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Core Course #3: Interpersonal Skills: Improving Family Skills <br />· Family as a source of role modeling; <br />· Family as a source of genetic predisposition; <br />· Family as a social support system; and <br />· Family as a source of material and economic support. <br />· Identify the patterns of social interaction that prevail in the individual's families; <br />· List the numerous ways in which their criminal behavior has affected the family; <br />· ldentify specific enabling behavioral patterns that exist in their individual families; and <br />· List how future social interactions with individual families can be augmented. <br /> <br />III. COURSE ACTIVITIES <br /> Counselors may wish to invite several speakers who cover a large body of research-based <br />conceptual information about family in general and family in Latino culture in particular. After <br />the lecture, the Forum will be subdivided into the participants who are in the same <br />Mentor/Mentee groups and their family members for the initial discussions. These group <br />sessions will primarily involve reminiscence about happy family times. During the <br />individualized family treatment sessions, critical family issues will be discussed. These will <br />place a burden on the counselor to create an emotional, yet fact-based, experience that assists the <br />re-knitting process and leads to the permanent adoption of cooperation and accommodation <br />within the family unit. <br /> <br />Core Course #4: Uncovering My History, Uncovering Myself: Heritage, Cultural Diversity and <br /> Conflict Resolution <br /> <br /> I. COURSE DESCRIPTION <br /> <br /> Youth are sometimes alienated from the labor market in response to numerous forces in <br /> the external environment. This module is designed to begin uncovering the external forces that <br /> adversely affect the participants. <br /> <br /> II. Course Objectives <br /> After completing this session, each participant ~vill be able to: <br /> · Describe how their racial/ethnicity affects their self-concept; <br /> · Outline h~w they feel others respond to them because of their ethnic heritage; <br /> · Synthesize any linkages between their criminal behavior and feelings and responses to their <br /> ethnicity; <br /> · List, discuss and summarize the lives often ethnic role models who overcame ethnic barriers <br /> and accomplished their life goals; <br /> <br /> · List key facts about the socioeconomic status of various Spanish-speaking subgroups in the <br /> United States; and <br /> · Other social interactions with individual families can be augmented. <br /> <br /> III. COURSE Ac'rIVITIES <br /> There is a popular adage that says "One must never criticize another until one has walked <br /> ten steps in the other's moccasins." This course and the corresponding activities are designed to <br /> better understand the rocky road trod and the nature of the moccasins worn by each Fuerzas <br />I Unidas participant. It is important to use this session to allow the participants to begin <br /> <br />CHCADA's Response to RFP# PY2002 Page 23 <br /> <br /> <br />