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life skills training for parents

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                 Discuss, Review or to Explain something.


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                 This Icon Represents when there is to be a Group Activity.



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(in bold type)



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                  HANDOUT(S)
            Workshop Agenda


MODULE 1           Introduction & Ice Breaker
(30 min.)


MODULE 2           Protective Family Factors
(45 min.)
                   Five Key Family Management Skills


MODULE 3           Why Do Kids Use?
(20 min.)




MODULE 4           What Do Kids Need?
(30 min.)




(15 min.)
                   Wrap-Up

                    • Review take home packet
Module 1   INTRODUCTION

           I am … (Share something about yourself with the
           parents)

  Say,
Discuss,
 Explain
           COURSE OBJECTIVES

           This workshop is designed to give you the
           knowledge and skills you need to help your child
           make healthy choice and prevent your child from
           using drugs.
Module 1     Course Description

             In this workshop you will learn the basic issues
             related to adolescent drug abuse, such as the
             causes of drug use and how parents can help
             prevent their kids from using drugs and making
    Say,     other unhealthy choices.
  Discuss,
   Explain
             You will learn:
             1. Protective Family Factors and Key Family
                Management Skills.

             2. Key issues related to why kids use.

             3. Key issues related to what kids need to develop
                the personal-management and social skills to
                make healthy decisions.
Module 1     General Guidelines and
             Housekeekping

              As we progress through the
              workshop, please remember:

                 Questions are allowed and encouraged
    Say,          for understanding.
  Discuss,
   Explain
                 The workshop is designed to be
                  interactive and engaging. You will be
                  asked to participate and contribute rather
                  than to just sit back and listen.


                 Please turn off all cell phones.


                 Point out logistics (Restrooms, etc.)


                 Breaks will be taken at logical intervals.


                 Parents will be asked to fill out an
                  Evaluation Form at the end of the
                  Workshop.
Module 1     ICE BREAKER


             Me At 12
             INSTRUCTIONS

  Group
  Activity



             Trainer asks each participant to think back to their life at 12
             and remember what it was like, how they were feeling, how
             they felt about themselves. Each person draws a picture
             that describes them at age 12. Each person posts this at
             the front of the room and introduces themselves and shares
    Say,
             their picture.
  Discuss,
   Explain
                     1.   Think of an object that symbolizes the way
                          You felt or saw yourself at about age 12.

                     2.   Think of one (1) word to describe the feeling
                          related to this symbol.

                     3.   Introduce yourself
                           Your name
                           Your symbol
                           The feeling related to your symbol
Module 1

              Discussion Point:
              Process how we were all feeling back then – what
              are the similarities between us and youth today?
              What are the developmental tasks that all people
              this age go through? It is important to know that
 Key Points   where youth are developmentally influences the
              decisions they make.


              In this workshop, we are going to be discussing
              why and how youth make the choices they make,
              and how parents can influence youth to make
              healthy choices.
Module 2
             Intro

             Life Skills training for youth focuses on giving them the
             personal self-management and social skills found to reduce
             the risk of drug abuse.

    Say,     This parent workshop focuses on what the reach calls
  Discuss,   Protective Family Factors. These are skills you can use to
   Explain   decrease your child’s risk for drug abuse.




             Protective Factors include
             Five key family management skills
             1.    Effective Family Communication
             2.    Good Parental Monitoring
             3.    Being A Good Role Model
             4.    Using Appropriate and Consistent Discipline
             5.    Taking A Clear Stand Against Drug Use
Module 2
             1.   Effective Family Communication
                  (15 minutes)


                  You should make a point of talking to your children
                  everyday. There should be time for family and one-on-
    Say,
                  one talks as well. It should be a part of your daily plan
  Discuss,        so conversations can happen regularly. Such as during
   Explain        a family meal or activities.


                  As your children reach middle school age, you may find
                  that it becomes more difficult to talk to them. Between
                  daily misunderstandings and disagreements, some
                  parents may feel like just giving up on talking to them
                  altogether. But this is the time when open and honest
                  talks are more important than ever.


                  Things that get in the way of good communication are
                  Communication Blockers. Being able to identify and
                  address communication blockers can be a big help.
Module 2      COMMUNICATION BLOCKERS



              Step 1: The Trainer breaks the parents into small groups.

              Step 2: The Trainer ask the parents to identify five (5)
                      Communication Blockers. EXAMPLES
                      Pick 1 to brainstorm ways to address it.
                      (5 minutes)
   Group
   Activity
              Step 3: Each group is to select some one to be the
                      recorder and reporter.

              Step 4: When the allotted time has elapsed, the trainer
                      asks each group to present their list of
                      BLOCKERS to the large group.




              After each group has reported out the Trainer debriefs and
              processes the activity with the total group by reviewing the
              list of COMMUNICATION BLOCKERS and identify the
              most common one from each list.


    Say,
              As a group identify other techniques/approaches to
  Discuss,
   Explain    eliminate communication blockers.



              Note: For small groups this activity can be done all together.
Module 2          2.      Good Parental Monitoring                            (5 minutes)

                          The Trainer leads a discussion with the total group
                          by asking the Parents to brainstorm “What Is Parental
                          Monitoring?”

                          The Trainer explains to the group that Parental
                          Monitoring means keeping an eye on your child –
                          keeping track of who your child is with and what your
                          child is doing on a day-to-day basis, knowing exactly
                          where they will be, who they are spending time with,
                          and whether they will be supervised by an adult.
     Say,
   Discuss,
                          Monitoring is a skill that incorporates good family
    Explain               communication and discipline. It involves
                          communicating information, clarifying what is expected
                          of the child, setting limits where necessary, and
                          choosing the right way to keep your child within those
                          limits.


                          Why Monitor?
 Ask Questions
 (in bold type)           How Far Should You Take Monitoring?


                                                                 Examples of Monitoring
                  Things To Consider In Deciding
                  How Much Monitoring Is Needed
                                                                 Knowing who your child is spending
                                                                 time with and what he/she is doing.
                  Is your child a risk taker? What’s your
                  child’s personal safety record? Think          Getting to know the parents of your
                  about things like how many time he/she         child’s friends & keeping in touch with
     Say,         gets into trouble at school or with friends.   them about what the kids are doing.
   Discuss,
    Explain       Do you communicate well with your child?       Making time for discussing every day
                                                                 activities, such as having family meals
                  Does your child make good decisions?           together.
Module 2     3.   Being A good role Model               (5 minutes)

                  The Trainer leads a discussion with the total group
                  by asking the Parents to brainstorm “What Does Being
                  a Good Role Model Mean?”

                  The Trainer explains that most parents understand that
                  they are the first role models for their children, but too
                  many believe that they lose their importance as their
                  child grows older. This is not true! Despite the fact
                  that adolescents become more influenced by their
                  friends, favorite celebrities, and the media as they get
    Say,
  Discuss,        older, parents still pay a major role in helping kids
   Explain        make important decisions about such things as where
                  to go to college and what career to pursue. Parents
                  can also help influence their kids to not use drugs.
                  What your kids see you doing is what they are most
                  likely to copy during childhood and adolescence.



             The Trainer states that nobody’s perfect – and you don’t
             have to be to set a good example for your children. The
             Trainer briefly highlights the following points:


    Say,          •   Be a good role model.
  Discuss,        •   Share your values with your children.
   Explain
                  •   Set good examples for dealing with stress.
                  •   Make thoughtful, independent decisions.
                  •   Take time, make plans.
                  •   Listen to what your child is saying about your
                      tobacco or alcohol use.
                  •   Talk to your child about tobacco and alcohol laws.
                  •   Keep in mind that all of your habits will influence
                      your child.
Module 2          4.     Using Appropriate and Consistent
                         Discipline (10 minutes)


                        The Trainer asks the group to share some of their
                         discipline techniques that they use or have used with
                         their children.

      Say,
    Discuss,
     Explain
                  Note: People will have differing approaches, the goal
                         here is to share and not to judge.

                  •      What has been most successful? Why?
                  •      What has been least successful? Why?
 Ask Questions
 (in bold type)   •      What is the purpose of discipline?




                        The Trainer gives a brief lecture stating it’s not just about
                         punishment.
                        The word discipline means to “teach or guide.” Your
                         goal, when it’s time to discipline your kids, should be to
      Say,               teach and guide your child to make the right choices
    Discuss,
                         and to accept responsibility for his/her behavior. All kids
     Explain
                         need parents and other adults who use appropriate and
                         consistent disciplinary skills, such as setting clear limits
                         and rules, and letting kids know just what is expected of
                         them. It is important to enforce the rules with
                         consistency, but also to realize that sometimes there
                         may be a good reason to break the rules. Also, realizing
                         that rules may need to be updated or changed from time
                         to time is essential.
Module 2     5. Taking a Clear Stand Against Drug Use
                (10 minutes)


                    The Trainer gives a brief lecture on Taking A Clear
                    Stand Against Drugs.
                    It’s never to early to start talking with your kids and
                    letting them know where you stand regarding the use of
                    tobacco, alcohol, and other drugs. By letting them know
                    your feelings early, you will build trust, understanding
                    and communication between you and your child. You
    Say,            will both be better informed about what is happening in
  Discuss,
                    each other’s lives. Talking about drugs will help you to
   Explain
                    know that your values and wishes are being
                    understood, and your child will have a clear anti-drug-
                    use message from home. By taking the time now to
                    discuss these topics, your child will be less likely to
                    smoke, drink and take drugs in the future.


                 Step 1: The Trainer breaks the parents into small groups.

                 Step 2: The Trainer asks the parents to discuss the best
                         ways to discuss drug use with your child and how
                         to set family rules for drug use that deliver a clear
  Group
                         anti-drug message.
  Activity
                 Step 3: Each group is to select some one to be the
                         recorder and reporter.

                 Step 4: When the allotted time has elapsed, the trainer
                         asks each group to report out to the total group.

                 After each group has reported out the Trainer debriefs and
                 process the activity with the total group.
Module 2
               Key Points:

               The Trainer reviews the following points:

               •   Start talking abut drug use now!
  Key Points
                       The earlier you start talking about drug use the better.
                       Adolescence is as good as a time as ever to practice
                       decision-making skills that they will need throughout life.

               •   Be a good listener.
                       Ask their opinion about things. Show that you are willing
                       to listen. You do not have to agree with everything your
                       kids say, but listen first and give your opinion second.
     Say,
   Discuss,
    Explain    •   Be aware of communication blockers

               •   Talk often, and look for the right time to make your point.
                       Talk in the car or on the bus; talk about the day’s events,
                       what’s on TV that night, or about anything at all! Show
                       them you’re interested in their friends, clothing, music,
                       etc.
               •   Be clear with your kids.
                       Tell them you absolutely do not want them using drugs.
                       If your child says, “Hey you drink! You smoke!” (Or you
                       used to …), be willing to discuss it at another time, but
                       keep the focus on kids using drugs, and why it is not
                       worth the risks.

               •   Tell them about the bad thinks that can happen now.
                        Always let kids know that there are immediate and short-
                        term risks to using drugs. Adolescents are more likely to
                        be concerned with things that can affect their lives now,
                        rather than the distant future.
Module 3
              INTRO
              Now that we have looked at Protective Family Factors and Family
              Management Skills its time to shift focus to the kids. In order to
              understand how to prevent drug use its important to look at reasons
              why kids use.

     Say,
   Discuss,
    Explain

               Why Do Kids Use?

               Activity:

               STEP 1
                            The Trainer asks the Participants to work together
                            at the table where they’re currently sitting.


   Group       STEP 2
   Activity                 The group selects a recorder to do the writing on
                            Post-Its.

               STEP 3
                            Post-Its and markers are distributed to each table.

               STEP 4
                            The Trainer asks the parents in their groups to
                            discuss why they think kids start using? The
                            recorder writes down 2-3 reasons kids start using.
                            (5 minutes)
Module 3
              The Trainer explains the three main areas that affect a
              person’s life and their decision to start using illegal
              substances: personal, relationships, and
              environmental/community


    Say,      STEP 5
  Discuss,
   Explain
                    The Trainer asks for an individual from each table to
                    report out by placing their Post-Its in one of the three
                    (3) MAIN AREAS.




                                                               Environmental/
              Personal                Relationships            Community




                 Discussion Point:

                 Process that there are many different reasons why kids start
                 to use. This means that there are many areas where we
 Key Points      can make a difference to help kids make good choices.
Module 4
             INTRO

             Now that we have why kids use we are going to move on and
             discuss what kids need to prevent drug use and other unhealthy
             behaviors.

    Say,
  Discuss,
   Explain

               What Do Kids Need?
               Activity:

               STEP 1
                            The Trainer asks the Participants to work together
                            at the table where they’re currently sitting.

               STEP 2
  Group                     The group selects a recorder to do the writing on
  Activity                  Post-Its.

               STEP 3
                            Post-Its and markers are distributed to each table.
               STEP 4
                            The Trainer then ask the parents in their groups
                            to discuss what SKILLS, KNOWLEDGE and
                            ATTITUDES they think kids need in order to
                            make healthy choices and not use illegal
                            substances? The recorder writes down 2-3 needs
                            for each area.
                            (5 minutes)
Module 4
              The trainer have SKILLS, KNOWLEDGE and ATTITUDES
              posted on individual chart/newsprint paper hanging on the wall.


              STEP 5
                           The Trainer asks for an individual from each table
                           to report out by placing their Post-Its on the
                           appropriate SKILLS, KNOWLEDGE, and
    Say,
  Discuss,                 ATTITUDE chart/newsprint paper.
   Explain




              Discussion Point:

              Kids need all of these to know how to make good choices to not
              use illegal substances. These are the types of things that are
              taught in the LifeSkills curriculum.
 Key Points

				
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