19 YEAR OLD GERMAN YOUTH KILLS 16, THEN SHOOTS SELF

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19 -YEAR OLD GERMAN YOUTH KILLS 16, THEN SHOOTS
SELF

• April 26, 2002

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YOUTH VIOLENCEA PROPOSAL FOR THE INTEGRATION OF
OCCUPATIONAL THERAPY INTO A YOUTH VIOLENCE
PREVENTION FRAMEWORK

• Debbie Amini, M.Ed., OTR/L, CHT
• May 3, 2002

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Purpose of Paper

• To provide an intervention framework to
  demonstrate that the profession of occupational
  therapy may offer a more inclusive approach to
  dealing with adolescent violence through
  incorporation of strategies to address the
  accepted causes.

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Define Youth Violence

• Violence against the self
• Suicide
• Risk behaviors, e.g. drug abuse
• Violence against others
• Homicide
• Assault
• Bullying

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Causes of Youth Violence

• Psychological
• Isolation/loss of connectedness with others
• Unresolved anger
• Substance abuse
• Mental health issues
• Hopelessness helplessness
• Social and family disruptions

• Sociological
• Anomic, egoistic, altruistic suicide
• Stress
• Poor community relationships
• Lack of strong positive relationships
• Changes in routine
• Belonging to groups that promote violence

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A Sampling ofCurrent Approaches to Remedy Youth
Violence
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Youth Violence Continues

• Current programs do not simultaneously address
  all root causes of youth violence
• Programs do not target all youths
• Current programs do not intercede at appropriate
  times during development
• Current programs are sporadic
• Current programs do not provide the missing parts
  of the equation

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Proposed Model for Youth Violence Prevention
Initiative
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Outcome Skilled adaptation of the challenged
youth
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Coordination

• The Pivotal Entity

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The Role of Coordinator

• The role of coordinator within the proposed
  framework is the instrumental part of the
  operation.
• The system will fail without an individual in
  this position who understands the factors leading
  to youth violence and the components needed for
  prevention.
• This professional must be able to negotiate the
  entire system while operating within the
  essentials of best practice.

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• Understanding of child development
• Understanding of the forces that lead to the
  development of dysfunction
• A strong desire to work with children and promote
  the healthy development of children
• Acceptance of diversity and awareness of the
  influences of culture and environment upon the
  development of children
• A knowledge of evaluation, problem identification
  and goal writing skills
• Good communication skills
• Ability to work as a member of a team
• Thorough understanding of the area that they will
  cover
• A general knowledge of the biological development
  of children
• Appreciation for the interrelated nature of the
  influences of home, school and community upon the
  developing child
• The ability to effectively work within a variety
  of setting including schools, the community and
  in homes

• The knowledge of professional limitations and the
  ability to seek other forms of intervention if
  crisis develops
• The ability to lead activity groups as part of
  the intervention program as well as to deal with
  troubled youth on a one-to-one basis
• The ability to communicate effectively with all
  children
• The ability to lead and train staff members
• A knowledge of the importance of symbolism and
  community within the lives of humans
• A knowledge of methods of instruction,
  appreciation of learning styles and when these
  techniques are best utilized
• A knowledge of how involvement in purposeful and
  meaningful activities can influence development
  and create resilience
• A knowledge of funding sources and how to tap
  into those funds

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The Profession of Occupational Therapy
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Why Occupational Therapy?

• Tenets of the Profession
• Definition
• Mission
• Philosophy
• Educational Background
• Psychology
• Sociology
• Human Development
• Approach utilized
• Developmental
• Meaningful
• Activity based

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Becoming a Coordinator

• FUNDING
• Seek out Grant opportunities
• Community business partnerships
• Connect with established programs which may offer
  supplies and internal funding

• Connect with Best Practice Programs
• Best practice information can be found at
  www.firstgov.gov

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• Design Comprehensive approach
• Based upon tenets of OT
• Include school, home and community
• Create curriculum
• Include activity and psychosocial-based
  experiences for all ages
• Self-esteem
• Bully programs
• Service learning
• Use best practice resources when ever feasible

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• Create community at school
• Advocate for neighborhood schools
• Dress codes/school colors
• Mascots
• Team sports
• Use of facilities after school hours and on
  weekends for community events
• Involve community business
• Involve parents

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Conclusion

• A framework for providing a holistic and
  comprehensive means of youth violence prevention
  programming was described with emphasis placed on
  the role of the coordinator as the instrumental
  team member.
• A process model was described which addresses
  the developmental needs of the youth in all
  contexts to prevent the formation of maladaptive
  and subsequently violent behaviors.
• The result of the process model is a fully
  functional adult who possesses the skills of
  adaptation required to live a well-adjusted life.
• Occupational therapy is one profession capable of
  taking on the coordination role.

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Resources(most pre-date 2001)

• www.firstgov.gov
• Federal resourcesmany to be downloaded or
  available free of charge.
• Center for Disease Control
• Surgeon General
• Department of Health and Human Services
• U. S. Department of Education
• U. S. Department of Justice
• Office of Juvenile Justice and Delinquency
  Prevention
• Federal level funding of initiatives
• State Resources
• State and local level initiatives
• State level funding

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Questions?
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Enjoy the rest of the conference!
Thank-you for coming!
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The End