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Goals of the Phoenix Curriculum

For the teacher: guide the students to develop self-efficacy in identifying and addressing the highest "risk factors" for substance abuse, violence, bullying, gang involvement, and other crime. In this case, self-efficacy will include the ability to recognize high risk people, places, things, and situations, and have confidence that they can handle these risks effectively using their new capabilities.

For the student: to develop self-efficacy, the students will demonstrate competence in skills such as problem solving, problem avoidance, resistance/refusal, and escape skills, students will learn to ask for help from safe and supportive people, manage their feelings (self-monitoring and emotional intelligence), and control their impulses.

1. Self-Efficacy against their highest risk factors

Guide the students to develop "self-efficacy" in identifying and addressing the highest "risk factors" for substance abuse, violence, bullying, gang involvement, and other crime. In this case, "self efficacy" will include the ability to recognize high risk people, places, things, and situations, and have confidence that they can use the problem solving skills taught in this curriculum to handle these risks effectively.

Self-efficacy is the key to successful gang intervention and gang prevention. To develop self-efficacy, the students will demonstrate competence in skills such as problem solving, problem avoidance, refusal and "escape" skills, coping effectively with their highest risk factors, asking for help from safe and supportive people, feelings management (self-monitoring and emotional intelligence), gang resistance, and impulse control. In essence, The Phoenix Curriculum provides innoculation against the highest and most common risk factors through the development of self-efficacy.

2. Protective Factors

Identify and enhance critical "protective factors" or assets which can help them achieve happy and productive lives.

The success of a school gang intervention or gang prevention program also depends on the development of a firm safety net. Students are encouraged to identify and enhance critical protective factors or assets which can help them achieve happy and productive lives. This process includes aspects of character education (the development of pro-social values and behaviors, such as the selection of pro-social friends, empathy for others, the development of positive goals, involvement with a personal support system, participation in positive community organizations and activities). The protective factors curriculum includes lessons targeted toward increased linkage with school, community, faith-based, and neighborhood pro-social programs and activities. This leads to increased access to protective factors.


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