facilitated weekly career action groups for those who wanted to drop in for support and to share news

of job leads and successes. For those who were feeling discouraged, Friday Tackling the Top 10 Challenges in Career Services September-October 2003 In this challenging climate for career services professionals and job seekers alike, I offer ideas to handle some common and not-so-common hurdles. The strategies I recommend stem from the lessons I learned while recruiting undergraduates and MBAs in industry, in my former role as director of Stanfords MBA Career Management Center, and from research for the career management book I recently coauthored with Karen O. Dowd, The Ultimate Guide to Getting the Career You Want . . . And What to Do Once You Have It(McGraw-Hill, 2003). Here are the top 10 most common challenges and some thoughts on how to tackle them. 1. Student anxiety about not being able to find a job We are in one of the toughest job markets in memory for new graduates. As a colleague of mine once said, Lets all hope for the best and prepare for the worst. Letting students know that you understand how they feel and that their anxiety is normal are important to gaining their trust. Encourage students to turn their anxiety into positive energy by preparing thoughtfully and acting purposefully in their job searches and career management. Allay students fears by letting them know what you have planned for the year on their behalf. Regularly give students positive news and reports of key wins, so they can see progress. For example, you might tell students that your outreach efforts have resulted in an increase in job postings on campus, brought coveted new recruiters to campus, or yielded new workshops or networking events. Continually reiterate the services you offer and remind students of how you can help, focusing them on how to take full advantage of all you have to offer. Try to give students the benefit of your experience and wisdom. Build perspective and context by sending the message that careers evolve over a lifetime. What students do or dont do after graduation is just one stop along a path theyll create for themselves; they shouldnt feel pressure to reach the pinnacle of success right away. Some of the specific initiatives we tried at Stanford were enlisting student buddies, second-year students who mentored first-year students in their job searches. We also involved; and a sampling of new job postings. To market your services to students and generate interest, provide a master calendar of everything planned for the year at the beginning of the year and then give quarterly updates. Offer weekly newsletters online or in print that include such important information as which companies are recruiting on campus; a schedule of upcoming workshops, events, and programs; details about on-campus interviewing; various deadlines; career-related student initiatives and how to get One way to get students to use your services is to market to them. Another is to enlist students who have benefited from your services as career services ambassadors who share their positive experiences with other students. One way to engage students in their job searches is to agree to fund and oversee a career fair targeted to a specific sector the students are interested in, on the condition that the students organize and run the fair. After the fair, you can let other students know what students at the fair did and which of your services they utilized to land interviews and get job offers. Make your services known, empowering, and accessible so that students can put in the work their job searches and career management require. For example, you might offer job postings online and send a link to students via email for easy access. The students have to follow up on the leads, but you have made this easier for them. afternoon milk-and-cookie breaks lifted spirits. 2. Some students unrealistic expectations that you should do most of the work and place them in jobs Convey early on that you are not a placement service and consistently reinforce this message through your words and actions. Communicate that you offer career management services, expertise, and support and are there to help students but that, ultimately, students own their careers and are responsible for managing them.

3. Students who dont take advantage of what you have to offer

4. Not enough recruiters or jobs Tackling this challenge requires a dual approach to potential employers. Attracting new employers as a source of new jobs is very important, but so is deepening your relationships with current recruiters to ensure retention and to cultivate more job offers, perhaps from groups within the companies that had not previously recruited your students.

5. Late offers, rescinded offers, delayed start dates Put simply, the best way to handle these problems is on a case-by-case basis, working with the employer and the student to help resolve the situation for the most positive outcome possible for all parties. If you believe offers will come late in the year, let the students know that; if you are privy to which industries or companies are likely to make offers late, inform the students. Armed with this kind of

Currently, the most popular approaches to generating more jobs seem to be

information, students can adjust their expectations accordingly and can even work on contingency plans.

hiring an outreach person or dedicating current staff to more outreach to develop new relationships with potential employers;

When a company rescinds an offer, it can be valuable for career services directors to intervene, to find out why the company needed to renege and possibly to problem solve with the hiring manager or human resources to see whether there are creative ways to help the students whose offers were rescinded. Sometimes, human resources can help find other positions for the students. One of the best results Ive ever seen was when a company that had to renege on offers

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appealing to alumni to offer summer or full-time job opportunities; and creating summer jobs within the school or hiring graduates for full-time jobs at the school.

Two more ways to attract new employers are hosting on-site career fairs and taking students on the road to meet possible employers in high job-growth cities (some schools call these trips treks). You might also introduce new career fairs targeted to specific industries. For instance, at Stanford, with the help of two student organizations, a high-tech club and an entrepreneurs club, we mounted two career fairs that featured companies of interest to the members of the respective clubs: a growth company fair and a high-tech fair. For our treks, which we embarked on during breaks from classes, we took our students to such places as Washington, D.C.; Chicago; Los Angeles; Seattle; Sydney; and Brussels to meet with alumni and employers.

because of declining business helped all the students to whom theyd made offers find jobs with competing companies.

Delayed start dates are a fact of life these days, but often the career services professional can negotiate for the student to get project work, obtain a small retention bonus to help tide students over financially until they start work, or arrange for students to begin working elsewhere in the company to start getting up to speed.

On the up side, many students actually appreciate having some time off before starting their new jobs, if they can afford it. Career services offices may be able to influence

Other approaches to matchmaking between employers and students are producing books of student rsums for potential employers, introducing suitable candidates to companies with hard-to-fill jobs, and spending time coaching first-time recruiters to help them develop effective recruiting strategies. (One result of the weak economy is that many companies are cutting costs by using managers, rather than professional recruiters, to recruit graduating MBAs; these managers often appreciate advice from the career services office about how best to recruit at a particular school.)

financial aid offices to delay the payback of loans to accommodate the realities of the current job market and take the pressure off students with late start dates.

6. Difficulty keeping staff skills and knowledge up-todate With so many competing demands in a rapidly changing economy, it can be hard to find time for professional development. Getting everyone on your team to participate in the learning can lessen the burden and make professional

development more appealing. For example, you might add a professional development element to your team meetings by having a different team member teach everyone something new each time you meet. The lessons could introduce a selfassessment tool, provide a summary of a new career management book that would be helpful to students and alumni, or give key points learned from a seminar or conference. You might also task someone with finding and sharing relevant new information to keep your team abreast of industry and company trends, upcoming events, and news stories.

Stanford, students monitored and dealt with violations; for example, missing an interview, being a no-show to a recruiting function, or reneging on an offer might be penalized with a loss of recruiting privileges. Some schools have tried a rather extreme tactic, public outing; they list the names of students and the specific infraction on a bulletin board for all to see.

Another way to handle this sticky wicket is by being straight with students in your various town hall meetings, newsletters, one-on-ones, and other communications. Without naming names or blaming, you could point out how

Although outside professional development courses can be valuable, some of the best professional development opportunities exist within your office. Cross trainingthat is, having team members learn each others rolescan be good not only because it enables team members to cover for each other when they are out of the office but also because it is an opportunity for growth. Involving your colleagues in each others projects can be a good start to cross training. For example, if you are developing a new workshop for students, you might invite some of your colleagues to play the role of students and give you feedback. Taking on new responsibilities and serving on a cross-department project are also great career-broadening opportunities.

specific student behavior, such as being unprepared for interviews, being arrogant to a recruiter, or being a no-show to an event, has led to negative feedback from a recruiter, recruiter dissatisfaction, or even the loss of a recruiting relationship. Reinforce the message that one persons behavior can and does impact the whole school community.

8. Staff burnout or lowered morale You and your staff have tough jobs. If you are a manager, one of the most vital roles you can play is to keep your staff and yourself developing and inspired. Figure out what you need to remain a motivated, happy, and energized leader. Only when you are in good form can you be a champion and mentor for your team.

7. A handful of students who may be alienating recruiters or hurting the schools reputation Although this particular issue tends to be less of a problem now than in booming job markets, many schools face this challenge. Dealing with the issue constructively requires skillful management. You are not the police or your students parents, so dont try to put yourself in either of those roles. Your best approach is to treat students as adults and encourage them to take responsibility for their relationships with the school and recruiters and work to strengthen, not damage, their personal networks. Take the time to give your staff the appreciation, learning, growth opportunities, and kudos they deserve. Let them know you appreciate their hard work. A raise is nice, but little things can make a difference too: a public thank you for a job well done, a fun outing outside the office (perhaps a tailgate party before a sporting event or a breakfast at a restaurant before work), or an extra day off as a reward for a job well done. Make time to celebrate wins, both personal and professional. You could emphasize individuals roles and responsibilities by instituting new titles, such as group leader or manager. To curb or prevent potentially damaging behavior, you might institute a student-elected and governed committee to establish and uphold a code of conduct for student behavior toward each other, recruiters, and the career services staff. When we formed such a committee at Never miss an opportunity to highlight your staff members achievements; excellence may be expected, but it should not be taken for granted. Even small gestures and recognition

can be powerful motivators and keep hardworking staff members from feeling burned out or underappreciated.

faculty and deans, admissions, corporate and alumni relations, your IT group, and student organizationscan make a big difference in helping you work toward common

9. Not enough time, money, or resources One of the common refrains I hear from colleagues is that they dont have enough time or money to do what they want to do. To address this problem, you could try some creative options, such as outsourcing some of their work overflow by tapping into the pool of competent, experienced people who would be willing to volunteer their time. Alumni, out-of-work but highly competent recruiters, HR professionals, and industry executives could assist you by, for example, critiquing rsums, offering career advice, performing outreach or marketing for your office, refining your communications or feedback surveys, redesigning your website, or mock-interviewing your students. Volunteers can be insightful teachers for some of your workshops and can organize panels of experts. Current students, as busy as they are with their own job searches, are often willing to augment your staff and resources, too.

objectives and priorities.

Outside your school, make time to share challenges and bright ideas with colleagues at sister schools. This sharing can take place in informal settings; for instance, you might have coffee with colleagues in your area. Or, it can be more formal. You might participate in the Graduate Management Admission Council, National Association of Colleges and Employers, or MBA Career Services Council professional development conferences.

Having spent seven years in career services at Stanford University before moving to London for my husbands job, I know the huge rewards and personal fulfillment that can come with the challenges of doing our kind of work. I hope the ideas in this article give you some food for thought and provide inspiration for making this school year your best yet!

At Stanford, we had second-year students offer mock interviews to the first-years before the first-years went through summer internship recruiting. Recruiters or industry experts taught workshops or served on panels about compensation negotiation, networking, informational interviewing, and international job searches. These wonderful people who gave their time and insights were like adjunct team members. They made the small staff and budget we had at the time go much further, allowing us to offer broader and deeper services and resources to our students.

Sherrie Gong Taguchi

Sherrie Gong Taguchi is coauthor, with Karen O. Dowd, of The Ultimate Guide to Getting the Career You Want and What to Do Once You Have It (McGraw-Hill, 2003). She previously served as assistant dean for Stanfords MBA Career Management Center and vice president of university recruiting at Bank of America. She is currently principal for Career-Inspirations.com and can be reached at staguchi@onebox.com.

10. Lack of support for you or your team On a pragmatic level, to gain support for yourself and your team, you need to produce results, keep building trust and respect, and continuously improve. Part of a leaders role is to influence 360 degrees around, so others in the school community know what youre doing, understand how you can help them, and understand what they can do to support you. Look inside and outside your school to build a supportive community. Active cooperation and reciprocation with groups you are interdependent withsuch as the

Peer Influences and Positive Cognitive Restructuring Thomas F. Tate Although it is widely accepted that peer influence is a powerful factor in adolescent development, profession use of this resource has been generally confined to exceptional or problematic populations. The research literature suggests that peer group programs have produced orderly, productive, and positive academic and rehabilitative environments. Peer group paradigms have also generated positive results in creating productive social group living environments and have helped reduce aggressive behaviors in group living settings. This article suggests elements to facilitate a peer group approach to cognitive problem-solving development school and group living settings while highlighting the adultimposed roadblocks to that process. The impact of peer influence on adolescent development is generally associated with negative connotations. I believe that the use of the peer group as a vehicle for problemsolving development has not been fully utilized, even though it presents significant opportunities for childcare practitioners and educators. It is widely accepted that membership in peer groups is a powerful force during adolescence. These groups provide an important developmental point of reference through which adolescents gain an understanding of the world outside of their families. Failure to develop close relationships with agemates, however, often results in a variety of problems for adolescents from delinquency and substance abuse to psychological disorders (Hops, Davis, Alpert, & Longoria, 1997). Furthermore, higher peer stress and less companionship support from peers has been associated with a lower social self-concept in adolescents (Wenz-Gross, Siperstein, Untoh, & Widaman, 1997). As children progress through adolescence, they build knowledge bases that help them navigate social situations. An abundance of literature has suggested that there is considerable individual variation regarding cognitive skill development during adolescence as it relates to peer influence. Dodges (1993) research indicated that poor peer relationships were closely associated with social cognitive skill deficits. He found that adolescents who had developed positive peer relationships generated more alternative solutions to problems, proposed more mature solutions, and were less aggressive than youth who had developed negative peer relationships. Along those same lines, Bansal (1996) found that adolescents who compared themselves negatively in reference to their peers experienced a reduction in attention to problem-solving tasks. Peer Influence as a Behavior Management Tool Most public and private childcare systems continue to overlook peer influence despite the growing body of literature indicating that it represents a powerful force in maintaining orderly, productive, and positive academic and rehabilitative environments (e.g., Bellafiore & Salend, 1983; Brendtro & Lindgren, 1988; Emery, 1990; Gadow & McKibbon, 1984; Gibbs, Potter, Goldstein, & Brendtro, 1996; Salend, Jantzen, & Geik,1992; Wasmund, 1988). Schools all but ignore the incorporation of peer group strategies as a vehicle for developing problem-solving skills in the classroom, focusing instead on individual memorization of

facts and concepts (while removing problem children from the classroom). One only needs to review the contents of school proficiency tests to realize that education administrators have become more interested in teaching children what to think than how to think. Similarly, rehabilitation programs generally focus on rules and conformity, practices that are often designed to control youth and maintain staff-imposed order. Mental health systems commonly focus on individual pathology and seek to improve client functioning through adult-child counseling approaches. In those instances where peer group approaches have been used with adolescents, it has usually been to arrest or change maladaptive social behaviors. Pettit (1997) found the peer group to be a useful resource in decreasing violence and aggression in children; Brannon, Larson, and Doggett (1991) reported that the peer group process facilitated the disclosure of victimization by adolescent sexual offenders. Over the past two decades, child- and family-service programs have popularized the term empowerment and, to some extent, have incorporated peer-referenced paradigms into their approaches with adolescents. Many programs have failed to truly value children as partners in this process; instead, they have used peer influence to police the environment and maintain order once children have broken adult-imposed rules. Adult Views of Troubled Adolescents Unfortunately, many childcare professionals have a pessimistic view of children and behavior that is detrimental to the rehabilitative process, and the basis of most therapeutic approaches for children with behavior disorders is a negative attitude (Brendtro, 1988). According to Brendtro, a pervasive clinical orientation that explains problematic behaviors as pathological or deliberate has prevented child-care professionals from viewing behaviors as symptoms of personal distress. Furthermore, the managed care movement has been overly obsessed with the quick elimination of isolated problematic behaviors, usually delivered in the most economical forum available. As a consequence, treatment interventions often fail to modify or restructure those particular values or cognitive structures that led to the adolescents misbehavior. Adults feeling of superiority concerning children, or adultism (Bell, 1995), prevents adults from viewing children as social equals. Inherent in the context of adultism is the practice of making children a social class subservient to the adult population. This practice has systematically taught us that it is acceptable to show disrespect toward children, and it has added to a mindset that has devalued the importance of youthful contributions. According to Bell, classroom practices designed to create order have historically embraced elements of adultism:

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Teachers sometimes yell at students with impunity, but students are disciplined if they yell back at teachers. Young people are sometimes punished unfairly because adults feel frustrated. Students are forced to accept grades that, over time, cause students to eventually internalize a life-long view of themselves as smart or average or dumb with profound impact on

many aspects of their lives. However, students do not get to officially grade teachers. If a student receives an F, it is assumed the student failed, not the teacher. (p. 4) Common views of the child as the villain have produced programs that are designed to control undesirable behaviors (Bazemore & Terry, 1997). This view has led to a resurgence of punitive methods in treating troubled adolescents. Increasing numbers of boot camps and juvenile prisons, as well as legislation that has constantly lowered the legal age of responsibility for criminal behavior, have become common ways of dealing with this population. Often viewed by the mental health community as victims, troubled adolescents are frequently regarded as incapable of making life-long behavioral changes (Bazemore & Terry, 1997). The interpersonal problems they display are often considered pathological, and adult professionals are charged with the mission of treating illnesses or preparing adolescents for the next in a series of illness-focused interventions. Both of the previous views eliminate the possibility of incorporating elements of peer influence in any meaningful way to help troubled adolescents become more skilled at problem solving. Furthermore, neither focuses on the cognitive restructuring and value formation necessary for developing ongoing interpersonal competence. Viewing troubled children as resources allows the educator or childcare practitioner to become involved in an active partnership with adolescents and their peers. Children become actively involved in the problem-solving process, and they find fewer reasons to engage in unproductive power struggles with adults. The honest expression of feelings is encouraged, and the door is open to helping troubled adolescents examine how their behaviors result from ineffective problem solving. Borrowing from Sutherlands theory of differential association, Hartung (1965) posited that criminality is socioculturally learned in the process of interacting with family members and peers in small, intimate groups. This process includes learning the techniques to commit delinquent acts and developing the rationalizations to protect ones self-concept. Adolescents make their own decisions and are not powerless against this peer pressure, but they become delinquent when their interactions with others give them more reasons to violate the law than to obey it. This same learning process presents itself daily in classrooms, treatment centers, and group-living situations across the country. Guiding this process to a productive conclusion becomes the mission of the teacher or peergroup practitioner who views the child as a resource. Dynamics of Problem Solving Troubled adolescents typically have a difficult time with problem-solving tasks. How they go about seeking solutions may be more important than what alternatives they produce (Wasmund & Tate, 1996). Developing problem-solving processes (the how) promotes generalization to future problem-solving situations; what solutions they choose may offer only temporary relief from a momentary difficulty.

Developmental theorists have proposed that effective problem solving is at the heart of mental health and adjustment. Furthermore, the literature strongly supports the impact of peer influence in this process. Bronfenbrenners (1979) theory on directive beliefs supports the idea that peer group microsystems contribute to an adolescents development as the adolescent organizes experiences to develop future plans. Theorists generally accept that problem solving consists of several interrelated skills, some of which are developmental in nature and necessary for improved social functioning. The development of alternative thinking teaches children how to anticipate potential social problems. Adolescents who understand the way they relate to others and anticipate the results of those actions become more successful in social situations than those who rely on habitual (and ineffective) solutions. By facilitating peer feedback regarding alternative solutions to problems as they arise, practitioners exhibit a nonjudgmental role that enhances learning. The more alternatives generated, the more likely adolescents are to find good solutions that generalize to other situations. Examples of questions adults may ask to stimulate discussion include the following:

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What other things could John have done to get what he wanted? What alternatives could the class (group) offer to help Jane find different ways to accomplish her goal? Does the class (group) know if John or Jane considered any other ways of handling the situation?

Adolescents who experience difficulty in means-end thinking often exhibit characteristics of impulsivity Engaging peers in a discussion that helps the youth identify potential obstacles that must be overcome (the means) facilitates a process whereby the child actually reaches his or her intended goal (the end). However, unless the practitioner helps the peer group accurately identify the youths goal (e.g., power, recognition, acceptance), she or he is unlikely to generate an accurate discussion of potential obstacles. Examples of questions adults may use to stimulate discussion include the following:

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Does the class (group) know specifically what Jeff was trying to accomplish? Has the class (group) discussed with June the kinds of things that could get in her way of accomplishing the goal? Have class (group) members shared with Jeff or June how they have run into similar difficulties?

Social consequences must also be considered in effective problem solving, although egocentricity during adolescence often delays the development of this skill. Consequential thinking andperspective taking help the adolescent anticipate social reactions to behaviors. Socially competent people know how other people have influenced them, as well as how their own behavior may influence others. Developing consequential thinking involves an awareness of social and personal motivation in ones self and in others, and it contributes to the development of empathy for other peoples feelings. Knowing why one behaves the way one does allows the adolescent to alter future interactions instead of

repeating the same mistaken patterns. Examples of questions adults may ask to stimulate discussion include the following:

significant role in the childs life have extraordinary potential for influencing the child in taking charge of his or her life.

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Does the class (group) know how the youth in question expected others to react (or respond) to his or her behavior? What made him or her think that? Did the (class) group see anything (or anyone) influence the youths behavior? If so, how (who)? Is the class (group) willing to discuss with the youth the effect of his or her behavior on others? How did the youth make him- or herself look when he or she said that? Does the class (group) know if that was his or her intention?

References Bansal, R. (1996, July). Motivational determinant of problem solving task in peer-presence conditions: A survey of reviews. Indian Journal of Psychometry and Education, 27,107-110. Bazemore, G., & Terry, W. C. (1997). Developing delinquent youth: A reintegrative model for rehabilitation and a new role for the juvenile justice system. Child Welfare, 66(5), 669690. Bell, J. (1995). Understanding adultism: A key to developing positive youth-adult relationships. YouthBuild USA, 1-2. Bellafiore, L., & Salend, S. (1983). Modifying inappropriate behaviors through a peer confrontation system. Behavior Disorders, 8, 274-279. Brannon, J., Larson, B., & Doggett, M. (1991). Peer counseling strategies: Facilitating self-disclosure among sexually victimized juvenile offenders. Journal of Addictions and Offender Counseling, 11, 51-58. Brendtro, L. (1988). Problems as opportunities: Developing positive theories about troubled youth. Journal of Child Care, 3, 15-24. Brendtro, L., & Lindgren, J. (1988). Two studies of positive peer culture: A response. Child and Youth Care Quarterly, 3, 156-157. Bronfenbrenner, U. (1979). The ecology of human development. In R. M. Thomas (Ed.), Comparing theories of child development (pp. 382-383). Pacific Grove, CA: Brooks/Cole. Dodge, K. (1993). Social cognitive mechanisms in the development of conduct disorder and depression. In J. W. Santrock (Ed.), Adolescence (p. 7). Boston: McGraw-Hill. Emery G. (1990). Turning tough kids into citizens. Insight, 6, 24-26. Gadow, D., & McKibbon, J. (1984). Discipline and the institutionalized violent delinquent. In R. A. Mathias et al. (Eds.). Violent juvenile offenders: An anthology (pp. 311318). Rockville, MD: National Institute of Justice. Gibbs, J., Potter, G., Goldstein, A., & Brendtro, L. (1996). From harassment to helping with antisocial youth: The EQUIP program. Reclaiming Children and Youth, 5(1) 40-46. Hartung, F. (1965). Crime, law and society. In W. Wasmund & T. Tate (Eds.), Partners in empowerment (p. 1). Albion, MI: Starr Commonwealth.

Finally, teachers and practitioners need to consider cultural biases in facilitating discussions with peers. One study on the social environments of a number of peer group agencies (Yang, Davis, Ryan, & Wasmund, 1999) found that African American students perceived their learning environments less positively than their European American and Hispanic American counterparts. Further study is necessary to determine the elements that contributed to this phenomenon. Implications for Practice The literature clearly highlights the potential for adults to capitalize on the influence of peer relationships in facilitating adolescents cognitive development. The only thing that gets in our way is our mindset regarding the value of adolescents as partners in this process. The phenomenon of adultism, much like other isms, relies upon the adults unwillingness to view adolescents as social equals. In addition, those adults using peer influence solely for behavior management purposes continue a process that is both discouraging and dehumanizing for adolescents. Teachers who resist entering into partnerships with students point out that their role is to educate not raise children. However, preparing students to responsibly solve lifes problems is a primary function of the educators role. Failure to recognize the impact of peer relationships on this process only serves to make teachers jobs more difficult and results in more troubled adolescents facing ejection from public school settings. Because the literature suggests that peer and familial influences interact to help children develop healthy cognitive problem-solving skills, the importance of substitute caregivers cannot be understated. In the familys absence, teachers and childcare practitioners provide valuable points of reference for the developing adolescent and potentially could have an even greater impact on those students experiencing poor parent-child relationships. Seita, Mitchell, and Tobin (1996) argued for a concept they labeled connectedness, which entitles every child to significant relationships with his or her adult caregivers. Adults unwilling to accept an expanded role in the childs development should be encouraged to examine their biases and stereotypes about families. When the family has been unable to fully meet a childs needs, other adults who play a

Hops, H., Davis, B., Alpert, A., & Longoria, N. (1997). Adolescent peer relations and depression symptomatology. In J. W. Santrock (Ed.), Adolescence (p. 211). Boston: McGraw-Hill. Pettit, G. (1997, June). The developmental course of violence and aggression: Mechanisms of family and peer influence. Psychiatric Clinics of North America, 20, 283-299. Salend, S., Jantzen, N., & Giek, K. (1992). Using a peer confrontation system in a group setting. Behavioral Disorders, 17, 211-218. Seita, J., Mitchell, M., & Tobin, C. (1996). In whose best interest? Elizabethtown, PA: Continental Press. Wasmund, W. (1988). The social climates of peer group and other residential programs. Child and Youth Care Quarterly, 3, 146-155. Wasmund, W., & Tate, T. (1996). Partners in empowerment: A peer group primer. Albion, MI: Starr Commonwealth. Wenz-Gross, M., Siperstein, G., Untoh, A., & Widman, K. (1997, May). Stress, social support, and adjustment of adolescents in middle school. Journal of Early Adolescence, 17, 129-151. Yang, H., Davis, R., Ryan, J., & Wasmund, W. (1999). Assessing the climate of residential programs: Development and application of youth environmental survey. Manuscript submitted for publication.

ACIVTY

I have worked with children from Primary School. I developed activity sheet to facilitate the self-awareness of children in my workshop. I find the activity sheet is easy for children to use with adult guidance. It can use in a school setting or one-to-one sharing with children. The purpose of the self-understanding activity sheet is to help children find out more about themselves: to discover, recognize and understand their attributes, strengths and limits. It helps children to increase their selfawareness.

I would like to share the activity sheet with parents to improve your relationship with your children. Parents can use the activity sheet as a guide to chit-chat or dialogue with your children. Parents are recommended to share your story with your children, so children will learn from their parents. This is a bonding activity between parents and children. By giving them undivided attention, the children will feel loved and care from parents. I hope to receive feedback. If you find it helpful, I can develop some more activity for children in future. We need to be at the momenet with our children as they need our presence and support unconditionally. Self Understanding Activity Sheet 1)What are your hobbies? (e.g. collecting stamps, stickers, reading, football, basketball, singing, dancing etc.) 2)I am good at (e.g. sports, reading, drawing, arts and crafts,public speaking etc.) 3)What is your area of improvement? (study, character, attitude etc.) 4)I am a/an ________________________________ _ person.(e.g. honest, hardworking, helpful, cheerful, friendly,responsible, understanding etc.) 5)What do you want to be in future? (e.g. teacher, pilot, fireman,engineer, writer, lawyer, doctor, nurse, dentist etc.) 6)Goals (e.g. improve my study-reading, spelling, writing,learn swimming, reading, drawing,develop talents in sports, singing, dancing, public speaking,help out others, saving up pocket money, keep healthy,collection of chops, stamps or stickers etc.) What I want to achieve in

How to achieve my goals 1 weeks time 2 weeks time 3 weeks time

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