Struggle Resolution Education: A Caribbean Approach

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Struggle Determination Instruction: A Caribbean Approach. Arthusa Simei M.Ed; Rita Dyer M.Sc St Lucia. Outline. A Situation Examination/Hazard Variables B Caribbean Reaction C Research and Assessment. CARICOM. Monetary Union. Globalization World Exchange Associations (WTO) (Banana Industry)

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Slide 1

Struggle Resolution Education: A Caribbean Approach Arthusa Simei M.Ed; Rita Dyer M.Sc St Lucia

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Overview A Situation Analysis/Risk Factors B Caribbean Response C Research and Evaluation

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CARICOM

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Economic Union Globalization World Trade Organizations (WTO) (Banana Industry) Caribbean Single Market and Economy (CSME). One monetary space with the development of work and aptitudes

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Economic Activities and Related Crime Drug exchange (Silent economy) Money laundering Gang culture Transfer of illicit arms and weapons among packs PAHO (2005), UNICEF (1997)

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Family Relations Child Vulnerability Survey St. Lucia (2005) UNICEF

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Nutritional Health 10 - 19 years Nutritional Indicators: Go hungry in light of the fact that insufficient nourishment in the house. Youth Health Survey 2000

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Child Vulnerability 58.2% of kids at hazard 43% youngsters lived in sustenance unreliable family units 28% lived with a debilitated parent Child Vulnerability Survey St Lucia 2005 UNICEF

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Violence Issues 25% teenagers report physical manhandle while 12.5% report sexual mishandle. 11% of 16 – 18 year olds report being in a battle about the previous years and weapons were included 4% said they utilized weapons in a battle at least three circumstances Caribbean Adolescent Health Survey UNICEF 1997

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Violence Issues cont'd St Lucia 19 murders/100,000 Jamaica 32 murders/100,000 In St Lucia alone there were 281 instances of aggressive behavior at home in 1988 and 431 cases in 2004 Violence appear to be acknowledged as an approach to take care of issues and decrease strife Family Court St Lucia 2005

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Weapons Carried Most Often Youth Health Survey 2000

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Children Focus Group Comments on brutality I need to have an infant, yet I don't need a spouse, husbands simply beat their wives I saw a neighbor get hacked with a cleaver. I might want my Dad to return home, yet not to shout and battle with my mom Focus Group Comments 2007 St Lucia

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Family Problems Within the previous five years one or both guardians had issues because of: Youth Health Survey 2000 PAHO

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Frequency of Use of Alcohol and Cigarettes Youth Health Survey (2000), UNICEF (1998)

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Drug Use 88% understudies announced having tanked liquor 26% smoked pot 1.5% utilized cocaine This information is stressing as these mind adjusting substances are givers to wrongdoing and brutality UNICEF (2000) – Drug Survey 2006, CCHD (2005)

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Adolescents Religiousness Consider self religious: Caribbean Youth Health Survey (2000)

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Principal Causes of Mortality among 15 – 44 year olds (%) PAHO (2005)

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Caribbean Response MANDATE FOR ACTION FROM REGIONAL GOVERNMENTS Ideal Caribbean Person: Respects human life Is candidly secure Can blend with the earth Has gratefulness for family and group

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Ideal Caribbean Person cont'd Has various proficiencies Is a basic scholar Is an issue solver Is ethically solid Has a constructive hard working attitude Has an inventive creative energy Embraces sexual orientation contrasts and likenesses Health and Family Life Education UNICEF 1998

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Paradigm Shift from learning for disgorging To enabling youngsters with fundamental abilities to react to their circumstances Why? On account of the GAP between Knowledge Behaviours

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Why Life Skills Supporting speculations Address formative errands Address hazard elements of kids and teenagers Child focused and NOT instructor focused

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Supporting Theories Constructivism Vigotsky, 1963 Social learning Bandura 1997 Resiliency and hazard Zigler et al 1991, Bernard 1991 Whitman &Posner, 2001 Child and immature advancement Emotional Intelligence Coleman Multiple insight Gardener1993 Cognitive critical thinking and so on and so forth.

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Logic Model Guiding the HFLE Common Curriculum Evaluation

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LIFE SKILLS Abilities for versatile and constructive practices that empower people to bargain viably with the requests and difficulties of regular daily existence (WHO 1997) Social and interpersonal aptitudes Cognitive abilities Emotional adapting aptitudes

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Social Skills Communication aptitudes Negotiation/refusal abilities Assertiveness abilities Interpersonal aptitudes Cooperation abilities Empathy and point of view taking

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Cognitive Skills Decision making/critical thinking Understanding the results of activities Determining elective answers for issues Critical speculation abilities Self assessment and qualities illumination

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Emotional Coping Skills Managing stress Managing sentiments, including outrage Self administration Self observing

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Self and Interpersonal Relationships Regional standard 2: Acquire adapting aptitudes to hinder practices and ways of life related with wrongdoing, drugs, brutality, engine vehicular mishaps and different wounds Core result: Analyse the effect of liquor and other unlawful medications on conduct and way of life Regional Curriculum 9 – 11 years

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Methodology Interactive Role play Case concentrates Cooperative learning Classroom meeting Drama

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Research and assessment UNICEF, CARICOM, EDC Objective: To survey the effect of fundamental abilities on Conflict determination and viciousness. To diminish the frequency of hazard practices To record the procedure Research Design: Quasi-exploratory pre-post coordinate sets plan. Three years 05 – 08

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Research cont'd Sample Three sets of schools from Antigua, Barbados, Grenada and St Lucia (treatment and control schools) Matched on size, area, level of scholastic execution and understudy hazard conduct Treatment schools reacted to lessons on Life Skills

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Research cont'd Baseline review - Treatment and control schools Treatment schools one module ten lessons Monitoring of conveyance/HFLE facilitator on every island EDC general obligation regarding venture Unit evaluation of treatment schools

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Process Teacher level of competency with educational programs Findings. 2/3 completely agreeable, 1/3 required all the more preparing Teacher constancy to the educational modules Findings. Time imperatives, lessons too since quite a while ago, constrained assets

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Student Results All four nations appraised emphatically on Self and Interpersonal Relationships module 4 out of 5 understudies discovered lessons for the most part or exceptionally helpful Majority announced finishing assignments more often than not Curriculum at the correct level and regarded their way of life

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Students comes about cont'd 8 out of 10 concurred that lessons were anything but difficult to take after 3 out of 4 said that they rehearse numerous abilities amid class "I like the way every one of the youngsters are coming to and noting questions" "We have a fabulous time when we are doing work, it makes it simpler to learn"

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Student Application Results Majority revealed setting constructive sensible objectives Thinking hard about their qualities Getting to know themselves better "My direction is not by any means the only path" Over ½ detailed utilizing a few aptitudes outside the classroom

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Student comes about cont'd Students experienced considerable difficulties Avoiding battles by utilizing words to convey what needs be Walking far from a battle as opposed to giving a shout out to it "at my age controlling resentment is a test and it is the right thing to do"

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Gender contrasts Girls more prone to discover lessons valuable and suitable Girls apply fundamental abilities more outside the classroom Both genders report conversing with their family about shared values and making constructive move against ceasing harassing 06 – 07 Pattern same over the islands

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Findings From Two Countries

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The route forward Supporting execution in residual schools and in whatever is left of the district Set up reciprocal projects and exercises eg. Group intercession Policy improvement and execution THANK YOU

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THANK YOU

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