Week 1 risk of population-hsf version

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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