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The Building Resiliency Workbook: Facilitator Reproducible Self-Assessments, Exercises and Educational Handouts
presented by John J. Liptak, fl. 1990 and Ester A. Leutenberg, fl. 2010 (Duluth, MN: Whole Person Associates, 2011, originally published 2011), 122 page(s)
Resiliency has been defined as the ability to: manage life’s challenges, stresses, changes, and pressures effectively, cope and adapt successfully to adversity, and bounce back to a balanced state after facing a major disruption in life or career. People have an innate ability to demonstrate resiliency when they...
Sample
presented by John J. Liptak, fl. 1990 and Ester A. Leutenberg, fl. 2010 (Duluth, MN: Whole Person Associates, 2011, originally published 2011), 122 page(s)
Description
Resiliency has been defined as the ability to: manage life’s challenges, stresses, changes, and pressures effectively, cope and adapt successfully to adversity, and bounce back to a balanced state after facing a major disruption in life or career. People have an innate ability to demonstrate resiliency when they have resiliency skills built into their lives. Resilient people are able to adapt successfully under adverse circumstances such as: po...
Resiliency has been defined as the ability to: manage life’s challenges, stresses, changes, and pressures effectively, cope and adapt successfully to adversity, and bounce back to a balanced state after facing a major disruption in life or career. People have an innate ability to demonstrate resiliency when they have resiliency skills built into their lives. Resilient people are able to adapt successfully under adverse circumstances such as: poverty, mental illness, disasters, terrorism, physical or psychological trauma, divorce, job loss, prison, loss of a loved one, parent’s divorce, prolonged stress, physical or sexual abuse, or a lack of safety. Resiliency, or a positive behavioral adaptation, is critical when people encounter any type of trauma. The Building Resiliency Workbook contains five separate sections, each with its own unique resilience scale, to help participants learn more about themselves and how to build resiliency which will enable them to thrive in times of adversity, change and stress. Optimistic outlook helps participants identify how optimistically they view and live life. Locus of control helps participants explore the extent to which they believe they have control over what happens in their lives. Sense of self helps participants explore the strength of their self-esteem, self-confidence, and self-concept. Ability to bounce back helps participants increase their ability to bounce back and recover from a setback. Change management helps participants become aware of how well they deal with change, and develop skills necessary to accept change. Effective use of journaling, exploratory activities and a resilience scale. These sections serve as avenues for individual self-reflection, as well as participating in group experiences revolving around identified topics of importance. Each resilience scale includes directions for easy administration, scoring, and interpretation. Each section includes exploratory activities, reflective journaling activities, and educational handouts to help participants discover their level of resiliency and provides reflective exercises and instruction to build personal and professional resiliency.
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Field of Study
Counseling & Therapy
Content Type
Book
Author / Creator
John J. Liptak, fl. 1990, Ester A. Leutenberg, fl. 2010
Date Published / Released
2011
Publisher
Whole Person Associates
Topic / Theme
Psychological issues, Stress management, Coping behavior, Resilience (personality)
Copyright Message
Copyright © 2011 Whole Person Associates. All rights reserved.
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Coping With Difficult People Workbook
presented by John J. Liptak, fl. 1990 and Ester A. Leutenberg, fl. 2010 (Duluth, MN: Whole Person Associates, 2012, originally published 2012), 92 page(s)
Difficult people are everywhere. Difficult people are those who frustrate us to no end. (In fact, others may view each of us as a difficult person.) We encounter difficult people at home, in the workplace, school, grocery market, anywhere. Often how much they affect us depends on our self-esteem, ability to recogn...
Sample
presented by John J. Liptak, fl. 1990 and Ester A. Leutenberg, fl. 2010 (Duluth, MN: Whole Person Associates, 2012, originally published 2012), 92 page(s)
Description
Difficult people are everywhere. Difficult people are those who frustrate us to no end. (In fact, others may view each of us as a difficult person.) We encounter difficult people at home, in the workplace, school, grocery market, anywhere. Often how much they affect us depends on our self-esteem, ability to recognize “hot buttons” and effectiveness of communication skills. Because participants will encounter difficult people in all aspects of...
Difficult people are everywhere. Difficult people are those who frustrate us to no end. (In fact, others may view each of us as a difficult person.) We encounter difficult people at home, in the workplace, school, grocery market, anywhere. Often how much they affect us depends on our self-esteem, ability to recognize “hot buttons” and effectiveness of communication skills. Because participants will encounter difficult people in all aspects of their lives, it is important for them to learn a way of dealing with them. In this book, Coping with Difficult People Workbook, we teach a specific model that participants can use to build positive relationships with difficult people. The Coping with Difficult People Workbook contains assessments and guided self-exploration activities that can be used with a variety of populations to help participants learn to cope more effectively with difficult people. Each chapter of this workbook begins with an annotated table of contents with notes and examples for the facilitator. Each chapter contains two primary elements: 1) A set of assessments to help participants gather information about themselves in a focused situation, and, 2) a set of guided self-exploration activities to help participants process information and learn effective ways of coping with the difficult people they encounter. Activities are divided into four chapters to help you identify and select assessments easily and quickly. Chapter 1: Types of Difficult People – This chapter helps participants identify and learn about the various types of difficult people they may encounter. Chapter 2: Communicating with Difficult People – This chapter helps participants learn their strengths in communicating, and learn more effective ways of communicating with difficult people in their lives. Chapter 3: Coping Skills – This chapter helps participants explore how well they are coping with difficult people, and learn some alternative techniques for ways to cope. Chapter 4: Assertive Confrontation Style – This chapter helps participants explore their style in confronting difficult people, and learn effective confrontational tools and techniques. All of the guided activities are fully reproducible for use with your clients/participants.
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Field of Study
Counseling & Therapy
Content Type
Book
Author / Creator
John J. Liptak, fl. 1990, Ester A. Leutenberg, fl. 2010
Date Published / Released
2012
Publisher
Whole Person Associates
Topic / Theme
Psychological issues, Coping behavior, Interpersonal communication
Copyright Message
Copyright © 2012 Whole Person Associates. All rights reserved.
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Coping With Guilt & Shame Workbook: Facilitator Reproducible Guided Self-Exploration Activities
presented by John J. Liptak, fl. 1990 and Ester A. Leutenberg, fl. 2010 (Duluth, MN: Whole Person Associates, 2013, originally published 2013), 90 page(s)
Research suggests that when people face constant stressors and unwanted changes, they become emotionally upset and experience a variety of negative feelings. With repeated exposure, people experience the chronic overload of emotional stress. Two of the most common distress emotions are guilt and shame. Guilt remin...
Sample
presented by John J. Liptak, fl. 1990 and Ester A. Leutenberg, fl. 2010 (Duluth, MN: Whole Person Associates, 2013, originally published 2013), 90 page(s)
Description
Research suggests that when people face constant stressors and unwanted changes, they become emotionally upset and experience a variety of negative feelings. With repeated exposure, people experience the chronic overload of emotional stress. Two of the most common distress emotions are guilt and shame. Guilt reminds us of the wrong deeds we’ve done, or perceived that we have done, and shame tells us that we feel embarrassed, remorseful, or even...
Research suggests that when people face constant stressors and unwanted changes, they become emotionally upset and experience a variety of negative feelings. With repeated exposure, people experience the chronic overload of emotional stress. Two of the most common distress emotions are guilt and shame. Guilt reminds us of the wrong deeds we’ve done, or perceived that we have done, and shame tells us that we feel embarrassed, remorseful, or even disgraced. All people feel guilt and shame in their life and both emotions can be difficult to cope with. Guilt, a very common type of emotional distress, can be described as a feeling that involves self-blame and a sense of responsibility for a regretted action or thought. People experience guilty feelings with regret and self-reproach over the belief that they have done, or will do, something wrong. Guilt often results from the perception of falling short of self-expectations or the expectations of others. Like many feelings, guilt is often based on irrational thoughts, not facts. Feelings of guilt are usually associated with self-talk statements such as “I should have,” “If I would have,” and “I could have.”Shame is a basic part of being human. Shame can be described as a sense of inadequacy about who you are, how you behave and what you value. It is a negative emotion that people experience when they are feeling embarrassed, humiliated or disgraced, especially in the eyes of important people in their life. Shame is based on an image that people internalize of what is expected of them by others, or of themselves, and then the perception that they have fallen short in another’s, or their own, eyes. Shame can be incapacitating and injurious to people’s physical and emotional health, self-esteem and well-being. Many people spend a great deal of their lives living with guilt and shame. It is important for them to deal with the emotions, thoughts and actions related to both guilt and shame in order to lead a more stress-free, calm and satisfying life. The Coping with Guilt and Shame Workbook provides assessments and self-exploration activities to help participants learn useful skills for coping with various forms of guilt and shame. Activities are divided into four chapters to help you identify and select assessments easily and quickly:Chapter 1: Causes of Guilt – This chapter helps participants identify the primary reasons they feel guilty. Chapter 2: Coping with Guilt –This chapter shows participants effective coping strategies. Chapter 3: Feelings of Shame –This chapter helps participants explore the intensity of their feelings of shame. Chapter 4: Effects of Shame –This chapter helps participants identify reasons for and effects of shame.
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Field of Study
Counseling & Therapy
Content Type
Book
Author / Creator
John J. Liptak, fl. 1990, Ester A. Leutenberg, fl. 2010
Date Published / Released
2013
Publisher
Whole Person Associates
Topic / Theme
Psychological issues, Youth, Coping behavior, Shame, Guilt
Copyright Message
Copyright © 2013 Whole Person Associates. All rights reserved.
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Coping With Loneliness Workbook
presented by John J. Liptak, fl. 1990 and Ester A. Leutenberg, fl. 2010 (Duluth, MN: Whole Person Associates, 2014, originally published 2014), 98 page(s)
Human beings are social by nature and need human interaction and connectedness. When people experience adequate levels of human interaction and connectedness, they feel a sense of satisfaction. On the other hand, when people are experiencing inadequate levels of interaction and connectedness, they feel lonely –...
Sample
presented by John J. Liptak, fl. 1990 and Ester A. Leutenberg, fl. 2010 (Duluth, MN: Whole Person Associates, 2014, originally published 2014), 98 page(s)
Description
Human beings are social by nature and need human interaction and connectedness. When people experience adequate levels of human interaction and connectedness, they feel a sense of satisfaction. On the other hand, when people are experiencing inadequate levels of interaction and connectedness, they feel lonely – something’s missing.In our society filled with people who communicate primarily with a wide variety of technology, face-to-face socia...
Human beings are social by nature and need human interaction and connectedness. When people experience adequate levels of human interaction and connectedness, they feel a sense of satisfaction. On the other hand, when people are experiencing inadequate levels of interaction and connectedness, they feel lonely – something’s missing.In our society filled with people who communicate primarily with a wide variety of technology, face-to-face social interaction has become less common, feelings of connectedness are rare, and people are lonelier than ever before. Technology can provide a false sense of being connected twenty-four hours a day, seven days a week. This feeling of virtual connection, however, may be deceiving, and people benefit with social face-to-face connections with other people. Negative feelings of loneliness can lead to a variety of other health-related concerns and stress-related conditions including heart disease, high blood pressure and stroke. In addition, is often related to addiction, various forms of anti-social behavior, disrupted sleep patterns and various mental-health conditions. People experiencing long-term (chronic) form of loneliness are more susceptible to experiencing these wider effects of loneliness. If your participants are experiencing any of these effects, suggest they see a medical professional.In order to deal successfully with all of the types of loneliness, people must find creative ways of coping. The Coping with Loneliness Workbook provides assessments and self-guided activities to help participants learn useful skills for coping creatively with the various types of loneliness. Many choices of self-exploration activities are provided for participants to determine which best suit their unique needs.The four chapters include: Level of Loneliness, Personal Characteristics, Coping with Loneliness, Alone Time
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Field of Study
Counseling & Therapy
Content Type
Book
Author / Creator
John J. Liptak, fl. 1990, Ester A. Leutenberg, fl. 2010
Date Published / Released
2014
Publisher
Whole Person Associates
Topic / Theme
Family and relationships, Psychological issues, Theory, Alienation, Relationships, Loneliness, Depression (emotion), Sadness
Copyright Message
Copyright © 2015 Whole Person Associates. All rights reserved.
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Coping With Sexual Abuse
presented by John J. Liptak, fl. 1990 and Ester A. Leutenberg, fl. 2010 (Duluth, MN: Whole Person Associates, 2016, originally published 2016), 114 page(s)
The Coping with Sexual Abuse Workbook contains assessments and guided self-exploration activities for a variety of populations to help participants cope more effectively with the feelings and effects of sexual abuse. Each chapter of this workbook begins with an annotated table of contents with notes and examples f...
Sample
presented by John J. Liptak, fl. 1990 and Ester A. Leutenberg, fl. 2010 (Duluth, MN: Whole Person Associates, 2016, originally published 2016), 114 page(s)
Description
The Coping with Sexual Abuse Workbook contains assessments and guided self-exploration activities for a variety of populations to help participants cope more effectively with the feelings and effects of sexual abuse. Each chapter of this workbook begins with an annotated table of contents with notes and examples for the facilitator. Each chapter contains two primary elements: a set of assessments to help participants gather information about them...
The Coping with Sexual Abuse Workbook contains assessments and guided self-exploration activities for a variety of populations to help participants cope more effectively with the feelings and effects of sexual abuse. Each chapter of this workbook begins with an annotated table of contents with notes and examples for the facilitator. Each chapter contains two primary elements: a set of assessments to help participants gather information about themselves in a focused situation, a set of guided self-exploration activities to help participants process information and learn ways of coping with the sexual abuse they experienced. In our workbook, Coping with Sexual Abuse, the term ‘survivor’ identifies someone who has been sexually abused. To honor and empower that person to heal, the authors present a process for healing regardless of when or how the person was abused, the amount of work the person has completed related to the abuse issues, or the person’s present lifestyle. Each journey of recovery is personal and unique. Some survivors of sexual abuse move through similar challenges as they attempt to heal, and some have their own unique challenges. The Coping with Sexual Abuse Workbook is designed to be used either independently or as part of an integrated curriculum. You may administer any of the assessments and the guided self-exploration activities to an individual or a group with whom you are working, or you may administer any of the activities over one or more days. Feel free to pick and choose those assessments and activities that best fit the outcomes you desire. Chapter 1: Beginning the Healing Process, this chapter helps participants identify where they are in their healing process, and allows them to explore the abuse in a safe way so that they can begin the healing process. Chapter 2: Symptoms of Sexual Abuse, this chapter helps participants explore different types of symptoms that they may be experiencing that are related to the impact of past sexual abuse. Chapter 3: Sexual Attitudes, this chapter helps participants identify the specific attitudes related to their own sexuality. Chapter 4: Feelin' Good about Me!, this chapter helps participants identify how good they feel about themselves. This is a critical component along the journey to healing. All of the worksheets, assessments, and activities in the Coping with Sexual Abuse Workbook are reproducible for your convenience.
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Field of Study
Counseling & Therapy
Content Type
Book
Author / Creator
John J. Liptak, fl. 1990, Ester A. Leutenberg, fl. 2010
Date Published / Released
2016
Publisher
Whole Person Associates
Topic / Theme
Sex and sexual abuse, Psychological issues, Coping behavior, Sexual abuse
Copyright Message
Copyright © 2016 Whole Person Associates. All rights reserved.
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Mind-Body Wellness Series, Emotional Well-Being Workbook
presented by Ester A. Leutenberg, fl. 2010 and John J. Liptak, fl. 1990, in Mind-Body Wellness Series (Duluth, MN: Whole Person Associates, 2014, originally published 2014), 126 page(s)
Emotional well-being is related to how well we are able to express, understand, cope with, and manage our emotions; as well as, accepting the emotions of other. The Emotional Well-Being Workbook is designed to help your clients connect with their emotions in a way that allows them to live an emotionally-balanced l...
Sample
presented by Ester A. Leutenberg, fl. 2010 and John J. Liptak, fl. 1990, in Mind-Body Wellness Series (Duluth, MN: Whole Person Associates, 2014, originally published 2014), 126 page(s)
Description
Emotional well-being is related to how well we are able to express, understand, cope with, and manage our emotions; as well as, accepting the emotions of other. The Emotional Well-Being Workbook is designed to help your clients connect with their emotions in a way that allows them to live an emotionally-balanced life.Living an emotionally well life does not mean that your clients will not experience stress, daily hassles, depression or life chall...
Emotional well-being is related to how well we are able to express, understand, cope with, and manage our emotions; as well as, accepting the emotions of other. The Emotional Well-Being Workbook is designed to help your clients connect with their emotions in a way that allows them to live an emotionally-balanced life.Living an emotionally well life does not mean that your clients will not experience stress, daily hassles, depression or life challenges. Like all people, they will continue to experience loss, grief, hardship, sadness and anxiety. The difference is that they will be armed with the knowledge, skills and abilities to deal effectively with whatever life throws at them. They will be positive people who have the ability to bounce back in the face of adversity. They will have the tools and techniques to cope with difficult life situations and maintain a positive outlook and positive sense of who they are as human beings.The seven sections include:Section 1 – Bounce Back This chapter will help participants explore how effectively they bounce back from difficult situations and circumstances.Section 2 – Identify and Express Emotions This chapter will help participants explore how effectively they express their emotions to other people in their life.Section 3 – Balance Work & Personal Lives This chapter will help participants determine how well they are living a balanced life.Section 4 – Maintain a Hopeful Outlook This chapter will help participants explore how hopeful they are about the future.Section 5 – Feel Good About Yourself This chapter will help participants explore how they feel about themselves.Section 6 – Accept Change & Go With the Flow This chapter will help participants explore how well they are able to be spontaneous when their lives change.Section 7 – Enjoy Life, Laugh & Have Fun This chapter helps participants explore how much fun and joy they are experiencing in life.
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Field of Study
Counseling & Therapy
Content Type
Book
Author / Creator
Ester A. Leutenberg, fl. 2010, John J. Liptak, fl. 1990
Date Published / Released
2014
Publisher
Whole Person Associates
Series
Mind-Body Wellness Series
Topic / Theme
Theory, Psychological issues, Emotional stability, Emotional maturity, Emotional awareness, Emotional adjustment, Behavior therapy, Mind-body therapy
Copyright Message
Copyright © 2014 Whole Person Associates. All rights reserved.
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The Personal & Intimate Relationship Workbook: Self-Assessments, Exercises and Educational Handouts
presented by John J. Liptak, fl. 1990 and Ester A. Leutenberg, fl. 2010 (Duluth, MN: Whole Person Associates, 2010, originally published 2010), 122 page(s)
Healthy Relationships - Personal and Intimate contains healthy relationships worksheets. Being in an intimate relationship can be one of the most joyful experiences imaginable. Intimate relationships play a critical role in a person’s overall health and wellness. An intimate relationship provides an antidote to...
Sample
presented by John J. Liptak, fl. 1990 and Ester A. Leutenberg, fl. 2010 (Duluth, MN: Whole Person Associates, 2010, originally published 2010), 122 page(s)
Description
Healthy Relationships - Personal and Intimate contains healthy relationships worksheets. Being in an intimate relationship can be one of the most joyful experiences imaginable. Intimate relationships play a critical role in a person’s overall health and wellness. An intimate relationship provides an antidote to the worries, tension, depression and the stress of our everyday lives. Intimate relationships can be the best—and the most challengin...
Healthy Relationships - Personal and Intimate contains healthy relationships worksheets. Being in an intimate relationship can be one of the most joyful experiences imaginable. Intimate relationships play a critical role in a person’s overall health and wellness. An intimate relationship provides an antidote to the worries, tension, depression and the stress of our everyday lives. Intimate relationships can be the best—and the most challenging—part of a person’s experience. The goal of this workbook is to help each participant explore personal and partner behaviors. The workbook’s five separate sections help participants learn more about themselves, and the skills that are fundamental to developing and maintaining healthy relationships. They will discover and better understand the importance of these skills in living in harmony with a relationship partner, using a variety of healthy relationships worksheets. Partner communication skills. Personality characteristics. Relationship needs. Relationship intimacy. Relationship conflicts. Healthy Relationships Worksheets. Each section serves as an avenue for individual self-reflection, as well as for group experiences revolving around identified topics of importance. Each assessment includes directions for easy administration, scoring, and interpretation. Also included are exploratory activities, reflective journaling activities, healthy relationships worksheets, and educational handouts to help participants discover their habitual effective and ineffective relationship skills. Finally, instruction is provided for enhancing participants most critical weaknesses when interacting with their partner.
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Field of Study
Counseling & Therapy
Content Type
Book
Author / Creator
John J. Liptak, fl. 1990, Ester A. Leutenberg, fl. 2010
Date Published / Released
2010
Publisher
Whole Person Associates
Topic / Theme
Family and relationships, Relationships, Intimacy, Interpersonal communication, Romantic relationships, Relationship therapy
Copyright Message
Copyright © 2010 Whole Person Associates. All rights reserved.
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Teen Friendship Workbook: Facilitator Reproducible Self-Assessments, Exercises and Educational Handouts
presented by John J. Liptak, fl. 1990 and Ester A. Leutenberg, fl. 2010 (Duluth, MN: Whole Person Associates, 2011, originally published 2011), 122 page(s)
Teenagers’ choosing healthy friendships is of monumental importance! As children enter middle school and high school, they will be experiencing changes in friends, personal style, social life, movies, music, emotions, etc.—in fact in all aspects of their lives. The Teen Friendship Workbook will serve as a guid...
Sample
presented by John J. Liptak, fl. 1990 and Ester A. Leutenberg, fl. 2010 (Duluth, MN: Whole Person Associates, 2011, originally published 2011), 122 page(s)
Description
Teenagers’ choosing healthy friendships is of monumental importance! As children enter middle school and high school, they will be experiencing changes in friends, personal style, social life, movies, music, emotions, etc.—in fact in all aspects of their lives. The Teen Friendship Workbook will serve as a guide to assist teens in choosing their friends wisely, thus avoiding potentially risky situations. Being able to say no and not be negativ...
Teenagers’ choosing healthy friendships is of monumental importance! As children enter middle school and high school, they will be experiencing changes in friends, personal style, social life, movies, music, emotions, etc.—in fact in all aspects of their lives. The Teen Friendship Workbook will serve as a guide to assist teens in choosing their friends wisely, thus avoiding potentially risky situations. Being able to say no and not be negatively influenced by peers is one of the goals of this book. Healthy friendships are full of joy, fun, caring, empathy, and mutual support. Friendships grow with time and require a variety of skills that often need to be developed. The goal of this workbook is to help participants explore the skills they are using in their friendships. It incorporates interesting and eye-opening assessments to encourage participants to explore their own personal friendship behavior, as well as that of their friends. The Teen Friendship Workbook contains five separate sections to help teens learn more about themselves and the skills that are fundamental to developing and maintaining healthy friendships. The five sections include: characteristics of friends helps teens explore the types of positive and negative qualities their friends possess, friendship skills helps teens identify the strengths and weaknesses they possess in interacting with their friends, friend communication skills helps teens identify and explore how well they are communicating with their friends and develop better friendship communication skills, friendship personality helps teens understand their own personality and the personality of their friends to better accept one another for the ways they are different, and peer pressure helps teens identify the ways in which they feel pressured or influenced by their friends to do things they may or may not want to do. The Teen Friendship Workbook is designed to be used either independently or as part of an integrated curriculum. Assessments and journaling exercise may be used effectively with either individuals or with a group. The following tools are included in each section: assessment instruments, activity handouts, quotations, reflective questions for journaling, and educational handouts.
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Field of Study
Counseling & Therapy
Content Type
Book
Author / Creator
John J. Liptak, fl. 1990, Ester A. Leutenberg, fl. 2010
Date Published / Released
2011
Publisher
Whole Person Associates
Topic / Theme
Youth, Interpersonal communication, Friendship, Adolescents
Copyright Message
Copyright © 2011 Whole Person Associates. All rights reserved.
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Teen Safety Workbook: Facilitator Reproducible Self-Assessments, Exercises & Educational Handouts
presented by John J. Liptak, fl. 1990 and Ester A. Leutenberg, fl. 2010 (Duluth, MN: Whole Person Associates, 2012, originally published 2012), 132 page(s)
Being a teen has always been challenging, but today teens face issues that have been compounded by a rapidly changing society and a plethora of technology. These changes require new strategies in ways to teach teens to protect themselves from the challenges they will constantly face in school and community, and wi...
Sample
presented by John J. Liptak, fl. 1990 and Ester A. Leutenberg, fl. 2010 (Duluth, MN: Whole Person Associates, 2012, originally published 2012), 132 page(s)
Description
Being a teen has always been challenging, but today teens face issues that have been compounded by a rapidly changing society and a plethora of technology. These changes require new strategies in ways to teach teens to protect themselves from the challenges they will constantly face in school and community, and with their friends and family.Some of the areas in which teens need to worry about their personal safety include:• Risks related to vio...
Being a teen has always been challenging, but today teens face issues that have been compounded by a rapidly changing society and a plethora of technology. These changes require new strategies in ways to teach teens to protect themselves from the challenges they will constantly face in school and community, and with their friends and family.Some of the areas in which teens need to worry about their personal safety include:• Risks related to violence including bullying, exposure to gangs, and harm from guns and other weapons. • Online dangers including harassment, cyber-bullying, sexually explicit materials, identity theft and financial theft and scams, and agreeing to meet strangers in person after developing online relationships.• Victimization of crimes.• Risks while driving in dangerous ways, including driving after drinking or taking drugs, underestimating dangerous road situations, texting or using cell phones inappropriately and not wearing seat belts. • Putting themselves in personal danger by pressures to do things they do not want to do such as experimenting with drugs and alcohol, having unprotected sex, going to unsafe places by themselves and engaging in risky behaviors. For teens, staying safe is a much more difficult task than in the past. To help teens sharpen their awareness of the need and ways to stay safe, the Teen Safety Workbook will guide them as they explore situations fraught with danger and face people who may threaten their safety.During adolescence, teens are eager to press to become more independent from their parents, caregivers or family. They need to learn to be more responsible for their own safety. Regardless of whether they are at home, school, work, or in the community, or online, they must face great safety hazards and need to be aware of them. Teen’s judgment levels are still forming; most are not ready to make adult level decisions. It is vital for teens to learn that they have the power to keep themselves safe and to be equipped with the tools to overcome dangerous situations.The Teen Safety Workbook is designed to help teens engage in self-reflection, examine their thoughts and feelings that go into the decisions they make, and learn effective tools and techniques to stay safe in the future. This book combines two powerful psychological tools for the management of unsafe, potentially dangerous thoughts, feelings, and behaviors: self-assessment and journaling.The Teen Safety Workbook contains five separate sections to help the participants learn more about the choices they have made and the choices they have yet to make in their lives:• Positive Feelings Scale helps teens explore the negative feelings they are experiencing in life and learn effective methods to constructively express their emotions. • Healthy Choices Scale helps teens explore how healthy or unhealthy their lifestyle choices are. • Social Media Safety Scale helps teens explore safe behaviors while texting, chatting, using social media sites, and surfing the Internet. • Relationship Safety Scale helps teens explore the safety in their family, friendships, and dating relationships. • Self-Harm Scale helps teens explore the extent to which they deliberately harm themselves in attempts to cope with intense, overwhelming emotions.Enrichment activities at the end of each chapter are a third tool for facilitators of teens from families struggling with substance abuse.
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Field of Study
Counseling & Therapy
Content Type
Book
Author / Creator
John J. Liptak, fl. 1990, Ester A. Leutenberg, fl. 2010
Date Published / Released
2012
Publisher
Whole Person Associates
Topic / Theme
Education, development, and training, Youth, Psychological issues, Decision-making, Teenage adjustment, Adolescent psychology
Copyright Message
Copyright © 2012 Whole Person Associates. All rights reserved.
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Teen Violence Workbook
presented by John J. Liptak, fl. 1990 and Ester A. Leutenberg, fl. 2010 (Duluth, MN: Whole Person Associates, 2013, originally published 2013), 130 page(s)
Teen violence can break out anywhere and at any time. Violent behavior in teens can include a wide range of behaviors including: explosive temper tantrums, date rape, physical aggression, school shootings, suicide, bullying, fighting, threats or attempts to hurt others (including homicidal thoughts), use of weapon...
Sample
presented by John J. Liptak, fl. 1990 and Ester A. Leutenberg, fl. 2010 (Duluth, MN: Whole Person Associates, 2013, originally published 2013), 130 page(s)
Description
Teen violence can break out anywhere and at any time. Violent behavior in teens can include a wide range of behaviors including: explosive temper tantrums, date rape, physical aggression, school shootings, suicide, bullying, fighting, threats or attempts to hurt others (including homicidal thoughts), use of weapons, cruelty toward animals, fire setting, and intentional destruction of property. What are the risk factors?Violent behavior is experie...
Teen violence can break out anywhere and at any time. Violent behavior in teens can include a wide range of behaviors including: explosive temper tantrums, date rape, physical aggression, school shootings, suicide, bullying, fighting, threats or attempts to hurt others (including homicidal thoughts), use of weapons, cruelty toward animals, fire setting, and intentional destruction of property. What are the risk factors?Violent behavior is experienced on an individual basis, so it is difficult to pinpoint specific risk factors. Signs that suggest violent behavior is imminent include antisocial beliefs and behaviors, use of drugs and alcohol, gang involvement, lack of commitment to school, victim of teasing or bullying, poor anger management and conflict resolution skills, and interpersonal problemsThe question of why teens become violent has been thoroughly researched and studied. Unfortunately, pinpointing the exact causes of teen violence is complex. Some of the potential causes include:Teens tend to model behavior – When teens see violence from family members at home, from actors and actresses in the movies, in video games they play, in the form of gangs in their community, from bullies at school, and on the Internet, they are often inclined to replicate such behaviors. This theory, Social Learning Theory, suggests that most behaviors are learned through observation and modeling.Teens often have difficulty appropriately channeling their frustrations and lash out in anger. These frustrations can include such factors as being bullied in school, having a learning disability and not being able to do well in school, feeling pressured by peers to do things they don’t want to do, experiencing pressure from parents to succeed.Teens often become enraged and seek revenge on those who bully or hurt them. Some teens, tired of being bullied or abused, simply lash out in revenge.Over the last century many different workbooks, workshops, and self-help systems have been designed to help people explore ways of safely dealing with teen violence. In the past twenty years, many research studies have focused on the value of self-reflection and journaling as a way of exploring personal characteristics, identifying ineffective behaviors, and examining thoughts and feelings that lead to these ineffective behaviors. This book is unique in that it combines two powerful psychological tools designed to enhance domestic violence coping skills: self-assessment and journaling.The Teen Violence Workbook, contains five separate sections that will help participants learn more about themselves as well as the impact of dating relationships and violence in their lives. Participants will develop an awareness of the violence that they are exposed to daily. They will complete assessments and activities to help them explore the violence in their lives and develop strategies for coping with violence.The sections in the book are:Types of Violence Scale helps individuals explore the types of abuse they are experiencing in their relationships. These teen violence types include sexual abuse, physical abuse, verbal/emotional abuse and financial abuse. Self-Empowerment Signs Scale helps individuals explore whether they are empowered to avoid or reject violent acts.Dating Violence Scale helps individuals identify if they or their relationship partners possess harmful beliefs about dating relationships.Personal Safety Scale helps individuals examine how cautious they are being to remain safe in a violent society.Symptoms of Dating Violence Scale helps individuals explore the signs related to violence,and determine if they are experiencing violence in their life.This book has been designed as a practical tool for helping professionals, such as therapists, school counselors, psychologists, guidance counselors, teachers and group leaders. Depending on the role of the professional using the Teen Violence Workbook and the specific group’s needs, these sections can be used individually.
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Field of Study
Counseling & Therapy
Content Type
Book
Author / Creator
John J. Liptak, fl. 1990, Ester A. Leutenberg, fl. 2010
Date Published / Released
2013
Publisher
Whole Person Associates
Topic / Theme
Violence and crime, Youth, Adolescents, Youth violence
Copyright Message
Copyright © 2013 Whole Person Associates. All rights reserved.
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