Respect Yourself Research Articles

Comfort Me With Apples: More Adventures at the Table

Comfort Me With Apples: More Adventures at the Table

Respect, Protect, Connect: A Workshop Program for Young People in Schools

The Respect, Protect, Connect Program, (formerly Respect Yourself, Protect Yourself for Females, and Respecting Ourselves, Respecting Others for Males), is an injury-prevention focused workshop project based in secondary schools in the South East Region of Melbourne. Peer education principles are utilised in single-sex workshops with year 7-10 students. The aims of the workshops are the development of harm reduction and violence prevention strategies by young people. Students develop an understanding of the way violence impacts upon their lives and those around them. Through discussion, roleplays and interactive group work, young people are empowered and resourced to take more control of their life circumstances. The origins and current status of the project are discussed along with reflections of project workers about working with class-sized groups of young people.

Characteristics of Successful Youth

11 Workshop CHARACTERISTICS OF SUCCESSFUL YOUTH FREEMAN HRABOWSKI, Ph.D. Executive Vice President CHESTER HEDGEPETH REAGAN MONROE University of Maryland Baltimore County Campus Baltimore, Maryland 21228-5398 The workshop began with the playing of a videotape depicting a tennis star and a Toe Kwon Do expert, both academically gifted students at the UniversityofMarykndatBalHmore.Ίl·estudmtsaccompaniedI)r.Hrabowski. The discussion began at the conclusion of the viewing. Dr. Hrabowski: "It's your attitude that determines your altitude." What do you think that means? Anybody? Student: If s all about striving for something, and how you have to put your mind to it to succeed. Dr. Hrabowski: Very good. Whaf s your name? Student: Pam. Dr. Hrabowski: Pam? Where are you from? Student Kirkham High School. Dr. Hrabowski: Pam, you're right. It's the way you approach life. If you think about life itself and your schoolwork, it makes a big difference in how far you go. What did you think of the tape. Did you like it? Good. What are some of the characteristics of those young people who were successful? Student: Great study habits. Dr. Hrabowski: Great study habits, yes. Somebody from the other side? Dr. Hrabowski: Hi. Where are you from? Student: Rhode Island. Dr. Hrabowski: Rhode Island, okay. Student: They had support from their families. Journal of Health Care for the Poor and Underserved, Vol. 2, No. 1, Summer 1991 12 Characteristics of Successful Youth Dr. Hrabowski: Support from their families. Great. How many people love their mother? Appreciate your parents because they play a large role in your success. Take advantage of family support. Very important. What else? What are the characteristics? Yes, sir? Student: Diligence. Dr. Hrabowski: Diligence. Whaf s your name? Student Scott. Dr. Hrabowski: Okay, Scott. Yes. Diligence. What does diligence mean? Student Keeping up with your homework, studying for tests. Dr. Hrabowski: Exactly. How many of you like poetry? Let me give you a poem by Längsten Hughes. I'll say a line and you say a line after it, okay? You don't know who Längsten Hughes was? A very important poet from the Harlem Renaissance, in the early 20th century. As I say a line, you say it, okay? Hold fast to dreamsGroup : [Scattered voices] Hold fast to dreams... Dr. Hrabowski: You can do better than that. I want you to say it like you meanit. Iwantyoutositupinyourchairs. Body language says so much to your teacher. AU right. Hold fast to dreams For if dreams die, Life is a broken-winged bird That cannot fly. Hold fast to dreams For if dreams go, Life is a barren field Frozen with snow. What does that mean? AU the way in the back? Yes, sir? Whaf s your name? Student Chris Thompson. Dr. Hrabowski: AU right. What does it mean? Student If you don't have dreams, then there's nothing to look ahead for. Dr. Hrabowski: Whaf s a dream? What does a dream mean? Student [Pause] Dr. Hrabowski: If s a goal, isn't it? Isn't it? Set a goal and keep holding on to it. Go back to that point about diligence. Have you set goals for yourselves? Have you thought about that? A little bit? Somewhat? How many of you want to go college? There's a goal! There's a goal! Thaf s very important for you because if s impossible in this society to be successful if you don't think about education beyond high school. Very important. What are the characteristics the students talk about in the tape that can be helpful to you as you work towards that goal? Student Discipline. Dr. Hrabowski: Very important. Somebody's going to talk about that in just a minute. Somebody else? What else did you hear? _________________Hrabowski, Hedgepeth & Monroe_________________13 Student Self-determination. Dr. Hrabowski: Self-determination. You're on a roll, you're on a roll. Somebody else? Yes, ma'am. Tell me something. Student Respect yourself. Dr. Hrabowski: What else. Yes? Student Know where you're going. Dr. Hrabowski: What does it take to get to that goal? You've got to know where you're going. How many of you like to read...

Pediatricians and Parents: Remarks on Receiving the C. Anderson Aldrich Award

When John Bartram phoned to tell me of this greatly appreciated honor, he said I could speak to whatever topic I chose. Implicit in such trust was the assumption that I would be brief. Dr. Aldrich played a major role in bringing the practice of infant feeding from an era of pseudo-scientific misapplication of metabolic data into a psychologic era.1 He recognized that feeding was the the most important early transaction between mother and infant and that appropriate pediatric advice could promote healthy personality development. His wisdom was derived from a large experience with mothers and babies, and a grounding in the philosophic concepts of Ralph Waldo Emerson: "Respect the child. Be not too much his parent. . . . Respect the child, respect him to the end, but also respect yourself."2 I propose to address briefly the lack of respect by some pediatricians for the felt needs of mothers. Dr. Aldrich saw the mother and infant as a unit. He considered the term "self-demand" feeding too autocratic and substituted "self-regulation," recognizing that limits should be set which respected the mother and her other responsibilities as well as the infant. He preferred a schedule of feeding which was neither rigid, leading to anorexia, nor virtually nonexistent, leading to early obesity and what Spock termed chronic resistance to sleep, the latter a family affair with tensions for father as well as mother. His conceptualization led us to summarize our own laboratory observations under the title, "A Metabolic Basis for the Individualized Feeding of Young Infants," and to a later study of self-regulation of intake of food by prematurely born infants, a step toward flexible, sound advice to anxious mothers on discharge of their infants.3