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Since it's founding in 1997, the CYC-Net discussion group has been asked thousands of questions. These questions often generate many replies from people in all spheres of the Child and Youth Care profession and contain personal experiences, viewpoints, as well as recommended resources.
Below are some of the threads of discussions on varying Child and Youth Care related topics.
Questions and Responses have been reproduced verbatim.
Listen to thisHi everybody,
I'm searching some worksheets about aggression/anger. The goal is to let
the person (12-15) reflect about the aggression incident (in an
interactive way) and also in that way to help to develop other
strategies.
Tom Vandries
...
If you are familiar with the crisis management program PMAB (The Prevention and Management of Aggressive Behaviour) it contains a useful anger management tool entitled SCARS. This was developed in the late 1980's by the 'Centre For Children and Families in the Justice System' of London, Ontario, which at that time was called the 'London Family Court Clinic'
Kim Stevens
...
Tom
I have a response sheet that I use with my elementary students.
What happened?
What did you do?
How did you feel when it happened?
How do you think the other person felt?
What would do differently next time?
This paper guides the student in a reflection of an incident, feelings
of both parties, and strategies for a better choice next time.
Will something like this help? I have a electronic copy at work I can
email to you.
Edward
...
There is a book called The Explosive Child – Ross W. Greene,
PhD. I have found it very useful in helping to deal with and
manage "aggressive"
children. Hope it helps.
Laura
...
I've attached some worksheets in pdf format ***. Hope They're
helpful.
Lorraine Fox
*** We could not attach this file to all of these messages (bandwidth
and memory considerations) but we have put it on the web site and you
can view it at
www.cyc-net.org/pdf/angerexercises.pdf
...
Hey Tom
My name is Brandy and I am a student CYCC program at Mount Royal. The
agency that I am currently doing my program at uses a worksheet referred
to as a "chain" surrounding incidents that involve aggression or anger
from the youth. This worksheet shows a picture at the top of the page so
the youth have a visual effect as well. The picture is a series of
connected bubbles the first being- "How I was feeling to being
with(triggers/vulnerablilties)"-" What caused the anger/aggression(more
triggers and/or vulnerablilies)"-"How did I react from that
anger/aggresion(incident)"-"What happened after I acted
out(Outcome)"-"How do I feel now(feelings/outcomes)"
What is great about this chain is that it allows the youth to have some
self reflection about the incident that just occurred, alot of the time
if an incident occurs out of anger the youth probably wasn't even
thinking very clearly about how they were acting at the moment. It
allows the youth to learn about themselves and about why they acted the
way they did. Once these chains have been filled out, they are to be
kept on file in their binders. Over some time looking back at these
chains, usually some patterns of trigger/behavior occur. From these
patterns is where the teaching can begin. The youth can learn to be
aware of their emotions, of certain triggers to stay away from, and
maybe some vulnerabilities that can become a goal area. The staff can
see where there problem areas are and work on alternate coping
strategies with the youth-tailored to their specific needs.
Another pattern that the youth picked up on is that after the incident,
they usually do not feel very good, or they end up in more trouble. This
should be used to teach them of expected natural consequences, and that
some ways of handling situations really do not solve anything at all.
These "chains" can be used with youth of various
ages, you just have to change their expected level of response for
different ages and developmental levels. For example a younger child
might just say that they felt "mad" and perhaps from an older youth you
might want to teach them more about emotions so you might get them to
say " I was really frustrated with other client, I started to feel
tension in my stomach and in my chest, It wouldn't go away, then the
client....... so i snapped."
So you can really change and encourage what the youth get out of this
exercise. It can be really superficial or take some deep thinking and
learning of self.
You can even make up your own chain, that caters directly to whatever
programs you work in.
I hope this is helpful,
Brandy Barter
Calgary
...
Hi Brandy, Tom and whomever is interested in CBT
activities,
Brandy's suggestion is an excellentexample of how cognitive behavioural
activities can be effective insupporting youthin affect regulation.
I have used a similar activity to what Brandy is describing. I
haveprovided paper strips in various colours, catagorized thestrips
into triggers,hot thoughts, emotional reactions, behavioural
responses,consequences, etc.
They then link the paper strips with tape or a
stapler. Once the client has completed the paper chain there is
opportunity for them to actually switch a paper link so that they may
for example add inmore productive thoughts that could actually change
the rest of the chain and outcomes. For youth who are not
comfortable with written worksheets this is avisual planning strategy
that can also be effective.
Good luck,
Sherry Migliaccio
