Tips for Engaging Youth

1. Tips for Engaging Youth And responding to challenging behaviors in sessions

2. Engaging youth at the intake interview • Be up front – don’t avoid the topic of the youth’s violent behavior. They know when it is being avoided, and youth tell us they don’t like it. • It helps them to hear someone talking about it openly, in a non-judgmental and supportive manner • Talk about how you have worked with youth who are violent in their family and give a sense of hopefulness- It helps them realize they are not the only ones and that the behavior is changeable.

3. Lay the groundwork for change Begin the change process by: • Describing what the teen will be able to do when they complete Step-Up • You will be able to deal with conflict with your family without being hurtful • You will be able to talk about things when you’re upset or angry in ways that help others understand you better • Both of you will learn how to be respectful even when you are mad – things will be calmer at home • What would you like it to be like when you are finished doing this program?

4. Begin to engage “Change Talk” • How would you like your relationship with your mom/dad/family to be different? • How would it help you if you were getting along better? • What reasons do you have for trying to make things better at home? • What do you think you can do differently that would help you get along better with your family?

5. Give the message… • You have knowledge about what you need to do • Your perspective is valuable • We are interested in what you think • This is a collaborative effort • We believe you can make positive change A reflective, supportive manner reduces resistance

6. Motivational Interviewing • “A method of fostering change by helping a person explore and resolve ambivalence” • Looks for ways to access internal motivation for change- move from external to internal • Particularly suited to resistant or reluctant individuals who are in early stage of change • Internal and external forces work together to facilitate change.

7. MI is a style of interaction that follows these basic principles: • Express empathy – An attempt to understand the person’s mindset, even though you disagree with the point of view. • Roll with Resistance – Do not argue or debate with the client. Find other ways to respond, or move on in the conversation. • Develop discrepancy – Ask them to identify own reasons for change. • Support self – efficacy – point out personal strengths, past successes, affirm all efforts toward change.

8. “Motivational Interviewing holds the belief the person already possesses a range of talents, abilities, skills and resources – the goal is to draw out these positive resources.” -Miller and Rollnick, 2002

9. Stages of Change Model • A theory of behavior change developed by Prochaska, DiClemente and Norcross in 1992 • Describes the process people go through in thinking about change • MI is logically connected to Stages of Change Model

11. How Step-Up Moves Youth through the Stages of Change • Check-In process raises self-awareness • Listening to others talk about behaviors increases awareness of self and effects of behavior on others • Weekly goal setting elicits ‘change talk’ • Self evaluation process invites reflection • Input and support from group members • ‘Helper Principle’ • Increased competence to change with skills • Experiencing the positive effects of the behavior change

12. Step-Up Stages • Stage 1 and 2- Pre-contemplation and Contemplation • Raise awareness and build motivation for change • Begin learning skills • Stage 3- Preparation • Continue skill building • Set goals and evaluate progress • Stage 4, 5 – Action and Maintenance • Continue learning and using skills • Continue setting goals and evaluating progress • Stage 6 – Relapse • Self evaluation- what happened, what do I need to do? • Revise Goals, continue skill building

13. Purpose of Check-In • Raises awareness of behavior • Provides neutral facilitation to invite engagement and reflection • Safe and supportive environment for talking about difficult behaviors during the week • Opportunity for empathy and ownership of unhelpful behavior

14. Purpose of Check-in • Re-frames accountability as something that shows strength • Re-frames parent as supporter / helper • Attention to positive behaviors and strengths • Opportunity to think through “how could I have handled that differently”, “what skills could I have used?” • Provides ‘teachable moments’, real life situations to apply new learning • Set weekly goal and self evaluation

15. Check-In What behaviors on the Wheels have you used during the past week? Abuse Wheel- What could you have done instead that was not hurtful? What skills could you have used? Respect Wheel- How were able to do that? What did you do differently? What skills did youuse? HOW DID THAT FEEL FOR YOU?

16. Goal Setting • Questions on Goal Sheet help teen through process of thinking about their behavior and specific steps they will take to change it • Elicits ‘change talk’ • Goals should be ones the youth believe they can do- or make steps toward • Break into small steps • Worded as what they willdo

17. Weekly Goal Planning and Evaluation of Progress

18. Self-Evaluation of Goal ‘How did I do?’ questions are MI inquiry which invites reflection about • If I accomplished my goal (or made some progress), how did I do that? What helped me? What did I do differently? How did that feel? • If not successful, what got in the way? What were the barriers? What can I do next week to overcome those barriers and make more progress toward my goal?

19. Tips for Handling Resistance

20. Rolling with Resistance

21. More Tips… • Ask, don’t tell • Encourage them to think for themselves • Give them the space to figure it out, and if they can’t, ask the group for help • Give them the message you believe they are capable and have lots of knowledge about themselves • If it goes astray, let it go and move on….

22. Supporting Each Other

23. Engage Group Support • Invite other group members to help out • Ask: “How have others in group handled this problem?” or “Is there anyone who has been through this before that can share ideas for dealing with this?” • “Let’s brainstorm a list of ideas that might help- who wants to write on the board?” • Most teens enjoy helping

24. Foundation for Change: A Safe Environment A climate of safety must be in place for engagement approaches to succeed • Clear boundaries and expectations • Discuss and post ‘Communication Agreement’ • All language must be on ‘Respect Wheel’ • Any abusive or unsafe behaviors are interrupted immediately • Give youth a chance to change behavior before having him or her leave room

25. Abusive behavior in group or session • Opportunity to have them stop and use their ‘Safety Plan’ • Opportunity to: • Learn how to make a shift in the moment, and change it up • For parents to learn how to respond in an effective way- facilitator models options: • Can you say that again staying on the Respect Wheel? • How about saying that in an “I” statement? • Can you tell your Mom your feeling, instead of acting out your anger? • Look at the Communication Agreement on the wall- let’s have you start over, and see if you can continue talking, but follow the agreement

26. Responses to Abusive Language

27. If parents are disrespectful to their teens… • Ask to re-phrase on Respect Wheel • Model for them by re-phrasing • Invite them to use skills learned – “I” statement, Assertive Communication • If angry and escalated- ask them to take a break • Notice skill deficit and select parent session for following week that addresses this • Ask if you can step outside with them to talk, or talk later • Awareness of impact on teen is important – addressing parenting in presence of teen can undermine their leadership

28. Contact Information • Lily Anderson: lily.anderson@kingcounty.gov • Greg Routt: gbroutt@yahoo.com • Phone: 206-296-7841 • Website: kingcounty.gov/courts/step-up