cse-resources_9_2321242253.doc

2 if there is enough group members in the session

  • No School
  • AA 1
  • 193

This preview shows page 118 - 121 out of 193 pages.

2. If there is enough group members in the session split them into sub groups and explain that we are going to practice solving common problems which young people face by using the tips which have been outlined during the last two sessions. 3. If the group is quite small complete this exercise in a whole group. 4. Ask the group to come up with common problems that young people face. Once ideas are shared ask the group or sub groups to agree on a common problem that they can explore and solve (if in sub groups make sure they explore different problems). 5. If they struggle for ideas you may need to offer them a problem to deal with. Use ‘the THINK programme’ problem or one from Problem Solving session 2.1/2.2. 6. Explain that you now want them to apply the problem to the tips on the flipchart with an end solution to the problem. Give support to the groups and guide them appropriately. Problem solving tips: Whose problem is it? Take it on, let it go? What’s the real problem? Getting good information: who can I go to? What are my options? Weighing it up – making a decision. Getting it right – planning. 118
Image of page 118

Subscribe to view the full document.

7. If the activity is being completed in a group one tutor will need to facilitate this process. 8. At the end of the activity discuss how they solved the problem, explore how they applied the tips and determine the suitability of the option they came up with to solve the problem. 9. It is important to challenge any groups or young people who do not apply the tips appropriately or if they reach an inappropriate conclusion to solve their chosen problem. Link in the negative consequences. 10. Conclude the session by explaining that the problem solving tips can be used to solve a whole range of problems and can be very helpful to deal with various issues and problems. It allows people time to stop and think things through and make the best decisions they can to deal with their problems. Learning points: To allow the whole group to practice effective problem solving. Using these problem solving tips helps to successfully deal with and solve problems. Future reference of tips to solve problems effectively. 119
Image of page 119
Exercise 3.5: Triggers and high risk situations Time: 15 Minutes. Tutor notes: What’s it all about? In order to prevent future offending or poor decision making young people need to be aware of their triggers and high risk situations. What you need: Flipchart Personal sheets: what are my triggers and high risk situations? Running the exercise: 1. Often people put themselves in situations or make decisions that create more problems for themselves or make it more likely that they will get involved in anti-social behaviour or crime. 2. Ask: What is a high risk situation? What is a trigger?
Image of page 120

Subscribe to view the full document.

Image of page 121

{[ snackBarMessage ]}

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern