Project Resilience

Presenting the Video Step by Step

You may find that James' Story fits naturally into training that you are have already developed, or you may want to design a new workshop based entirely on the tape. In either case, keep the needs of your audience as well as your own style in mind as you plan your training. The suggestions that follow for presenting James' Story can be adapted to a variety of teaching methods, for instance lecture, discussion, and active learning. No matter what teaching approach you use, it is recommended that you view the tape several times and study this manual carefully before attempting training. To deepen your understanding you might want to refer to the resources listed at the back of this manual.

James story runs for 24 minutes. The ideal amount of time for teaching it, which includes viewing the entire tape and pausing periodically for discussion, is between 75 and 90 minutes. On the following pages, you will find suggestions for introducing and concluding the video and for logical places to pause for discussion. For each we have outlined important points to highlight for your trainees and topics you might want to introduce.

Introducing James' Story

James' life story and the technique of talking about strengths unfold as the video progresses. However, a preview which includes the technical terms introduced at the beginning of the video helps trainees to focus and get the most out of the video. For points to make while previewing the video, refer to pages 4 to 11 of this manual and use the table below.

EXPLAIN	EMPHASIZE
James' history	James' difficult childhood & his negative view of himself
how the method of talking about strengths was developed	Project Resilience research with 25 men and women who surpassed the life style they had known as childrenthe response of those 25 to being asked about their strengths
how James' Story was made	how the interview technique used in Project Resilience research was extended into a method of helping youth how James was chosen to be in the video
the purpose of talking about strengths	how the method helps shift the self image of a youth in a positive direction and, therefore, can become the basis for positive changes in behavior
the Damage Model	the singular focus on problems
the Challenge Model	the dual focus on problems and strengths, on vulnerabilities and resilience
the seven resiliencies	that the resiliencies are a framework for identifying the strengths of youth in troublethat the resiliencies are a framework for raising youths' awareness of their strengths
survivor's pride	the value of survivor's pride in motivating youth to persist in their struggle to meet the challenges facing them
reframing	how reframing uncovers the strengths in a story of trouble

In addition to providing the information above, you may find that starting on a personal note can spark the interest of trainees and establish a good rapport. You can tell your trainees how you became interested in the method of talking about strengths, your experience using the method, or the effect of the method in your own work.

Viewing the Video

0:00 - 7:08 : Introducing Dr. Sybil Wolin and Dr. Steven Wolin, their ideas, and James

Reviewing What Was Shown

In this segment, Dr. Wolin introduces himself and some of his ideas, and he talks about the conversation he is about to have with James. In his introduction, Dr. Wolin mentions the Damage Model, the Challenge Model, survivor's pride, the seven resiliencies, and reframing. At this point you will already have introduced these terms. However, to be sure that trainees have grasped them you might take questions or ask if they would like you to explain further.

The important points to make about this viewing segment are as follows:

- When left to talk on his own, James tells a Damage Story which revolves on violence, gangs, difficulties with his aunt, selling and using drugs, and problems with the law. Moreover when he talks about starting over, he gives himself no credit for the strength involved in his decision. Nor does he show pride or appreciation of any positive qualities or behavior in himself.

- The upcoming conversation will be carefully structured. Dr. Wolin has a clear purpose in mind. He will reframe James' story in order to raise James' awareness of his own strength and to uncover the survivor's pride hidden behind his pain and damage.

Discussion Topics

What is the difference between the conversation that Dr. Wolin describes and a traditional diagnostic interview?

What is the connection between the Challenge Model and the goals of the conversation that Dr. Wolin describes?

Previewing What's Next

In the upcoming segment, Dr. Wolin will talk with James, guiding the way James frames his story. Ask trainees to focus on changes they see in James as he begins to talk with Dr. Wolin and the techniques of reframing that Dr. Wolin is using.

Note also that talking about strengths requires a certain mindset or attitude toward James and his troubles. Although trainees cannot directly see the mindset that is driving Dr. Wolin's questions and statements, they can construct it by watching and listening to him carefully. Ask them to do that.

7:08 - 9:33: Reframing James' participation in the Gangster Disciples

Reviewing What Was Shown

In this segment, Dr. Wolin inquires about James' involvement in the Gangster Disciples. His questions require simple yes/no or one and two word answers.

The important points to make about this segment are as follows:

- All of Dr, Wolin's questions are guided by his intention to reframe James' story and to make James aware of his own strength.

- The steps or techniques of reframing demonstrated in this part of Dr. Wolin's conversation with James are:

Be curious; ask a lot of factual questions
Collect details in order to make an authentic reframe
Do not come into the conversation with negative assumptions, for instance, gangs are bad
Ask non-judgmental questions, for instance, "Was the gang a good experience or a bad experience?"
Be prepared to hear about the damage and not respond negatively, for instance when James tells about the fight in which his friend's jaw is broken, Dr. Wolin says, "Wow!" He registers the power of the incident but does not say much about it.

- The mindset or set of beliefs that guide Dr. Wolin throughout this conversation with James can be discerned right from the start. It can be described as follows:

Although James' background suggests that he has problems, he also has strengths.
James problems are real and serious.
James is an expert on his own life.
James is worthy of respect.
There is hope for James' future.

- The language Dr. Wolin uses in the opening part of his conversation with James is carefully structured to make James comfortable and not to challenge him excessively. Dr. Wolin asks concrete questions to which James has the answers and Dr. Wolin does not. The demand for verbalizing and responding to abstract questions is low. Once James is comfortable and clearly cooperating, Dr. Wolin opens the structure of his language and asks more open-ended questions.

- James responds to Dr. Wolin's approach by being cooperative and revealing information about his gang. He seems interested in the conversation, and his manner suggests that he feels trusting.

Discussion Topics

1. Is Dr. Wolin approving of gangs by entertaining the possibility that James might have had a good experience in the Gangster Disciples?

2. Should Dr. Wolin, at this point, affirm James' experience to leave the gang? Why do you think he doesn't?

Previewing What's Next

In the upcoming segment, Dr. Wolin asks James to reflect on his experience in the gang. He begins to close in on James' strengths.

Ask trainees to focus on the change in language structure of the conversation and on the particular strength that Dr. Wolin points out.

9:33 - 13:06: Continuing the reframe of James' participation in the Gangster Disciples

Reviewing What Was Shown

In this segment, Dr. Wolin continues to reframe James' gang involvement, stressing that it is a learning experience.

The important points to make about this segment are as follows:

- Dr. Wolin continues to work consciously to make James comfortable. When he asks James what he learned from the incident in which his friend's jaw was broken, James laughs at his own answer, "I learned that my friend was crazy." The laugh indicates some discomfort, perhaps because James feels that he has not given the answer that Dr. Wolin wants. Dr. Wolin, on the other hand, finds a way for James to see his answer as right. "Yeah, there was a difference between you and your friend. Right?"

- James is responding well to the conversation. He is relaxed and following the questions he is being asked with ease and interest. His willingness to learn from the conversation can be seen when he picks up the word "provoke." We can assume that his demeanor would be different if the conversation were about his weaknesses and problems rather than about his strengths.

- Dr. Wolin is being guided by his knowledge of the seven resiliencies. He begins to see hidden evidence of insight in the details of James' story, and he gears his questions accordingly. Eventually he has understands enough to put James' strength in words. "OK it's that ability I want to talk to you about a little more. The way you know when there's trouble out there and you either control yourself or you figure something out and you feel good about it."

- Dr. Wolin begins to touch the topic of James' survivor's pride.

- The techniques of talking about strengths demonstrated in this viewing segment are as follows:

be curious instead of making judgements, for instance, after James reveals the incident in which his friend's jaw is broken, Dr. Wolin asks, "Where were you?"
look for the strength beneath the damage, for instance, Dr. Wolin asks, "What did you learn from the experience."

Discussion Topics

1. How difficult would it be for you to respond neutrally to James' description of the gang incident in which his friend's jaw is broken? Why?

2. Dr. Wolin teaches James the word "provoke." Of what value is this mini-lesson? What other opportunities are there in this conversation for teaching?

Previewing What's Next

In the next segment, Dr. Wolin comments on his conversation with James so far, emphasizing the strength he has seen and the pride attached to it. He then begins to talk to James about his family. Ask trainees to focus on the examples of insight that come out in the conversation with James. Using the information on page 10 of this manual, define insight.

13:06 - 18:16: Identifying James' insight

Reviewing What Was Shown

In this segment, Dr. Wolin talks to James about his mother. He uses the seven resiliency framework to pinpoint one of James' strengths, namely insight. Ask trainees to focus on the examples of James' insight that Dr. Wolin uncovers and the techniques of reframing that he continues to use.

The important points to make about this viewing segment are as follows:

- The questions Dr. Wolin is asking is based on his knowledge of the seven resiliency framework, particularly on an understanding of how insight reduces the harmful effects of hardship. For instance, he asks when James knew that his mother was an alcoholic and how he protected himself from his disappointment in his mother. (See page 23-24 of this manual)

- Dr. Wolin is keeping the two intertwining arrows and the paradox of the Challenge Model in mind as he continues to talk to James. While hearing about James' pain, Dr. Wolin responds to it but also listens for the strength. Thus when James reports that his mother stood him up for his birthday and the he wrote her a letter but she didn't answer, Dr. Wolin points out what James did that was right.

- Note that he is finishing many of Dr. Wolin's sentences. He understands the interview. It is ringing true for him, and has made a connection to Dr. Wolin.

- The techniques of reframing demonstrated in this viewing segment are as follows:

name a specific strength and trace its development
find many examples of the strength so the naming it is authentic
continue to look for the strength mixed in with the pain

Discussion Topics

1. Do you think James feels unheard when Dr. Wolin responds to his memory about his mother? Do you think James would have preferred to talk about how hurt he was? Why?

2. Do you think Dr. Wolin is being too directive in this conversation? Is he putting words in James' mouth?

Previewing What's Next

In the concluding section of the video, James continues to talk about his family, particularly his aunt and his grandmother. Ask trainees to focus on Dr. Wolin's response as James relates the abuse he suffered at his aunt's hands.

18:16 - end: Finding James' insight in other parts of his story

Reviewing What Was Shown

In this video segment, James talks about his aunt. Sybil & Steven Wolin comment, and the tape concludes with a few words from James.

The important points to make about this viewing segment are as follows:

- In his attempt to focus on strengths, Dr. Wolin does not diminish the importance of James' history of abuse. He asks about it directly. However, he is also interested in how James protected himself. His dual interest reflects the influence of the Challenge Model on his mindset, and in turn, on this conversation.

- As Dr. Wolin draws the conversation to a close, he reviews all the examples of James' insight they uncovered together.

- The technique of reframing that is demonstrated in this segment is:

be transparent. Tell the youth you are talking to what you accomplished in your conversation with him or her and why it is important.

Discussion Topic

How can you use talking about strengths in your own work? Does it fit? If not, why? What gets in the way? What kind of support will you need?

Concluding

At this point, you will have fully covered the techniques and mindset involved in talking about strengths as well as James' response to his conversation with Dr. Wolin. We suggest closing by speculating with trainees about the long term effects of the conversation with Dr. Wolin on James. You might will this conversation have an effect on James over the long haul? Why? Why not?

To drive home the benefits of talking about strengths, you might ask your trainees to stand in James' shoes. Tell them to think of a time when they were in trouble, either as a teen or currently as an adult. Tell them to imagine how it would have felt for someone to talk to them about their strengths. If they've actually had the experience, you can ask them to recall it.