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Core Course #9: The Ab ss of Addiction -1 am a Dru User, but the BaII is in MY Court <br />consciously and verbally acknowledge that he/she is in an abyss that can/will lead to self-destruction <br />and that he/she wants to begin ascending from this abyss. This course session is focused upon the <br />outh's honest) and o enl addressin whether there is a true desire for Chan e. <br />Course Objectives -After completing this session, each participant will be able to: openly discuss their <br />drug-using behavior; describe their own use stage; identify factors that correlate with their drug use; <br />list antecedents of a specific incident of drug-using behavior; and, if applicable, share how their drug <br />use led to their assi nment to dru court and relate their dru use to their "crimes." <br />Course Activities -The counselor will utilize directed counseling and facilitation skills to create an <br />intense period of sharing. The objective of this loosely managed discussion is to allow the youth to <br />confront and analyze his/her behavior. Youth with dependencies will be referred to CHCADA's youth <br />substance abuse treatment ro ram. <br />Core Course #10: Your Personal Growth Plan <br />Course Description -One area of emotional growth that lags in at-risk youth is the area of intra- <br />personal skills. Unemployed persons often anger quickly, and exhibit impatience and other traits that <br />reduce infra-personal effectiveness. This unit is designed to allow the youth to improve his/her <br />relationshi with himself or herself.. <br />Course Objectives -After completing this session, participants will be able to: assess and improve their <br />degree of self-discipline; assess and improve their degree ofself-control; engage in regular and <br />continuing self-assessment; adopt and embrace the value of honesty; and elevate their ability to cope <br />with stress. <br />Course Activities -This session will consist of ALL role-plays and games that will be used to allow the <br />youth to explore their infra-personal skills in Self-Discipline, Self-Control, Self-Assessment, and <br />Hones . <br />The abovementioned course descriptions are illustrative and not exhaustive. <br />Task 5: Parental Skills Development <br />As mentioned, some of our older youth may already be parents. <br />Independently of family structure, parenting styles that are supportive of the <br />positive development of youth can be adopted. Dekovic and Janssens (1992) <br />found that youth who were reared by parents who offer a controlled environment, <br />engage in clear communications provide nurturance and guide their children into <br />age-appropriate behavior, have better developmental outcomes than children <br />reared using authoritarian or permissive parenting styles2. Parents who are <br />characterized by low income, poor education, migrant status, and other special <br />characteristics also experience unique child-rearing problems. In this regard, <br />CHCADA provides parenting skills training for youth who are parents or pregnant <br />while participating in FUERZAS UNIDAS. The curriculum that is used for this course <br />~ Dekovic, m. & Janssens, J., Parents' Child-Rearing Style and Child's Sociometric Status, Developmental <br />Psvcholoev,28,pp.925-932,1992 <br />25 <br />