Preventing Long-term Anger and Aggression in Youth | 2016
PLAAY (Preventing Long-term Anger and Aggression in Youth) is a culturally relevant intervention that relies upon recast theory (Racial Encounter Coping Appraisal and Socialization Theory) to promote the development of healthy coping skills for Black male youth. This training will teach participants how to see the impact of racial stress, ignorance, and literacy on youth who must cope daily with rejection from teachers, peers, police, and neighbors.
Several cognitive behavioral strategies are embedded in the PLAAY physical activity and group therapy intervention components. PLAAY teaches stress management during face-to-face encounters in basketball, classroom, and peer social activities. Participants will learn to read and resolve racial and gender conflicts and reduce the effects of trauma for youth and parents. A key theme is that racial and gender-related conflicts are resolvable through stress management and can improved youth achievement and persistence in schooling. The more individuals identify their stress reactions to racial and gender conflicts, can practice and manage those stressful encounters, the more confident they will be in engaging racial and gender rejections that they face. Authority figure-youth relationships constitute powerful influences on children’s learning and safety. This training will examine how racial and gender threat undermine many authority-youth relationships and teach how to resolve conflicts within these relationships to promote healthier outcomes for youth.
Based on a recent book, Promoting Racial Literacy in Schools: Differences that Make a Difference, Dr. Stevenson will use five strategies to teach participants how to work more effectively with Black male youth who are struggling with relationship and life rejection challenges. The five core intervention strategies include the use of storytelling, journaling, relaxation, debating, and role-playing. These five strategies are designed to assist youth in developing skills in racial self-awareness, self-appraisal, self-care, self-control, and self-expression.
Who can participate?
Organizations may propose a team of three to five behavioral health practitioners from the organization. One member must be the team leader. Organizations that would benefit from the training include schools, community-based health agencies, recreation departments, religious leadership programs, youth development programs, and mentoring programs. Participants should include clinicians, program managers, administrators and community members. These individuals should be working with youth as counselors, teachers, therapists, or program managers in both face-to-face situations (mentoring or therapy) and/or program-level administration situations (referral agents or directors of programs).
What is required of participants?
Recognizing that it takes more than a two-day training to implement new practices or programs, SAMHSA requests that participating NNED Partner teams commit to the full NNEDLearn 2016 training model which includes: Prepare; Learn; Implement; and Sustain. Read more about NNEDLearn 2016. Objectives and expectations for each NNEDLearn stage for PLAAY are as follows:
The first stage of NNEDLearn involves preparing the NNED Partner team for the Learn stage (on-site training), and requires that team members:
From March 6-9, teams will attend a 2½ day training at the Tamaya Hyatt in Santa Ana Pueblo, NM. Participants will learn:
After the Learn stage (on-site training), all PLAAY teams will receive ongoing coaching to help support uptake of the practice. Team members will:
NNED Partner teams are expected to pursue efforts to sustain the practice and to demonstrate outcome and impact as appropriate. Teams will have the opportunity to:
Dr. Howard Stevenson, Professor of Education and Africana Studies, University of Pennsylvania
Information for all webinars and coaching calls will be posted on the Discussion Forum.
Email NNEDLearn@nnedlearn.net for any questions related to NNEDLearn 2016.