Broadcast Conf #2



	Counselors Home Career Guidance Curricula Programs of Study Center for New Directions Documents & Other Resources Career Clusters —General Career Clusters —Counselor Specific Basic Workplace Competencies Mid-Level Resources Professional Counseling Organizations Professional Development Scholarships Awards Career Information System Contact Career Guidance Coordinator		Broadcast Conference Summary No. 1 December 9, 2003 Tools of the Trade STOP-the-Violence Character Education Program Peace-Making Skills Dependable Strengths Articulation Process Topic: STOP-the-Violence – A national peer education program developed by Family, Career and Community Leaders of America (FCCLA) Presenter: Linda Brock, Family & Consumer Sciences Teacher & Counselor Valley High School, Hazelton, ID Email: brock@valley.sd262.k12.id.us Tel: 208-829-5353 Summary: Stop-the-Violence is a peer-to-peer outreach initiative that empowers young people to recognize, report and reduce the potential for youth violence. Developed by national Family, Career and Community Leaders of America (FCCLA), this program provides young people with attitudes skills and resources to address youth violence prevention. Ms. Brock explained that the Stop the Violence program came as a result of several highly-publicized violent situations in schools across the nation. Valley High School students are engaged in several projects to reduce violent behavior in their school. Examples include: Promotion of nation-wide events such as “Crime Prevention Month” (October) and “Child Abuse Month” (April) Lunch Buddies Program where high school students become mentors for elementary students. Puppet shows for the elementary students, put on by the high school students. These deal with themes of bullying and promote non-violent approaches. Anger management activities teach students normal and healthy ways to handle anger. Ms. Brock explained how to “break the code of silence” without ratting. She also described a toll-free hot line that a school could establish which would allow for anonymous reporting. Peer mediation – to deal with verbal violence, sexual harassment, and other forms of violence. Ms. Brock described an activity she uses to help students identify what violence is. She lists 40 types of violent behavior (from biting, threatening to rape and assault) on cards. Then she asks students to arrange the cards in a line from least to worst violent behaviors. As students work in teams to arrange the cards, they become aware of the many forms of violence. The National Stop-the-Violence organization has many resources available to school districts wanting to get involved. For more information, contact Ms. Linda Brock. You may also want to check the Family, Career and Community Leaders of America website at www.fcclainc.org. Back to Top Topic: Character Education Program – A school-community partnership that promotes core ethical values as the basis of good character Presenter: Doris Dorr, Character Education Coordinator, Toppenish (WA) School District Email: dorrdf@toppenish.wednet.edu Tel: 509-865-8043 Summary: When Doris Dorr started teaching at Toppenish School District, she noticed that there was much apathy, an anti-school attitude and a lot of complaining. Students were from diverse backgrounds and many were from migrant families. The school district had not passed a levy in twenty years. Ms. Dorr started a leadership class which drew many “regular” students and no class officers. She spent considerable time talking with her students and listening to their input. She stressed that they were responsible to the school and the community at large. She asked them how to make the school run better. One of the first things the students did was a teacher-appreciation effort. Then Ms. Dorr got a federal character education grant. She tried to get some adults on board – with little success. Again, she gathered together students. She picked students from elementary, middle and high school, boys and girls and ethnically balanced. She asked them what they thought needed to be done and who needed to be contacted. The kids identified organizations to contact and they went into the community to speak. The students took ownership of the project and were very proud of what they had accomplished. That year, the school district passed a levy for the first time in many years, and they have passed them every year since then. The students also went to the Legislature in Olympia and talked about character education. When Ms. Dorr started teaching in this district, there were many gangs and it was “cool” to belong. Now there are no gangs – just group activities! Doris Dorr concluded by explaining that her success was due to two main things: ASKING students what THEY think needs to be done. TEACHING them how to get involved. Give them the skills and opportunities to be successful. Teach them how to exhibit acceptable behaviors. Allow them opportunities to practice. Students need to know that the school belongs to them and that they can make a difference! She added that when you’re trying to change behavior in your school, look at the adults as well. They set the tone for your school. If teachers are rude and sarcastic, the students will be too. Back to Top Topic: Peace-Making Skills – A method for teaching elementary-middle school students how to resolve conflict Presenter: Sandy Maras, Counselor Wilder School District, Wilder Email: smaras@sd133.k12.id.us Tel: 208-482-6229, ext. 102 Website: http://www.cclweb.org/peace.htm Summary: Peace education is a way of teaching students how they can learn to live as a part of the community. It embraces the physical, emotional, intellectual and social growth of children within a framework rooted in traditional human values. It is based on a philosophy that teaches love, compassion, trust, fairness, cooperation and reverence for the human family. Sandy explained that teaching children peace-making skills helps them achieve academically and helps reduce violent behaviors. She has used this curriculum in grades K-5, focusing the early grades (K-2) on respect and accepting others, and the intermediate grades (3-5) on solving conflict. Sandy uses the dependable strengths articulation process in the early grades. She uses activities from the book, Helping Kids Find Their Strengths by Pat Huggins, et.al. This book is available for approximately $40 from Sopris Press, 1-800-547-6767 or online at: www.sopriswest.com One of the activities that Sandy described was a “peace table” to which children are directed to resolve their conflict. Instructions are taped to the table and children follow the steps to conflict resolution. Back to Top Topic: Dependable Strengths Articulation Process – A process for helping students identify and articulate strengths in themselves and others Presenter: Dr. Ernie Biller, Counselor Educator, University of Idaho, Moscow, ID Email: ernieb@uidaho.edu Tel: 208-885-7476 Summary: Origins: Dr. Biller explained that the Dependable Strengths Articulation Process (DSAP) was created by Dr. Bernard Haldane after World War II. It was introduced into Idaho in 1993 and has been enthusiastically adopted by many counselors and teachers. Key issue: individuals who bully others don’t have a positive sense of self and they don’t know how to express themselves in a positive manner. As a result, they’re angry and frustrated. Using the dependable strengths articulation process, they learn how to express themselves positively and no longer feel the need to act out. DSAP helps students identify and articulate their strengths. It enhances self-understanding. The dependable strengths articulation process is a 10-20 hour curriculum. It is autobiographical and introspective. Participants share and receive affirmation for what they do well. Results: There is no empirical evidence that this process does anything beneficial. It does not lend itself to scientific research. However, there is strong endorsement that it makes participants feel better about themselves. Applicable: This process can be used with any age group; however, the level of intensity varies at each stage. Everyone benefits – from elementary school children to adults. Self-defeated behaviors can be altered using the dependable strengths process. People with poor self-images, who feel unworthy or bad about themselves, benefit greatly from identifying their strengths and receiving positive feedback. Resource: The Career Pathways website has two versions of dependable strengths, using a 60-item questionnaire: one designed for 8th graders or middle school students and one designed for high school students. Follow the link below to access these surveys. Back to Top