. We also want to recognize Roxanne Spillet, Clubs of America (BGCA) and Sarah Berry-Rabun, BGCA Youth Modules

r collaborative support on this project. In addition, we are appreciative of the ncouragement and assistance provided by Kevin Montgomery, Chief of Army Youth Programs, for the

Program.

roject content primary authors / editors: Karen Shannon, BGCA Consultant

rrado, BGCA Director of Training & Professional Development Donna M. McGrath, Army Youth Sports & Fitness Program Manager (Project Lead) Deb Marple, Army 4-H Coordinator, 4-H/Army Youth Development Project

addition, the following served as primary authors for specific modules: Derry G. Koralek, DGK ssociates (Safe) and, from the USDA/ Army Youth Development Project - Marcia McFarland

(Socia and Cultural; Guidance; Families, Communities and ance). Content on Character Counts! and the Six Pillars of

haracterSM was provided throughout the modules by Mary Jo Williams, Character Education Specialist, -H/Army Youth Development Project. Other contributing authors include: from Army CYS Headquarters

ria Lo ez Henderson, Kevin Montgomery and Mary Ellen Pratt, nd from the USDA/Army Youth Development Project – Courtney Gaskins and Marianne Reynolds. We ould also like to thank Army CYS Headquarters staff Virginia Brown, Nora Clouse, Bea Curl and Ingrid

edback on the modules.

his training program will allow staff to expand their knowledge about middle school and teen youth and eir interests, challenges and overall development. Through the completion of the modules, staff will

in prog mming, communicating with youth and helping youth to develop into productive citizens and leaders in their communities.

opyright 2006 AMWRF. All rights reserved. Photocopying or reproduction strictly prohibited except e.

acte SM are service marks of the CHARACTE COUNTS! Coalition, a project

de real-life situationsevery day. To promote training consistency across Child and Youth Programs (CYP), the module format and selected activities and content are patterned after similar series of training modules developed by Teaching Strategies Inc. used by military School-Age Care (SAC), Child Development Center (CDC), and Child Development Homes (CDH) Programs. We thank T

oss eas. We athe “core c

or Professional Recog staff.

hose “Functional Areas”

Many people contributed to

e would like to thank M.wim

f ,

training in the youth progPrograms / CYS Training r her guidPresident Boys and Girls Project Manager, for theiedevelopment of The Youth Staff Training P Chris Co

InA(Professionalism), Dr. Jacqueline Scott Schools) and Dr. Angela Huebner (Guid

1

l

C4– Nancy Campbell, Linda Harwanko, Ma pawOsewalt for reviewing and providing fe Tthalso have the opportunity to build skillsgrow and

ra

Cwithin the Department of Defens 1 CHARACTER COUNTS! and the Six Pillars of Charof the Josephson Institute of Ethics, www.charactercounts.org

r R.


Youth Staff Training Program vi Module 10: Guidance and Human Relationships


SECTION 10.1

w has been designed to help you track what you have completed in the module. As you complete each assessment or worksheet, check the appropriate box to indicate you have finished that portion of the module. When you have completed all sections, let your trainer know you are ready to schedule your knowledge and competency assessment.

Section

Activity Completed

Discussed Activity with

Trainer

The chart belo

Overview – Example 1




Self-Reflection

Pre-Training Assessment

Activity A: Developing a Caring and Supportive Relationship with Youth

Activity B: Promoting Self-Discipline

Activity C: The Process of Conflict Resolution

Activity D: Youth Center Rules and Policies

Summarizing Your Progress

Schedule Knowledge and Competency

Module Checklist


Youth Staff Training Program vii Module 10: Guidance and Human Relationships


SECTION 10.1

Assessment

Youth Staff Training Program viii Module 10: Guidance and Human Relationships



Youth Staff Training Program ix Module 10: Guidance and Human Relationships


SECTION 10.1

Table of Contents

Welcome to Module 10: Guidance and Human Relationships Skill Building Journal. This journal contains the pre-training assessment and worksheets referenced in your Content Guide. The outline below provides a list of the worksheets you will be completing as you work through this module. Also note that there are some answer sheets that will help you as you move through the module. You will begin this module in the Content Guide and return to this journal as directed.

Section Assessments and Worksheets Page

10.1 Introduction Take a Closer Look – Example 1 1

Example 2 3

Example 3 5

Example 4 7

Self-Reflection 9

10.2 Pre-Training Assessment Assessment 11

10.3 Learning Activities Learning Activity A 15

Learning Activity B 18

Learning Activity C 21

Learning Activity D 26

Summarizing Your Progress 28

10.4 Answer Sheets Take a Closer Look – Examples 1, 2, 3 and 4 29

Learning Activity B 31

Youth Staff Training Program 0 Module 10: Guidance and Human Relationships


viii

Take a Closer Look


SECTION 10.1


Example 1 – Developing a positive, supportive and accepting relationship with youth.

Answer the following questions about Example 1 from the Content Guide.

Compare your answers to those on the Answer Sheet provided in section 10.4 of this journal.

Share and get feedback on your responses from your trainer.

1. How did Ms. Tracy develop a positive relationship with Rico? 2. How did Ms. Tracy provide guidance to Rico?

Take a Closer Look


SECTION 10.1


3. There are many ways to show that we are caring. For example, being compassionate, kind and considerate; expressing gratitude for what people do for us; forgiving others for their shortcomings; and giving money, time, support or comfort to people in need are all ways to demonstrate this important character trait. How did Ms. Tracy show caring for Rico?

Return to the Content Guide and continue with Example 2 in Take a Closer Look.

What’s next?

Take a Closer Look


SECTION 10.1


Example 2 – Using positive methods to promote self-discipline in youth.




1. What was the logical consequence of Toni forgetting her permission slip? 2. Describe the guidance Ms. Nell provided to Toni.

Take a Closer Look


SECTION 10.1


3. Respect, responsibility and fairness are three important character traits for youth to develop. Can you think of ways Toni did not treat others with courtesy, did not hold herself accountable or exercise self-control, and did not play by the rules? Think of a time Toni was disrespectful, irresponsible and unfair, and give one example of each.


What’s next?

Take a Closer Look


SECTION 10.1


Example 3 – Helping youth to develop and use conflict resolution skills.




1. How did Mr. Vinny model conflict resolution skills? 2. What did Mr. Vinny say to get the youth focused on the issue rather than on each other?

Take a Closer Look


SECTION 10.1


3. Responsibility means doing our duty, being accountable for our actions and exercising self-control. How could Ashley have done a better job of displaying this character trait?


What’s next?

Take a Closer Look


SECTION 10.1


Example 4 – Creating an environment with youth where guidance and discipline principles are established and applied.




1. How did Mr. Ronnie help Jamie resolve the issue? 2. Mr. Ronnie provided guidance to the group at the beginning of the year when they created a contract.

What did Mr. Ronnie do in this situation to provide guidance to the group?

Take a Closer Look


SECTION 10.1


3. The character trait of fairness deals with actions, processes and consequences that are morally right, honorable and equal. What steps were taken to ensure that a fair process was in place?

Return to the Content Guide and continue with Self-Reflection in Section 10.1.

What’s next?

Self-Reflection


SECTION 10.1


Your Self-Discipline1

Think about your youth and times when you did and did not show appropriate self-discipline as you read this section.

Reflect on and answer the questions that follow in this section.

Share and discuss your responses with your trainer.

Think about a time when you did not show self-discipline. Think about what the consequences were. Why was this a difficult or challenging situation? Describe how you felt as a result of a lack of self-discipline.

1 Adopted from Teaching Strategies Inc., The School-Age Staff Training Program; Module 10: Guidance, Training for Guiding School-Age Children’s Behavior, U.S. Army Child and Youth Services, Military Child Development Program, Child Care Library, 1994, pp. 11-12.

Self-Reflection


SECTION 10.1


Think about a time when you were not self-disciplined and someone provided guidance to you. What did the person do? How did his or her guidance help you? Describe how you felt about the person and how they impacted you.

Return to the Content Guide and read about the Pre-Training Assessment in Section 10.2.

What’s next?



SECTION 10.2


Read the Pre-Training Assessment that follows and record whether you do these things regularly,

sometimes, or not enough by checking the appropriate box.

Review your answers.

List three to five skills you would like to improve or topics you would like to learn more about. When you finish this module, you can list examples of your new or improved knowledge and skills.


I Do This Regularly Sometimes Not Enough

Develop a positive, supportive and accepting relationship with youth. 1. Address youth by name. 2. Play interactive roles, including leader, observer and listener. 3. Observe youth to identify what makes them unique, and let

them know their individuality is valued. 4. Listen to youth’s concerns without interrupting, judging or

giving unasked-for advice. 5. Work with co-workers so that each youth receives individual

attention. 6. Show respect for youth’s circumstances, feelings and

priorities. 7. Participate actively with youth in events and activities.

Use positive methods to promote self-discipline in youth. 8. Consider the possible reasons for a youth’s behavior. 9. Redirect youth from inappropriate to appropriate activities. 10. Provide youth with opportunities to handle their

disagreements without adult intervention. 11. State directions and remind youth of rules in positive terms.



SECTION 10.2


I Do This Regularly Sometimes Not Enough 12. Discuss a youth’s inappropriate behavior in private

conversation. 13. Allow youth to experience the natural and logical

consequences of their behavior.

Help youth to develop and use conflict resolution skills. 14. Model appropriate ways to express negative feelings. 15. Listen to and accept youth’s angry feelings and help them to

express feelings in appropriate ways. 16. Provide youth with methods to solve problems. 17. Encourage youth to clearly state needs and feelings to

others. 18. Show youth how to give and receive appropriate feedback. 19. Encourage youth to understand other’s perspectives. 20. Provide an organized process for youth to discuss their

grievances. 21. Encourage youth to take the lead in helping each other to

resolve conflicts. 22. Provide opportunities for youth to learn each other’s names. Create an environment with youth where guidance and discipline principles are established and applied. 23. Work with youth to develop rules and limits that foster

cooperation and consideration for others. 24. Ensure that non-negotiable rules (e.g., no drugs, alcohol,

tobacco or weapons at the Youth Center) are understood and supported by youth.

25. Facilitate group meetings so youth can raise concerns and

grievances and work together to develop solutions. 26. Post clear rules and behavioral expectations for youth.



SECTION 10.2


I Do This Regularly Sometimes Not Enough 27. Ensure new members understand the rules and behavioral

expectations. 28. Role model observance of the rules and behavioral

expectations. 29. Follow procedures for documenting behavioral issues,

progress and achievements. 30. Follow policies and procedures and know when to alert your

supervisor.



SECTION 10.2


Review your responses. List three to five skills you would like to improve or topics you would like to learn more about. When you finish this module, you can list examples of your new or improved knowledge and skills. 1. 2. 3. 4. 5.

Congratulations, you are ready to begin the learning activity section for this module. Return to the Content Guide and continue with Learning Activity A in Section 10.3.

What’s next?

Learning Activity A Developing a Caring and Supportive Relationship with Youth


SECTION 10.3


Where do you spend your workday?

Spend a few days noting the types of interactions you have with young people. Consider the

physical location and what you are doing. Observe what the youth in the Center are doing. Does the interaction help you become acquainted with youth?

Review the sample log below.

Log two days of interaction with young people in the Youth Center on the blank forms provided.

Analyze how the interaction helped you to get to know individual youth in the Center.

Share and discuss your responses with your trainer. Sample entries Describe where you spent your time during the workday.

What activities were youth involved with at the time?

How did the interaction or lack of interaction make youth feel?

How did the interaction help you get to know individual youth in the Center?

In the office. Youth were in the TV lounge.

No interaction. It did not help me get to know youth.

In the gym. They were also in the gym.

Youth had attention from me while we played basketball.

I called them by name. I also talked with two youth about other sports they enjoyed.




SECTION 10.3

Day 1 Log Describe where you spent your time during the workday.






SECTION 10.3


Day 2 Log Describe where you spent your time during the workday.




Return to the Content Guide and continue with Activity B in Section 10.3.

What’s next?

Learning Activity B Promoting Self-Discipline


SECTION 10.3


Behaviors and consequences

Review the example below as well as the behaviors listed on the chart on the following pages.

Follow the directions and analyze the consequences (outcomes) of the youth behaviors that are

described.

Complete the chart. As you observe youth in the Youth Center, write down their behaviors and analyze the consequences (outcomes of the behaviors).

Compare your answers to those on the Answer Sheet provided in Section 10.4 of this journal.


Behavior How Behavior Affects Others

Consequence Type of Consequence

Example*: Mary took the Nintendo game disk home without signing it out.

Other youth cannot use the Nintendo game.

Mary has to monitor the sign-in sheet for one week.

Logical

On the following page, read the six behavior examples listed in the left column. Write how the behavior affects others in the second column. In the third column, write a consequence for the action and identify the type of consequence, natural or logical, in the fourth column. Add three examples of behaviors you have observed with youth in the Youth Center and analyze the consequence of each behavior you listed. *Note: Answers to the examples of logical consequences indicate just one of several possible ways to handle the situation.




SECTION 10.3

Behavioral Chart – Effects and Consequences



1. Deb (14) forgot to bring the soccer balls in from practice.

2. Henry (15) started a food fight in the snack bar.

3. Lolita (13) forgot to put the lids on the poster paint.

4. Tina (15) smoked a cigarette in the Youth Center.

5. Mario (13) forgot to bring lunch money on the field trip.

Continued on next page.



SECTION 10.3




6. Megan (17) studies hard and uses Homework Center resources to study for her SAT’s.

7.

8.

9.

Return to the Content Guide and continue with Activity C in Section 10.3.

What’s next?

Learning Activity C The Process of Conflict Resolution


SECTION 10.3


Resolving Conflict in the Youth Center

Before applying the conflict resolution model with members in the Youth Center, it would be helpful to you to analyze how you handle conflict. The first page that follows will help you to explore how you handle conflict. It also helps you to determine situations you can deal with and situations where your supervisor needs to be involved. Remember, if you are ever unsure of how to handle a conflict situation, go to your supervisor.

Using the conflict model that has been provided on the second page, identify a conflict situation

that has taken place in the Youth Center and analyze what occurred during each step of the process.





SECTION 10.3

Analyzing Your Reaction to Conflict Before you apply the conflict resolution model to youth, you need to read and answer the following questions. Then follow the directions to apply the model. As a Program Assistant, how have you reacted to conflict in the past? Think of a conflict situation that happened in the Youth Center in the past week. How did you react to the conflict? What were the results? Based on what you learned in this activity, what would you have done differently? Everyone gets angry at one time or another. As a Program Assistant, how you handle anger is an important skill to role model for youth. How do you handle your anger on the job?



SECTION 10.3


Applying the Conflict Resolution Model2 At the next opportunity, apply the conflict resolution model described earlier to a situation in your Youth Center. After you have helped youth to resolve the problem, describe the conflict and summarize what happened during each step of the process. Refer to the example provided in Learning Activity C in the Content Guide. Using Conflict Resolution

Describe the conflict

Which youth were involved? What happened to cause the conflict? What did the youth do about the conflict?

2 Adapted from Module 10: Guidance, The School Age Staff Training Program, developed for Department of the Army by Teaching Strategies Inc., 1994.



SECTION 10.3


Use the steps to analyze the conflict

Step 1. Set the stage.

Step 2. Gather perspectives.

Step 3. Identify issues.



SECTION 10.3


Step 4. Create win-win options. Step 5. Evaluate options. Step 6. Generate agreement.

Return to the Content Guide and continue with Activity D in Section 10.3.

What’s next?

Learning Activity D Youth Center Rules and Policies


SECTION 10.3


Analyzing Behavioral Guidelines

Analyze how behavioral guidelines are established in your Youth Program.

Read and answer the questions in this section based on your Youth Program. Think about how you can create positive guidance relationships with youth.


Behavioral Guidelines

1. How are behavioral guidelines currently developed in your Youth Center?

2. How are behavioral guidelines currently enforced?

Learning Activity D Youth Center Rules and Policies


SECTION 10.3


3. What are some ways you could or have involved youth in setting behavioral guidelines?

4. How can you involve youth in enforcing behavioral guidelines?

5. If rules are violated, what policies and procedures must be followed?

6. Describe a situation where you would have to inform your supervisor about a conflict.

Return to the Content Guide and continue with Summarizing Your Progress in Section 10.3.

What’s next?

Summarizing Your Progress


SECTION 10.3


Review your responses to the Pre-Training Assessment in Section 10.2 in this journal.

Summarize in the space below what you learned and list the skills you developed or improved.


New Information New and Improved Skills

Congratulations, you have completed Module 10. Let your trainer know you are ready to schedule your knowledge and competency assessments.

What’s next?

Answer Sheet Take a Closer Look



SECTION 10.4

Example 1 Developing a positive, supportive and accepting relationship with youth. 1. How did Ms. Tracy develop a positive relationship with Rico?

a. She had met Rico previously and gotten to know him. b. She met and got to know his parents. c. She helped him make friends with other youth.

2. How did Ms. Tracy provide guidance to Rico?

a. She was listening to their discussion. b. She asked Rico to meet with her privately. c. She asked Rico what was going on with him.

3. How did Ms. Tracy show caring for Rico?

a. She asked Rico to meet with her privately. b. She showed concern for his feelings. c. She suggested talking with others about how the group could stay connected with Rico.

Example 2 Using positive methods to promote self-discipline in youth. 1. What was the logical consequence of Toni forgetting her permission slip?

a. She didn’t get to go on the climbing wall. 2. Describe the guidance Ms. Nell provided to Toni.

a. She talked to Toni out of hearing distance of other youth. b. She commented on her behavior rather than her as a person.

3. Think of a time Toni acted disrespectful, irresponsible and unfair. Give one example of each.

a. Disrespectful – when Toni threw the helmet. b. Irresponsible – when Toni didn’t turn in the signed permission slip. c. Unfair – when Toni did not follow the rules and hooked herself to the rope without the permission

slip.

Answer Sheet Take a Closer Look



SECTION 10.4

Example 3 Helping youth to develop and use conflict resolution skills. 1. How did Mr. Vinny model conflict resolution skills?

a. He gave both parties a chance to state their side of the problem. b. He listened patiently without interrupting.

2. What did Mr. Vinny say to get the youth focused on the issue rather than on each other?

a. He reminded them of their task and the timeline. b. He asked them how they were going to solve the problem.

3. How could Ashley have done a better job of displaying responsibility?

a. She could have accepted that she may not have told Sam about the paper (holding herself accountable.)

b. She could have talked calmly instead of yelling and throwing balloons (exercising self-control.)

Example 4 Creating an environment that incorporates guidance and discipline principles. 1. How did Mr. Ronnie help Jamie to resolve the issue?

a. He asked Jamie to clarify the situation. b. He encouraged Jamie to approach the group with the problem.

2. What did Mr. Ronnie do in this situation to provide guidance to the group?

a. He asked the group how they felt about the issue. b. He asked the group to figure out how they should resolve the issue.

3. What steps were taken to ensure a fair process was in place?

a. A group meeting was held to decide the check-out process. b. There was a sign-out sheet. c. Everyone signed a contract at the beginning of the year.

Answer Sheet Activity B – Promoting Self-Discipline



SECTION 10.4

Behavioral Chart – Effects and Consequences Behavior How Behavior Affects

Others Consequence Type of Consequence

Example*: Mary took the Nintendo game disk home without signing it out.

Other youth cannot use the Nintendo game.

Mary has to monitor the sign-in sheet for one week.

Logical

1. Deb (14) forgot to bring the soccer balls in from practice.

The balls were stolen; there are no soccer balls for practice.

Deb has to monitor all gym equipment for two weeks.

Logical

2. Henry (15) started a food fight in the snack area.

Presents a negative image of the Youth Center.

He has to clean up the mess.

Logical

3. Lolita (13) forgot to put the lids on the poster paint.

Other youth can’t use the paint.

The paint is hard. Lolita isn’t able to finish her poster for the dance.

Natural

4. Tina (15) smoked a cigarette in the Youth Center.

Portrays a negative image of the Youth Center.

Non-negotiable rule. Tina is temporarily suspended from the Youth Center.

Logical

5. Mario (13) forgot to bring lunch money on the field trip.

Someone may need to share their lunch.

Mario doesn’t get to eat lunch that day. As a staff person, you might ask Mario to come up with a plan so it doesn’t happen again.

Natural

6. Megan (17) studies hard and uses Homework Center resources to study for her SAT’s.

Others see that she has made a choice to study instead of playing video games.

Megan scores a 1420 on the SAT’s.

Natural

*Note: Answers to the examples of logical consequences indicate just one of several possible ways to handle the situation.

Answer Sheet Learning Activity B – Promoting Self-Discipline



SECTION 10.4

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