Fighting Risky
Behavior: Shaping a
Different Path
Edwin D. Bell
Winston-Salem State
University
Introduction
•
A key issue in motivating students is
how to minimize their involvement in
gangs and other risky behaviors,
which negatively impact their
education and their lives (Patton,
1998; Vison, et al., 2004)
Introduction (continued)
•
This motivation of students to avoid
risky behavior and gang involvement
should start in elementary school
(Education, 2008).
Purpose
•
Discuss strategies to provide assets to
students to assist them in making
good decisions.
Key Points of the
Presentation
•
•
•
Erik Erikson’s Developmental Stages
Search Institute’s Developmental
Assets
Mrs. Eileen Hall’s Project at Konnoak
Elementary School
Erikson’s Developmental
Stages
•
•
Erikson argued that we go through
eight developmental stages from birth
to death.
I would like to talk to you briefly about
Stage 4 – School age.
School Age: 6-12 Yrs Old
•
•
Key issue is a sense of industry vs. a
sense of inferiority.
Basic Strengths: method and
competence (Harder, 2002).
Developmental Assets:
Search Institute
•
Background, since 1989, the Search
Institute has done research in positive
youth development, prevention, and
resiliency.
Developmental Assets
•
•
This research helped identify 40
developmental assets for 3- 5 yr olds,
9-11 yr olds, and 12 -18 yr olds.
Let’s take a brief look at the assets for
adolescence. (Search Institute, 2008)
Asset Categories
•
External Assets
–
–
–
–
Support
Empowerment
Boundaries and expectations
Constructive use of time
Asset Categories (continued)
•
Internal assets
–
–
–
–
Commitment to learning
Positive values
Social competencies
Positive identity
School Age
•
Mrs. Eileen Hall, a 5th grade teacher at
Konnoak Elementary School is an
alumna of the M. Ed. in elementary
education at WSSU and implemented
this project through a federal grant NC
Quest through WSSU.
Konnoak Elementary School
Girls Club
•
Ophelia Project’s conceptual
foundation
– Applied control theory
– Literature circles
Ophelia Project Objectives
•
Provide activities that teach girls how
to discover their own special qualities
and contributions to the group.
Objectives (continued)
•
Teach girls to listen to their inner
voices and think for themselves and
by doing so build self-esteem and an
inner belief of competence.
Objectives (continued)
•
Expose girls to young adult literature
that addresses universal issues girls of
all backgrounds tackle,
Summary
•
How do we get from her to there?
– The tools are available.
– Is the commitment available to make the
data-based decisions that are needed to
achieve our goals?
What has been done
•
Let’s look at a presentation on the
Ophelia Project that Mrs. Hall
developed for the 2008 American
Reading Forum
References
Education (2008, May 30). Schools to fight I war against
gang culture, no 315, ISSN: 1741-9867. The
Education Publishing Company limited.
Harder, A. F. (2002). The developmental stages of Erik
Erikson. Retrieved on 11/16/08 from
http://www.learningplaceonline.com/
stages/organize/Erikson.htm
References
Patton, P. L. (1998). Gangstas in our midst, Urban
Education, (30)1, 45- 76.
Voison, D. R, Salazar, L. F., Crosby, R., Diclemente, R.
J., Yarber, W. L., & Staples-Home, M. (2004, Dec.).
The association between gang involvement and
sexual behaviors among detained adolescent
males. Sexually Transmitted Infections, (80)6, 440443.
References (continued)
•
Search Institute (2008). What kids
need: Developmental assets.
Retrieved on 11/16/08 from
http://www.searchinstitute.org/assets/