Skill Groups with High Risk Youth: Engaging the Unengaged Utilizing Motivational Interviewing Technique. Jamie Glick, LCSW Ridge View Youth Services. Skill Streaming. Skill streaming training steps are: Define the skill. Model the skill. Establish trainee skill need. Select a role-player.
Jamie Glick, LCSW
Ridge View Youth Services
Involves trainer-led discussion of the skill to be taught during the group
With low risk youth, this should be a quick discussion to ensure the group understands the purpose of the skill and the skill steps.
With high risk youth, this step may become more involved due to anti-social thoughts and beliefs that many high risk youth possess.
Anti-social and pro-criminal thoughts, values, and beliefs.
Anti-social associates and isolations from pro-social
(Andrews & Bonta, 1998)
In skill groups, often these anti-social belief systems present themselves during Step 1: Define the Skill.
Youth may often make comments during the Define the Skill section which indicate that they do not believe in the benefit of the skill.
If they don’t believe in the skill, teaching them the skill is a waste of time.
If this is the case, a longer discussion needs to take place about the skill.
I don’t need to/want to change Not sure how to
Asking open-ended questions
Coming along side
Developing discrepancies (key to bring clients from contemplation to preparation)
(Miller & Rollnick, 2002)
Ignore the anti-social thinking
Do all the talking
The harder you push, the harder they will resist. Even if they know you are right.
Why is this skill important?
What happens if you don’t use this skill correctly?
What would be the consequences for not using the skill?
What are some benefits from using the skill?
What are some benefits of not using the skill?
How does not using the skill help you to accomplish your goals?
Stop and think about why you want to fight.
Decide what you want to happen in the long run.
Think about other ways to handle the situation besides fighting.
Decide on the best way to handle the situation and do it.
Andrews, D. A., & Bonta, J. (2003). The psychology of criminal conduct (3rd ed.). Cincinnati,OH: Anderson
Goldstein, A. P. (1999). The prepare curriculum: Teaching prosocial competencies (rev. ed). Champaign, IL: Research Press.
Miller, William R. & Rollnick, S. (2002). Motivational interviewing: Preparing people for change (2nd ed). York, NY: Guilford Press.