Tracking Success

A Program for At-Risk Adolescents

Adolescence presents difficulties to many young people. It is a period of brain reconstruction after the neural pruning that occurs just before adolescence begins. There is less activity in the pleasure centres of the brain and this motivates them to seek excitement to get enjoyment. They are emotionally vulnerable and many do not have the ability to regulate their emotions. Problems with self-esteem, depression, anxiety, eating disorders, self- harm are not uncommon. For those who have a secure attachment and the support of their family, adolescence can be a fun time, however, for others a time of failure and misery.

The aim of the Program is to Empower students to learn to regulate their emotions – to become more emotionally intelligent and successful.  They are taught the skills necessary to regulate their emotions and take responsibility for their thoughts, feelings and behaviour.

This is achieved by:-

 

  1. Giving students a framework from which to understand their behaviour
  2. Raising students’ awareness of how and why they are responsible for what they think, feel and do
  3. Teaching students the skill of self-reflection
  4. Teaching students self-monitoring skills
  5. Teaching students how to change attitudes and beliefs or to observe them without being caught up in them
  6. Teach body and mind relaxation
  7. Teaching how to use the imagination to enhance performance and facilitate change to create a better future
  8. Teaching

i) Responsible assertiveness

                       ii) Goal setting skills

                      iii) Time management and priority setting skills

                       iv) Study planning skills

                        v) Maintaining motivation

The expected outcomes are:-

Intrapersonal

Students' locus of control is internal. They understand that they have control over their thinking, feelings and actions and that they can change these by choice.

Students engage in thoughtful self-reflection. They monitor their self-talk and are aware of the power of   their thoughts in regulating feelings and behaviour.

Students develop meta-cognitive skills to evaluate situations rationally, logically and sequentially. 

Students are self-controlled and positive and behave appropriately and responsibly.

Interpersonal

 Students' behaviour is responsibly assertive.   They respect themselves and know their own rights while respecting and acknowledging the rights of others

Students listen to others and respond

Students work cooperatively with peers

Students accept the consequences of their behaviour, both successes and failures

Students are able to resolve conflicts rationally by adopting win-win