One of my favourite writers, speakers, raconteurs, poets, is Maya Angelou (4th April, 1928-28th May, 2014). Amongst many pearls that are part of her legacy is the following certainty: ‘I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.’ Another woman who I love and respect is Mother Theresa (26th August, 1910-5th September, 1997). Mother Theresa was brought to a wider audience, in a wonderful book by Malcolm Muggeridge, in 1971 titled, Something beautiful for God. He was hugely sceptical of religion and of individuals touted as ‘worthy’, ‘good,’ ‘religious,’ before commencing his series of conversations with Mother Theresa, and changed his views during his contact with her whilst writing the book. One of her many reputed quotations includes, ‘Let no one ever come to you without leaving better and happier.’
The reason why I mention those two inspiring women is that a considerable part of their lives and work were devoted to how individuals interact with one another and how we can in our contact with others leave a lasting and important impact that we are often unaware of. Last week I mentioned that connection between credible and competent older adults and at-risk youth and younger adults is one of the evidence-based measures shown to have success in reducing youth crime and violence. It of course has to ideally take place within a wider context of measures addressing societal factors associated with such criminality as indicated in the past two weeks blog. Today I will continue that exploration.
Working with at-risk children to develop their skills at living and working with one another
- ‘Coping power’ is a proven program of teaching and demonstrating to children how to basically interact with each other without behavioural problems occurring. Based on the assumption outlined by Schneider (2014) quoting the research of Lochman and Wells, 2002, that such behaviour is based on how the child sees the world around him or her coupled with the parent’s ability to appropriately parent. The program is for both, the child and the parent(s). The focus for children (fifth and sixth grade) is helping them to cope with anxiety, frustration, impulse control, problem solving, anger management, and setting targets for changing identified aspects of their behaviour. In short, learning how to be social, deal with peer pressure, learn about their neighbourhood and the issues arising from it and not succumbing to them. Poor behaviour, unacceptable conduct, is learnt and can be unlearnt. Our communities cannot, and should not even consider paying the price of such irresponsibility. Let it be known, loud and clear, enough is enough.
- Lochman, J. E., and Wells, K.C. (2002). Contextual socialcognitive mediators and child outcome: A test of the theoretical model in the Coping Power Program. Development and Psychopathology, 14, 945-967, cited in Schneider, S. (2014).
- Parents are taught to identify what types of behaviour in children are inappropriate, how to reward children for appropriate behaviour, setting expectations for children and holding them to account, learning how to communicate with their children, working with the community to manage their children, and to support the children in their journey to becoming socially competent.
- It could be argued that we should all be aware of such obvious skills deemed necessary in parents and exercise them. This is where context is important. Ask yourself: Who taught us to be a parent? Who were our parenting role models? At times, our first experience of being aware of what parenting demands, is when we become pregnant, or hear that we made our girlfriend pregnant. Then we become parents ourselves. A great deal depends on where the child and parent are living and who our neighbours are. What involvement I may have in my immediate surroundings such as positive social clubs, churches, youth facilities, sports opportunities, elders in the community and other possible social supports?
- I consider myself a good father but I would be struggling with my wife and extended family to bring up socially competent children in some areas of the province. I can do my bit but I need the wider community to help me and together we will be successful not only with my own children but with yours too. A feeling of collective responsibility by adults in the community for our younger members is not idealistic. It is essential. Our province is small. Within most parts of it we know each other personally or at least know of each other.
PALS
- PALS, was a social development program for children aged between 5-13, who lived in high-risk, impoverished areas in the HRM. It was overseen by Doctor Stephen Schneider at St Mary’s University, Halifax, and the focus was on addressing specific areas of child behaviour with a proven risk of leading to further antisocial and criminal behaviour. The key aim was to strengthen their ability to withstand the pressures of being drawn into such lifestyles.
- Significant risks were: poor reading and literacy skills, low self esteem, behavioural problems such as being prone to outbursts of uncontrolled anger, impulsive and overactive, lack of problem solving skills, inability to be sensitive to others needs, unable to work with or basically interact with others.
- With the aid of St Mary’s University students, one student allocated to each child on the structured program that was campus based except for occasional field trips, each of the risk factors were addressed by five aspects of the program: tutoring; social skills and life skills education; developing the ability to think through issues and problems faced by the child; sports and other recreational activities; mentoring and positive role models.
The next two blogs will conclude the section on evidence-based proposals that work on reducing youth violence and criminality.
Addressing Youth Crime and Violence in the HRM: Research Findings, Analysis and Recommendations, Dr. Stephen Schneider, St Mary’s University
(Final Report submitted as part of the HRM Mayor’s Roundtable on Violence, February 28th, 2014. Principal Investigator: Dr. Donald Clairmont)