Curriculum Strategies: Social Skills Intervention for Young African-American Males

By George R. Taylor | Go to book overview
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Cooperation, on the other hand, was defined as any activity that involves willing interdependence of two or more students. Cooperation was distinguished from compliance in that compliance denoted obedience to authority rather than intentional cooperation. Aggressive behavior may be reduced by employing strategies that permit students to verbalize their feelings, develop appropriate problem-solving techniques to conflict, and internalize and be cognizant of the effects of their aggressive behaviors upon others.

Collins and Hatch ( 1992) summed up effective strategies for supporting social and emotional growth of young children: (1) model social behavior; (2) establish environments that encourage positive social exchange; (3) encourage children to become aware of the consequences of their behaviors; (4) help children produce acceptable behavior; and (5) encourage the development of children's self-esteem. These behavioral techniques are also designed to make individuals aware of their impact on reacting to and interacting with others.


SUMMARY

One of the valuable roles of teachers is that of being an observer. Observing behavior in the classroom provides valuable information for intervention. Frequently, on the basis of the information supplied, appropriate action can be taken to change negative behaviors. The same rationale may be advanced for other interventions. Equally important is the interpretation of the information from assessment for young African-American males. It is recommended here that resource individuals knowledgeable about Black cultures be consulted before intervention is attempted.

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