A Bit About YOUR
Clients, Students, Residents, Service Recipients, etc...1
Maslow’s Hierarchy of Needs
Self Actualizati
on
No Self Actualizati
on
Self WorthLack of
Self Worth
Belonging- Love
Unloved-Isolated
SafetyLack of
Stability
Basic Physical Needs
Lack of Basic
Physical Needs
Lack of full use of potentialFeelings of insecurity & inferiority. Anxiety about personal worthFeelings of loneliness, rejection, and alienationFeelings of fear due to chaos and disorganization
Preoccupation with survival. Physical suffering.
Source- “Crisis Management”, OSSTF, Toronto 2
Myths of Adolescence• Many teens are on the border of
experiencing serious behaviour problems
• Rebellious behaviour is an indicator of developmental problems with this stage of life.
• There is a “generation gap” between teens and adults -the “peer group” overrides the influence of the “parent group”-undesirable friends lead “good kids” astray.
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Tasks of Adolescence• To achieve physical maturity
• To explore sexuality
• To establish intimate relationships
• To move toward social maturity
• To attain intellectual maturity
• To gradually become independent from family (Self Sufficient)
• To achieve economic independence (Financial Sufficiency)
• To develop a belief system and the skills to follow those beliefs
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Problems Occur!Most teens progress
through the challenges of
adolescence fairly well but, not all youth are able to
cope!
Substance AbuseSuicideViolenceSexual AssaultWeaponsBullyingTheft, Robbery, ExtortionGang ViolenceSports ViolenceDating ViolenceVandalism
Hate Motivated Crimes AssaultHarassment (Racial/Ethnocultural)Abuse CrisisThreatsOthers?
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• Q- What are some sources of a Human Service Professional’s legal authority?
• A- Education Act and Regulations, Criminal Code, Trespass to Property Act, Child and Family Services Act, Youth Criminal Justice Act, Day Nurseries Act to name a few.
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Q- Can a Human Service
Professional search a student’s locker?
Situation-You hear from many students that Geordie is telling everyone that he brought a gun to school.
A-YESEducation Act, Clause
265(a) to maintain proper order and discipline in the school “Search” must be reasonable
Section 8, Charter of Rights and Freedom
Q- Can a Human Service
Professional arrest a student?
Situation- You encounter Geordie in the hallway. You know that
Geordie has been expelled from all
school board premises.
A- YESTrespass to Property
Act Criminal Code-Section
494
Q- Can a Human Service
Professional search a student?
Situation-You see a youth put something in his sock that resembles a cigarette.
A- YES“Search” must be
resonable-Section 8, Charter of Rights and Freedoms
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Q- Can a Human Service
Professional use physical
force?Situation-You see a
physical fight occur between two
children.
A- YESEducation Act-Clause
265 (a)-To maintain proper
order and discipline in the school
Criminal Code-Section 43
For correctional and disciplinary purposes
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Q- Can a Human Service
Professional legally detain a student?
Situation-You hold a homework club
after school for students who have been suspended for
consistently “skipping” classes.
A- YESTrespass to Property
ActCriminal Code-Section
494 (1986)
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Q- Can a Human Service
Professional be convicted for
failure to report their suspicions of child abuse?
Situation-You speaks with a child who has suspicious cuts on the top of his head. The child appears very withdrawn. The child does not have a
lunch, is unkept and does not have sufficient
clothing for the weather. You also see what
appears to be cigarette burns on the child’s gums
and tongue.
A- YESChild and Family
Services Act-Section 72(a), liable to a fine up to $1000.00
• Keep sight of student individuality
• Combine modalities and disciplines
• Encourage students to take control
• Alter environments to promote behaviour change
• Create programs with positive peer influence (youth/child engagement model)
• Model appropriate beahviours (Values, Ethics, Character)
• Expose students to continuous or intense programs
• Make the student accountable
• Deal with behaviours with a skilled approach
What can you do?
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The At-Risk Tree: A Metaphor
Source for next 7 slides- “At-Risk Youth”, 2004, Jeffries, Benedict, Ellen and Robert McWirter1
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Soil- Environment in which we were raised(socioeconomic, cultural, political, economic, neighborhood)
Roots- Family, School, Peer Groups(conflict, friction, parenting styles, mental illness, inner city school, gheto’s )
Trunk- Supports branches, nourishes leaves from soil(strengths, weaknesses, talents, disAbilities, risks and protective factors, attitudes, skills)
Branches- Represents our adaption to community(5 risk factors- School drop-out, substance abuse, risky sexual behaviours, violence, suicide)
Leaves/Fruit/Flowers- Contributions to Community(Children, Career, Volunteering) (Some children are healthy and whole, others are damaged, and still some fall from the tree)
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•The helper is the Gardner!
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MentorGuideSupportModelTeachDirectHelpCounselProgramRe-Pot (Plant)
AcceptWaterNourish (Nurture)
PruneFeedStakingTrimmingProvide Sun
Gardner=YOU
• Nurturing sometimes has to be directed to the soil, sometimes toward the roots, sometimes towards the trunk or branches, but always the intent is to improve the fruit of the tree!
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Who presents the most challenges?• Living in poverty
• African American’s/Latinos*
• GLBT*
• Gang Members
• Pregnant Teens
• Violent youth
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• Single parent households headed by women
• Kids who are left alone between the hours of 3-6pm
• Kids who are the result of teen pregnancies
• Drug use
• Teens who don’t use contraception
Definitions of...
• Minimal Risk
• Remote Risk
• High Risk
• Imminent Risk
• At-Risk
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