"P.R.I.D.E. - A sense of one's own proper dignity, value, or self-respect”
“Broken Spirits Need Healing” Wellness, Values Clarification and Life Skills Coaching
Presented by: Dr. Ervin V. Griffin, Sr., President & CEO, Halifax Community College
Daniel J. Lovett, Director Title III & The PRIDE Male Leadership & Mentoring Program
Presentation Information
• Halifax Community College • Factors Affecting African American Males
Negotiating Manhood • HCC PRIDE Program • M.O.R.E (Minimizing
Obstacles that Reduce Empowerment) • Wellness Program Findings
Halifax Community College
Factors Affecting African American Males Negotiating Manhood
John Head, author of Standing in the Shadows: Understanding and Overcoming Depression in Black men (2004) argues that:
True or False?“From time to time African American males (young
boys, college age students, etc.) are under pressure to adhere to a concept of masculinity that requires a silence about feelings, a withholding of emotions, an ability to bear burdens alone, and a refusal to appear weak”?
True or False?“Adolescent African American male and others are forced to
negotiate manhood in less than ideal circumstances”?
Factors Affecting African American Males Negotiating Manhood
Educational Stressors 1. Funding-2007 equality index states dollars spent
on black students was only 82% of that spent on white students.
2. School environments may be culturally insensitive to African American boys/men within the educational system.
3. AA males are significantly more likely to be diagnosed with conduct disorder than white males. Thus, alienation starts in the elementary school. The Secret Epidemic: Exploring the Mental Health Crisis Affecting Adolescent African American Males by Clare Xanthos, Ph.D.
Factors Affecting African American Males Negotiating Manhood
Family Stressors1. Dysfunctional families 2. Exposure to racism and poverty3. Parents exposing their stressors on their children (i.e.,
irritability, authoritarian, & rejecting)4. Absence of a male role may put adolescents at risk for
psychological distress5. AA boys often turn to their peers to form their male
identity which often diminishes chances of success in education and employment
The Secret Epidemic: Exploring the Mental Health Crisis Affecting Adolescent African American Males by Clare Xanthos, Ph.D.
Factors Affecting African American Males Negotiating Manhood
1. Financial Barriers a. Nearly 25% of African American males are uninsured as compared to 16% of the US population
2. Access to mental and other health servicesa. Fragmented mental health services leave these men with a confusing maze to get treatment
3. Lack of cultural competency 4. Living in deprived neighborhoods
The Secret Epidemic: Exploring the Mental Health Crisis Affecting Adolescent African American Males by Clare Xanthos, Ph.D.
Our Men Are Not Broken!
But Many Systems are:• Education• Community Resources • Judicial Systems • Criminal Justice Systems • Mental Health • Political
P.R.I.D.E. Program (PReparing men for Intellectual, acaDemic, & Educational success)
• College success, leadership, & professional development program designed to enhance student satisfaction, retention, graduation, and 4-year college transfer rates.
• Partnerships between students, learning coaches (success coaches trained in mentoring, counseling, developmental advising, career exploration, financial planning, etc.), faculty, staff, professional mentors, and the community.
P.R.I.D.E. Offers
M.O.R.E._____________________
Minimizing Obstacles
That
Reduce Empowerment
Release Any Pressures (RAP) Sessions
Maslow’s Hierarchy of Needs
Traditional Models
TutoringEarly Alert
AdvisingCareer
Exploration
Counseling
Personal and Environmental stressors
Low Self Concept
Unemployment
Living Expenses
Single Parent Homes
Father Absent From Home
First Generation
Health
Transportation
Peer Pressure
P.R.I.D.E. Offers
M.O.R.E._____________________
Minimizing Obstacles
That
Reduce Empowerment
Release Any Pressures (RAP) Sessions
What’s On “YOUR” mind?
PRIDE R.A.P. Sessions
Release Any Pressures
MEN discussing Men Issues
Goals of the R.A.P. Sessions (Release Any Pressures)
• Focus on common struggles men experience daily
• Safe confidential setting to be heard, understood,
• Give voice to their struggles • Release & move past stressors • How to live life with more clarity, focus, and
determination STILL, SOME MEN NEEDED MORE!
Wellness, Life Skills & Values Clarification
Traditional Wellness Coaching
Goals of the M.O.R.E. Project (Minimizing Obstacles that Reduce Empowerment)
• Deeper-rooted personal concerns• Enhance wellness, values clarification & life skills• Safe, confidential setting to be heard/understood• Move past personal challenges to a life with more
clarity, self-direction, and personal focus• Focus on awareness stages leading to behavior
change • Conscientious, goal-oriented, disciplined, and self-
directed approach to succeeding in college and life
Wellness Coaches
1. Dr. Bruce Bridges (the Know Bookstore, & Professor @ NC State/NCCU African American male education, social development, history, survival and wellness
2. Wes Johnson – Wellness Coach 3. Marcus Lewis PRIDE Learning Coach 4. Michael Earl – PRIDE Learning Coach - Social Work
Therapy, Therapeutic Group experience, HS Principal – Single point of contact – Hi touch services – Trained in all campus and many community resources – Access to academic & student support resources
Wellness Coaching
• Research links low minority male performance to un-wellness (deep rooted, emotional, social, and environmental stressors)
• Address stressors that serve as precursors to low academic performance, high dropout, and declining retention and graduation rates
• A teaching or training process where individuals learn to achieve personal or professional goals
• Offers advice and guidance through a learning processThe Secret Epidemic: Exploring the Mental Health Crisis Affecting Adolescent African American Males by Clare Xanthos, Ph.D.
P.R.I.D.E. Offers
M.O.R.E._____________________
Minimizing Obstacles
That
Reduce Empowerment
Release Any Pressures (RAP) Sessions
Project Implementation
• Bi-weekly group sessions lasting 2 hours each• Personal appointments for one-on-one interactions• Administered for six weeks • Began with PRIDE Credo & confidentiality vow• Ended with joining hands & spiritual statements • Circular classroom setting • Passive and aggressive discussions • Maintained office hours for one on one talks & assessment
reviews/discussions • Evaluation • Refreshments • Ended with awards and recognition ceremony
Assessment Tools
Personal Problem Solving Inventory
• Effective self-management– Evaluates ways individuals deal with personal problems and life
stresses – Identifies practices which shift or avoid responsibility for problem
solving– Identifies predominant approaches to problem solving, – Tracks degree to which you use thoughts/behaviors to deal with
problems
• Includes a “Tool Kit” with self management strategies.
Brain Injury Resource Center, 1998. WWW. [email protected]
Assessment Tools
Internal Locus of Control • Degree to which individuals perceive outcomes
result from their own behaviors, or forces that are external to themselves.
• Produces a continuum with external control at one end and internal control at the other.
Measures of Locus of Control, Julian Rotter (1966).
Wellness Sessions
Session topics based on inventory outcomes & needs assessment:
1. Perils of a lack of knowledge2. What is knowledge3. Self Awareness4. Formula for success5. The journey from male to man6. Recognizing and erasing negative self
images7. The law of reciprocity8. Establishing and Reshaping Your character9. Self analysis and Reflection
PROGRAM FINDINGS
Problem Solving Inventory • 38% needed practice with self management and self-advocacy even
though they did apply critical thinking skills to problem solving• 61% showed deficits in the area of essential skills needed before
moving along to self-management• More than 50% would let someone else to handle their problems• 38% revealed they would talk to someone who could do something
concrete about the issue (indicate a deficit of knowledge and self-advocacy), both were addressed in the counseling sessions
Aggregate:• Completed 77% of semester hours attempted• Average GPA was 2.46
PROGRAM FINDINGS
1. Improved body language from (closed to open)2. Developed self-confidence exemplified by increased
willingness to express and share personal information3. Group became more harmonious as members improved their
verbal and non-verbal communication skills4. Student's scores showed need for resolution of locus of control
conflicting beliefs: – 53% believed job success is a matter of luck not hard work– 85% discredit planning ahead because they believe luck
usually prevails
These cognitive distortions and pessimistic explanatory style, impedes the student's chances of reaching their goals
(Bridges, 2011)
Participant Self Evaluation(general)
Participants reported:• Feeling more confident, self-assured, resourceful,
handling personal challenges and achieving academic goals.
• They also reported a higher likelihood of joining clubs, organizations, interacting with faculty/staff, and earning a degree.
• They needed more time to work through personal challenges
82% believed the wellness coaches achieved all five goals evaluated in the RAP session
Coping strategies
Identify appropriate coping strategies needed to overcome daily challenges.
With wellness counseling being one of the most critical unmet needs of African American Male college students;
Wellness "Coach Wes" counseled on 'the inability to fully attain your goals stem from not having the information or knowledge to do so.
PROGRAM STRENGTHS
1. Participants varied in age, life experiences2. HCC staff cooperation and current facilitators3. Therapeutic environment4. Opportunity to develop and utilize skills to
combat social, personal and environmental stressors
5. Opportunity for mentoring by older participants to younger ones (Bridges, 2011)
PROGRAM STRENGTHS
6. Outline of topics to be worked through based on inventory outcomes and existing needs
7. Opportunity to engage in therapeutic techniques of role play and shared experiences
8. Maintenance of continuous contact through social media9. Reinforcement of academic, social and environmental
self management skills as tools leading to success in the work place, at school, and in personal relationships
10. Opportunity to demonstrate and imitate positive group communication skills, both verbal and
non-verbal (Bridges, 2011)
The M.O.R.E. wellness program annual awards and recognition ceremony. The program helps men evaluate and overcome personal, academic, social and environmental stressors that inhibit accomplishment.
PRIDE College, HS, & GED Induction
PRIDE Recognition & Certificates
P.R.I.D.E. & M.O.R.E. Induction
P.R.I.D.E. & M.O.R.E. Officer Swearing
P.R.I.D.E. & M.O.R.E. Induction
P.R.I.D.E. & M.O.R.E. Induction
P.R.I.D.E. & M.O.R.E. Induction
P.R.I.D.E. & M.O.R.E. Induction
P.R.I.D.E. & M.O.R.E. Induction
Contact Us
Halifax Community College 200 College Drive | P.O. Drawer 809 Weldon, NC 27890Phone: (252) 536-HCC1Fax: (252) 536-4144
• http://www.halifaxcc.edu/
PRIDE of Halifax Community College• http://halifaxcc.edu/flinew/
Q&A
Dr. Ervin V. Griffin, Sr. & Daniel J. Lovett
thank you for attending this session
on behalf of Halifax Community College…
P.R.I.D.E. & M.O.R.E. GraduatesIt’s Not how you start… Its How You Finish!
"P.R.I.D.E. - A sense of one's own proper dignity, value, or self-respect”
“Broken Spirits Need Healing” Wellness, Values Clarification and Life Skills Coaching
Presented by: Dr. Ervin V. Griffin, Sr., President & CEO, Halifax Community College
Daniel J. Lovett, Director Title III & The PRIDE Male Leadership & Mentoring Program
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