Integrating Empathy and Peer Leadership into School ... · Peer Leadership Selection – Students...
Transcript of Integrating Empathy and Peer Leadership into School ... · Peer Leadership Selection – Students...
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Integrating Empathy and Peer LeadershipIntegrating Empathy and Peer Leadership
into School Restorative Process:into School Restorative Process:
A Comprehensive Program ApproachA Comprehensive Program Approach
Barbara Benoliel Ph.D.Preferred Solutions416 512 8558
Leila Feldman M.A.
Jonathan Gray Ph.D.
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GOALS FOR THIS SESSIONGOALS FOR THIS SESSION
To look at a model for intervention inschool conflicts
To share experiences and ideas with you
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The Goals of School InterventionThe Goals of School Intervention
Programs: Faith in the FuturePrograms: Faith in the Future
To identify and resolve school conflict/violenceissues in a timely, effective, and durable manner,with the least damage to the individuals and themost learning possible from the events.
To reduce recidivism.
To generate some satisfaction in the outcome.
To listen to each other, and build capacity for thefuture.
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What Do Most School ConflictsWhat Do Most School Conflicts
Centre On?Centre On?
Can you rank these in order of most frequentsource of conflict:
Disrespect in gestures or words
Theft
Misunderstanding Intentions or Actions
Pushing/ Tripping
Girlfriends/Boyfriends Jealousy
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The Restorative Conference:The Restorative Conference:
The Emotional ContractThe Emotional Contract
A Restorative Conference brings students andstaff together, where they have an undocumentedemotional contract
Breaches of this contract are seen as being‘victimization’ by the ‘perpetrator’.
Disputes are about this contract and simplesolutions will not resolve the needs of the parties.
Mediation gives the parties choices and optionsthat are not available in the terms of normaldiscipline or punishment
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What we have learnedWhat we have learned
Given the opportunity in a restorative processsession most school members will “do the rightthing” and take into consideration the needs ofothers.
If they don’t there is an underlying reason thathas not been explored.
One session is not enough to change behavior onan ongoing basis. There needs to be ongoingsupport and development with mentoredopportunities for learning.
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MODEL 1: ComprehensiveMODEL 1: Comprehensive
Restorative ProcessRestorative Process
Separating the issues of each circle helps inlong term behaviour change
RJ ConferenceEmpathy
Training
Peer Leadership
Training
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Restorative Process Mediation canRestorative Process Mediation can
Undo Undo ““MistakesMistakes””
Misunderstandings that have escalated intoanger or frustration.
Rules that are complicated orunenforceable.
Relationships that have deterioratedthrough neglect.
But more is needed to influencebehavioural changes
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PACT MODEL OF INTEGRATED
COMPONENTS
BLOCK #1 BLOCK #2 BLOCK #3
Resolution Conference LifePlan Coaching Life Skills
Youth in Conflict Empathy Peer
Staff Anger Management Leadership
Service
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Part II: Empathy and Anger
Management Counseling Program
INTRODUCTION
Definition of anger
Definition of stress
Contents of this package
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ANGER AND STRESS
MANAGEMENT
Impact on your health
Impact on your psyche
Impact on your behaviour
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TAKING RESPONSIBILITY
Triggers
Understanding yourself
Negative thoughts lead to negativebehaviour
Anger is a secondary emotion
Take responsibility
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SOME TOOLS OF ANGER
MANAGEMENT1. Empathy training
2. Assertiveness traininga) Communication skills of listening and speakingb) Four points of respectful communicationc) Keep it real
3. Time outs
The goal of this program is to change negative thoughts intomore positive thoughts and behaviour. When this occurs,an improvement of your relationships will ensue.
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Part Three: Peer LeadershipPart Three: Peer Leadership
Goals:
Build self-esteem
Build moral conscience
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Peer LeadershipPeer Leadership
Selection
– Students in grades 11 (for two year period)
Peer Selected OR teacher recommendation OR
“Mephistopheles Method”
– Members:
Acting out students- negative leaders in the school
community (bullies, disruptive in class, gang
leaders).
Victims of bullying
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Peer LeadershipPeer Leadership
Group Supervision
– Facilitated by School Counselor
Assisted by Graduate Interns
Individual Supervision
– One-to-one with an Intern
General supervision by school counselor
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Peer LeadershipPeer LeadershipProgramming
– Individual sessions with students
Assigned by counselor
by interest or by specialty(????)
– Groups-
Either with another Peer Leader OR Intern OR
School Counselor
Special Interests:
Bullies “He Said/She Said” Bereavement
Self-Esteem Gender Identity School Adjustment
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Peer LeadershipPeer Leadership
Other duties
– Classroom “Town Meetings” or “Advisories”
– Hall/street patrol during lunch
– Student/Teacher mediations
– Student/Student mediations
– Parent Night Forum for parents
– District Counselor Training
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Peer LeadershipPeer Leadership
Responsibilities
– Journal Keeping of work
– Showing up to school-
Can do class work in Counseling Office if unruly
in class
– Serving on a school wide committee or team
– Be prepared for disasters and emrgencies
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The Comprehensive SchoolThe Comprehensive School
ProgramProgram
For more information contact us
At: www.preferredsolutionsinc.com
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Restorative Process Mediation is aRestorative Process Mediation is a
Logical First StepLogical First Step
It is never too late to try.
It is confidential.
It is voluntary
It will preserve or rebuild relationships