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| Program Highlights |
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This section of the website will provide in depth information on the programs we have presented and will also serve as a way for us to communicate with other organizations in the field of dispute resolution and anger management. We invite and welcome any group to share their experiences and provide comments to our programs as well.
As was previously mentioned in the FAQ section of this website we have developed and presented different programs to various groups. These will be described in more depth below.
ANGER MANAGEMENT
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Anger Management and Mediation Seminar:
This program was facilitated for an agency that provides mediation training and services for members of New York City communities. It was instituted in January, 2010 and involved volunteer mediators and staff members of this organization. It was held as a single, two hour session.
Responses:
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Continuing Education Workshop Presentation:
This training was presented by the John Jay College of Criminal Justice Continuing Education Division. It was part of a series of Dispute Resolution Workshops. This specific seminar was presented as two 1 1/2 hour sessions over two days in May, 2010.
Responses:
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The Anger Management Power (A.M.P.):
Program Facilitator Training. The most recent session of this experience was held in Spring, 2010. It was facilitated over two days and was attended by former students in Dave Wolffe's "Sociology of Conflict" class who were interested in doing more work in the field of conflict resolution.
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Response:
These young people were enthusiastic about getting involved in the field of anger management and doing more to prepare to reach out to other groups to share their knowledge.
PROGRAMS FOR ADOLESCENTS
A. THE FOUR LESSON UNIT: There were _____ forms that this anger management training took with teenagers. The first was presented as a four lesson unit facilitated over a four week period of time. Students in Psychology, Law, Health Education and in Resource Room classes received this training. These subject areas were selected because there was no preparation for any standardized testing (Regents Examinations in New York State) and time could be spent for this kind of training.
Participant Reactions
The responses that follow are the result of information provided from feedback surveys administered at the conclusion of the program and by a follow-up document presented to program participants within a month after the initial training session. Many students who experienced the training in different forms supplied this information.
- Some of the teens didn’t like to furnish written responses to tools used in the presentation of the program. (Some of these were eliminated since the A.M.P. Program was first facilitated in 2001)
- Young people wouldn’t volunteer to do role-plays or answer questions because they didn’t want to appear, “soft” to their peers. Some of them did respond in writing to the feedback survey. Often, in particular, they “voiced” the opinion that anger could be dealt with in non-violent ways.
- Some participants felt that role -playing would be more effective than discussing situations.
- Many young people felt the situations that were role-played were unrealistic.
- Some adolescents believe that the only way to express their anger is physically. This is something that is non-negotiable with them. It is what it is for them.
Observation
The following up on any training is important as a means of gauging its effectiveness. With this program, this form of evaluation, wasn’t provided for many of those who received this training. As of this writing, May, 2010, I am looking for more ways to get follow-up on the work being done with the A.M.P. Program.
B. A SPECIAL PROGRAM: The A.M.P. Program was presented to students who were part of a special program known as, the Law Enforcement Academy (LEA, a collaborative effort between the Program Coordinator, Dr. Andrew Karmen, a John Jay College of Criminal Justice sociology professor, the New York City Police Department and the NYC Department of Education. This program was targeted toward students in several NYC high schools who were interested in careers in law enforcement. Our program was presented to teens during single(forty minute) or double (80 minute) periods. Teachers were present and participated with their students in the A.M.P. Program and were given discussion opportunities presented during lunch provided by LEA program school staff members.
Observations
With this form of the training participant reactions were harder to gauge. Often students weren’t around long enough after the presentation to speak with. As in any classroom setting, there are some who pay careful attention and ask questions. When materials were distributed the students were told that if they didn’t to keep these documents, they should feel free to return them to the presenter. Some did, some didn’t and some of these documents were left on tables or on the floor. The measure of success of a program isn’t always in an immediate response. Hopefully, when you present information to young people, some will take it, some will use it pretty quickly and others may hold onto it to try at some later date. You never know how something is going to effect another person, or when this will happen. My feeling is to keep trying because the information is important for them, whether they realize it or not.
C. PEER FACILITATOR WORKSHOPS: Young people who participated in the A.M.P. Program during their subject classes were given the opportunity to become Peer Workshop Facilitators. Those that were selected were able to choose the activities and techniques that they felt would be most acceptable to their colleagues. In addition to selecting these components of their workshop, they were given key parts of the structure of the program and were shown different ways their workshop could be presented. They developed a format and were able to rehearse their presentation in front of each other.
The workshops were presented on a particular day to other students. The teen trainers were treated to snacks and lunch throughout the day. At the end of the day a processing discussion was held and certificates recognizing them as A.M.P. Peer Facilitators was distributed to each of these young people.
Observations And Comments
1.Much of peer education comes from individuals their own age. This form of training fits into that description.
2. These young people expressed an interest in helping people their age in all settings that is, at school, in their family or in their relationships with boyfriends or girlfriends. Their desire to put together a meaningful workshop, their enthusiasm during their training and workshop presentations told a great story.
3. Some teens who wanted to be part of this training group, often did it to get out of class, or because it would be something “cool” for other peers to see. However, their sporadic attendance or lateness for training sessions, showed a lack of real commitment.
Suggestions
1. Selecting students for this kind of training is based on their response to a follow-up document. To be accepted as a peer facilitator the student had to indicate using something they observed in the program and being willing to get more training in this area. Teachers are also asked whether or not a particular teen can miss their class.
2. Beyond these selection criteria, once a student starts to attend, their level of commitment should be evaluated by their attendance, ability to be on time, and their level of participation. Wanting to see peer workshops developed sometimes stood in my way to eliminating some adolescents from this training. These are things anyone who wants to have peers involved in a program need to be considered.
D. MIDDLE SCHOOL PRESENTATION: An hour presentation was given to sixth graders who were part of an after school program run by staff members from an organization known as Safe Horizon. The A.M.P. Program activities were brought in as an enhancement of the agency’s efforts to reach out to young people and teach them peer mediation skills.
PRESENTATIONS FOR COLLEGE STUDENTS
A. DISPUTE RESOLUTION STUDENTS: Two and one-half hour presentations of the A.M.P. Program in were facilitated in Dispute Resolution Programs, in three campuses of Mercy College in New York, and as part of a two session seminar of Dave Wolffe’s “Sociology of Conflict” class at John Jay College of Criminal Justice.
Responses
This seminar has been conducted since 2004. Professors and students have found helpful. Many students have commented that they should have gotten this training when they were younger.
B. TEACHER EDUCATION STUDENTS: Two hour presentations were given in several New York City area colleges. This particular training was designed to fulfill one of the NYS Education Department’s workshop requirements and expose these young people to classroom management techniques they could use once they were teaching.
Responses
This form of the program has been facilitated since 2008. Most of those attending it have described this training as being helpful. This response comes from conversations, as well as from feedback surveys program participants complete at the conclusion of the workshop.
Reactions To The Anger Management Program Presentations
Written by Dr. Mike Kelly, Ph.D., Dominican College (Rockland County, N.Y.)
Director, Graduate Programs in Education
Director, Adolescence and Special Education
Certification Officer
It gives me great pleasure to share with you my feelings about Dave Wolffe's work in violence prevention. He has been working with me for two years as a consultant in providing a two hour seminar in violence prevention per Project SAVE requirements for our graduate and undergraduate teacher candidates. He has delivered presentations to both large and small groups on a semestral basis. His love for his craft and his desire to make the world a safer, better place are pervasive in his interactive presentation style. The students enjoy his banter and his message; we are fortunate to have him as we prepare our teachers.
C. MASTERS PROGRAM GUIDANCE AND COUNSELING STUDENTS: This seminar was presented to these students, during an approximately one-hour classroom presentation. It was focused on explaining the reasons for and kinds of behavior younger students exhibit when they are angry and how to help staff and these students to handle the anger in appropriate ways.
PRESENTATIONS FOR PARENTS
PARENT ASSOCIATION PRESENTATION; An approximately one hour presentation, primarily focusing on questions and answers parents of students in one particular New York City high school, on this subject was facilitated.
Responses
Participants asked many questions and wanted to find out if there was going to be more training.
PROGRAMS FOR TEACHERS
CHARTER SCHOOL TEACHERS: A two hour program was given to teachers, as part of a training provided by Penda Aiken Inc., a Charter School placement agency, in collaboration with Dr. Richard Giaquinto, Chairperson of the Teacher Education Department of St. Francis College, prepare these folks to meet the challenges that reactive students can present in a classroom setting.
Responses
Through a brief conversation with the participants, staff members of Pender Aiken, as well as the number of questions, the overall response to the program was positive
SOCIAL SERVICE AGENCY PROGRAM
GROUP HOME STAFF AND SUPERVISORS: Staff members and supervisors of several groups homes servicing developmentally disabled adults throughout Brooklyn were given the full two-and-a-half hour presentation of our program.
Responses
From feedback from agency personnel and from a majority of the participants (Orally, as well as that found in feedback surveys), the program was worth the time and gave some good ideas. Some found the information unreal and some indicated that they were there because they were required to attend.
FOR TEENS
A six session program entitled, “Helping Teenagers Deal More Effectively With Conflict” was developed for adolescents of the Rye YMCA. It was facilitated once a month over a six month period. Three different presenters, each with their own approach, facilitated two sessions of this program.
Observations
During this particular program, participation was sporadic. Those that came, showed a mixture of enthusiasm. Overall, the response wasn’t enthusiastic.
Suggestions To Improve This Program
These suggestions were the result of discussions with YMCA staff, the program facilitators and the Program Coordinator of P.E.A.C.E., Inc. Additional ideas were gathered from participant evaluations that were provided after each session.
- Have youngsters assist in the planning of the program. Cooperative planning provides teens with a sense of ownership. This gives them a reason to participate and see a program through to completion.
- Have participants commit to participating in the entire program. This gives them the opportunity to help make the program a success.
- Sessions should be facilitated twice a month minimally, and should be presented by the same person. This will help achieve continuity and a better understanding of the concepts being presented.
- To achieve better attendance, avoid scheduling training during May and June, when teens prefer outside activities.
- Make sure there is plenty of interaction. Demonstration and participation outweighs the result of elaboration. In other words, less talking and more doing by participants.
FOR PARENTS AND PROFESSIONALS
The program, “Dealing With Conflict Within The Family” was presented in a single 1 ½ hour session, to members of the Four Winds, mental health agency, community. It was facilitated in two of this organization’s facilities. It focused on different aspects of communication and conflict, with information being used from specific articles and books.
Response
The participants’ reactions were enthusiastic. Many questions were asked and the need for more training was expressed.
Suggestions
These suggestions came about from conversations between the agency program coordinator and Dave Wolffe
- The greatest limitation was that of time. The 1 ½ hour session allowed an overview of the topic and some discussion to take place. Participants suggested that there this presentation should be two or three sessions so that there would be a chance for a greater level of interaction through role plays and other experiential activities. By permitting these types of activities to take place the participants would have the opportunity to pretest and process these ideas before actually putting them into practice.
- More “How To’s” should be given, rather than generalities.
For the P.E.A.C.E., Inc. facilitators, the importance of constructive criticism cannot be underestimated. Our goal is to develop the most beneficial programs we can for our clients. Achieving this objective involves changing the form our ideas take by using those program elements that work, changing the form of some of the activities we use, and eliminating others. Without being a work in progress our programs will not stand the test of time, with its changes in the directions society takes, and with new emerging technology.
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