| Program Highlights This section of the web site will be devoted to
communication between organizations. It will be utilized to describe programs being
planned and those that have already been facilitated. Our goal is to reach the
greatest number of people in the U.S. and the world. We will accomplish this by
sharing and learning from each other. At P.E.A.C.E., Inc. we believe that there is
plenty of room for many organizations to successfully provide services to clients and to
expand their influence. We invite you to join us.
A.M.P. Program Background
The Anger Management Power (A.M.P.) Program was developed by Dave Wolffe, Founder/Program
Coordinator of P.E.A.C.E., Inc. as a result of work with high school students who had
difficulty managing their anger. This training took the form of a four-session workshop
with these youngsters. The responses and input from the participants of this training led
to its use and development as part of a yearly event known as Violence
Awareness-Prevention Day (V.A.P.D.). Some of these young people volunteered to receive
additional instruction to become trainers and facilitated the A.M.P. Program with their
peers.
Program Development
The concepts and ideas of the A.M.P. program were expanded and a variety of tools and
materials were developed. The initial training format was changed into a unit consisting
of a series of four lessons facilitated in some high school health, psychology, special
education and law classes, and as part of a program developed for young people interested
in careers in the field of law enforcement. Teachers were present in all of these classes.
A second form the training took was that of a 2 1/2-hour seminar that has been facilitated
in two colleges. In one of these institutions it was presented as an enhancement of
courses that are part of an Alternate Dispute Resolution (ADR) program. The professors
willingly participated in this experience. In the other college, The A.M.P. Program was
presented as part of a Sociology class, in which Dave Wolffe, this program's creator was
the instructor.
The third form this training took was that of a workshop. Two sessions of this kind of
training was given to employees and supervisors working in a private agency setting ,
while other workshops were provided for educators and clinicians delivering their services
in high schools in New York City.
Program Goals
This program furnishes the participants with a means of understanding anger and provides
them with ways to maintain control over their reactions to anger provoking situations. It
also gives the participants the opportunity to help others to take control of their own
anger. These objectives are met through the presentation of a variety of materials and
interactive experiences.
As a result of the information and activities presented during the Anger Management Power
(A.M.P.) Program participants will be able to answer the questions; What is anger? What
does it look like? What are the causes and effects of anger? What are some different ways
you or others can stay in control of anger?
Program Follow-Up
After a period of time (2-4weeks) a follow-up survey is distributed to the participants to
see if the knowledge and activities imparted and experienced were useful in their lives
after the training.
Those who have utilized some of the skills, whether they worked for them or not, are given
an opportunity to receive additional training in the form of a focus group and/or may be
considered to become facilitators. Some of the high school students who received the
initial training in one of their subject classes became facilitators and taught these
skills during single period workshops this past Spring.
Program Participant Reactions & Facilitator Observations
1) College students and their professors felt The A.M.P. Program was
helpful and wanted to do more work with it.
2) Some of the high school students didn't like to furnish their
responses in writing.
3) Younger people often wouldn't volunteer to do role plays or give
answers because of their need to show strength, rather than looking "soft" by
giving answers they thought wouldn't be accepted by their peers. However, through their
written responses to "The A.M.P. Program Feedback Survey" some of the students
communicated the idea that they felt that anger could be dealt with in nonviolent ways.
4) Some participants felt role playing would be more effective than
discussing situations.
5) Some participants felt certain situations weren't realistic.
6) Some participants felt and expressed the only way to react when they
were angry is physically. It is their belief and represents what they've learned in their
family and neighborhood environments.
7) The follow-up survey needs to be reevaluated. The number of responses
was limited
If you are interested in receiving training in The Anger Management Power (A.M.P.)
Program, feel that it can be helpful to those who you work with or if you have any
questions about it, contact Dave Wolffe
via e-mail by clicking the link or by clicking "Contact Us" at the top of the
screen.
In the program, "Helping Teenagers
Deal More Effectively With Conflict", we ran sessions once a month over a
period of six months. We utilized three difference presenters, each
dealing with conflict in a different way. Variety seems good with teenagers who need
change to stay interested in a program. Certificates were awarded to those who
attended 3 or more of the sessions (You can upgrade qualifications and add other
incentives ex. movie tickets etc.).
Ways to Improve Program
Effectiveness
The following suggestions were based on
discussions with facility staff, facilitators and with the founder of P.E.A.C.E., Inc.
made after the program. In addition further information was gathered from
participant evaluations that were given after each session.
1. Have youngsters assist in planning the
program. Cooperative planning gives the teenagers a sense of ownership and a desire
to see the program succeed.
2. Have teens make the commitment to participate
in the entire program. This gives them the opportunity to help make the
program a success.
3. There should be at least two sessions each
month, presented by the same facilitator. This helps to achieve continuity and a
better understanding of the concepts being presented.
4. To achieve better attendance, avoid
scheduling sessions during May and June, when teenagers prefer outside activities.
5. Make sure... interaction.
Make sure there is more time spent in
demonstration and participation rather than in the explanation of principles. Let
the principle develop from the interaction.
The program, "Dealing With Conflict
Within The Family", was presented in a single 1 1/2 hour session, in two
separate locations. The participants received a variety of materials and approaches
on this subject. Portions of a video, acetates and handouts were
utilized. These focused on different aspects of communication and conflict.
Ideas received from articles and books were also cited and incorporated into the
presentations. All of the materials used were instrumental in motivating discussion
between the participants and the presenter.
The following comments resulted from a
discussion betweeen program coordinators at both facilities and from participant
evaluations.
The greatest limitation was that of time.
The 1 1/2 hour session allowed an overview of the topic and some discussion to take
place. However, more time, perhaps 2 or 3 more sessions would have enabled a greater
level of interaction to take place in the form of role plays and other experiental
activities. By permitting these types of activities to take place the
participants would have the opportunity to pretest and process these ideas before actually
utilizing them in their professional/personal lives. The basic comment was that
participants wanted to have more of the "How Tos" from the presentations. |
