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

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

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

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

Synopsis

Teachers, parents, and community leaders need effective strategies for dealing with inappropriate behaviors of all children. The factors behind inappropriate behavior (inadequate and early environmental influences, home environment, behavior styles, cultural styles, and learning styles) are compounded for young African-American males due to the organizational structure of the public schools. In order to meet the challenge, the schools must adapt new and creative ways for teaching social skills to this population. This book presents that social skills curriculum.

Excerpt

This social skills curriculum has been developed as a guide to assist educators in instructing young African-American males how to determine what behaviors are acceptable and what behaviors are not acceptable in our society. It is also designed to assist individuals working with young African-American males. Parents and other family members will find these strategies useful for follow-up activities from the school.

Socialization skills that are assessed as necessary for young African- American males to function successfully in society are highlighted. in particular, the social skills outlined in the text stress strategies needed for: (1) respecting the rights and privacy of others; (2) learning how to handle anger; (3) learning how to act in public places; (4) showing good sportsmanship; (5) taking responsibility for one's own actions; (6) encouraging self-control; (7) selecting alternatives to using profanity; (8) learning when to apologize; (9) selecting alternatives to telling lies; and (10) dealing with individuals who hit or threaten others.

This book presumes that a basic understanding of instructional methods and procedures has been attained. Hence it does not address all of the dimensions of a functional curriculum; neither does it overview all of the possible instructional activities that can be employed in teaching social skills to young African-American males. Rather, the book provides a framework for innovative educators to extrapolate additional methods and procedures for teaching appropriate social and interpersonal skills to young African-American males.

Many of the materials contained in this book are a direct result of inservice presentations, consultancies with public schools, and . . .

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