ME DISTINGUISHING FEATURES:
Provides a historical context for health and wellness vs. dis-ease.
Establishes a Historically Based, Contextually Correct Understanding™ [HBCU] about health disparities in the United States and abroad.
Teach the benefits of critically deconstructing the social construction of personhood through the lens of race, class, gender, and orientation.
Emphasizes five basic life literacy/life skills: a) critical thinking; b) problem solving; c) decision making; d) coping, and e) communication.
Provides a forum to articulate and clarify values and to learn healthy coping strategies by critically examining our ABCs [i.e., attitudes, beliefs, and choices].
Provides a safe space for young people to examine and re-examine the attitudes, beliefs, and choices that align or conflict with maintaining personal goals about health, hope, and healing.
Facilitates critical thinking, self-reflection, decision-making, and self-expression by applying lessons learned in the Life Literacy/LIFE Skills Foundations Program.
Demonstrates how the Information and News Industry and Media Entertainment [INIME™] powerfully and persuasively influences perceptions of what is “real” and what is false, sometimes relying on information that is accurate, credible, or reliable.
Specializes in the creative and judicious use of original music and media that is used to facilitate dialogue, discovery, discernment, and decision-making.
Addresses four key areas of human development:
Identity
Values
Coping
Communication
Assesses and measures seven areas of growth.
Self-awareness/personal reflection
Emotional regulation/stress reduction
Assessment [i.e., of dilemmas, invitations, opportunities, problems]
Conflict resolution
Decision making
Problem solving
Communication
Aligns “new literacies” with specific skills required to thrive in a world that continues shift and change. These seven skills are modeled, taught, practiced, and rewarded:
Collaboration
Communication [i.e., verbal and written]
Creative Expression
Critical Analysis [i.e., critical viewing and critical listening]
Information-Seeking/Research
Notetaking
Reading, Comprehension/Vocabulary
“Childhood and adolescence are when young people form their self-image. Self-image and self-expression are shaped during this pivotal time of development when music and media has tremendous influence on perceptions about life and preferences. This is the optimal time to share life lessons and to acquire real skills.”
Behavioral health, mental health, and wellness are best understood when viewed as fluid states of being. On one end of the spectrum is being well; on the other end is not being well or dis-eased.
Our approach to behavioral health is:
Intricately tied to the promotion and acquisition of “new literacies” by examining the root of dis-ease and disparity from a historical perspective.
Informed by a commitment to dialogue, discovery, discernment, and decision-making based on values that align with health, hope, and healing and reliance upon Positive Attributes for Living [PALs].
Implemented by those trained and certified to offer the MusicsEnergy: Life Literacy Curriculum™ - an evidence-based intervention that engages youth and those who support them by addresses prevailing themes and messages in popular youth music and media [PYMM].
Achieved via the pursuit of life, liberty, and justice, as expressed via policy, programming, and practices.
“Adolescence is a pivotal stage of brain development characterized by autonomy and risk-taking . Values, coping strategies, and communication norms are established during this period. of significant potential and growth. We can siege this opportunity as a turning point to unleash to promote health, hope, and healing.”
“Media literacy is a kind of brainwashing. It helps us gain a historically based, correct understanding of the world around us. Media literacy puts dis-ease and health in context. Media literacy also helps young people reclaim the right to self-determination.”
“Social and emotional intelligence helps us accurately read social cues and respond appropriately to triggers. Communication skills must be modeled, taught, practiced, and rewarded. Code switching in helpful and appropriate, sometimes. Knowing when and where is key!”
1. Identity
Adaptive and maladaptive mental models of “self” include everything from narcissism to low self-esteem as expressed via abuse and misuse of substances, violence, aggressive behavior, excessive materialism, and hyper sexualization.
Traditional conceptions of gender and gender roles are rapidly eroding.
Gender may soon be replaced by a more generic category requiring us to examine and re-examine the utility of gender roles in a rapidly changing society.
2. Values
Values about self, others, and the world around us are formed and solidified during adolescence.
Sample values conveyed via the media:
Excess representing “success”
Cancel Culture as evidence by flagrant lack of civility and respect [keeping it “real” or “100”]
Hedonism
Narcissism
Ideological loyalty has its rewards
Disregard for life, liberty, or the pursuit of happiness for everyone equally
Disingenuity, dishonesty and “alternative facts”
3. Coping
Effective coping requires that we unpack the social construction of caste systems and the other systems that ensure the status quo impacting individuals and groups.
One end of the coping spectrum is selfish indulgence; the other end is self-denial.
Embracing faith and spiritual practices can be healthy coping mechanisms.
4. Communication
The ways in which we communicate with one another, and others reflects less and less tolerance for divergent points of view.
Flagrant disrespect, incivility, and a lack common decency has become normalized in social media vs extending common courtesies and basic respect.
The lack of knowledge and understanding is complicated by ubiquitous access to information without credentialing the source to determine if the information is accurate, credible, reliable, or current.
The lack of basic media literacy skills and failure to dig deeper for accurate, credible, and current information leaves young people more vulnerable to misinformation and programming filled with stereotypes.
Those most vulnerable and more likely to be negatively impacted are traditionally marginalized populations.
IDENTITY:
SELF-IMAGE AND SELF-IMPROVEMENT
Unit Goals [UG]:
To teach the meaning and importance of understanding self-image, including how it is formed, informed, and transformed by how we see ourselves and others.
To model teach, practice, and reward self-reflection as expressed by attitudes, beliefs, choices, and paying attention to what motivates us.
Knowledge/Skills [KS]:
Willingness and ability to self-reflect and analyze self and situations.
Willingness to commit to self-improvement.
Willingness and ability to set goals and pursue them in earnest.
Willingness and ability to reframe thoughts and thought processes.
RESISTING PEER PRESSURE
Unit Goals [UG]:
To teach how to resist peer pressure when presented with the invitation to engage in risky or problem behaviors.
To teach how to analyze and build a repertoire of responses that align with health, hope, and healing when presented with difficult decisions, dilemmas, and peer pressure.
To teach how to analyze and build a repertoire of persuasion tactics and practices that align with resisting or refusal skills.
Knowledge/Skills [KS]:
Willingness and ability to select from response options that align with health, hope, and healing when presented with difficult decisions, dilemmas, and peer pressure.
Willingness and ability to select from a repertoire of persuasion tactics and practices that align with resisting negative peer pressure or demonstrating refusal skills.
VALUES:
HEALTH AND DIS-EASE IN CONTEXT: CAUSES AND EFFECTS
Unit Goals [UG]:
To increase awareness of adaptive, maladaptive mental models.
To learn about the social, cultural, economic, and political contexts for the causes and effects of our decisions and choices when faced with dilemmas, situations, and circumstances that do not align with optimal health, hope and healing.
Gain increasing levels of competence and confidence required when asked to assess the situation, examine the circumstances, identify, and weight the options, and make the connection between causes and effects.
To articulate the opportunity, dilemma, situation, and options.
Knowledge/Skills [KS]:
Willingness and ability to conduct content analyses.
Willingness and ability to interpret data.
Willingness and ability to conduct research.
Willingness and ability to source and distinguish accurate, credible, and reliable information.
Willingness and ability to form progressively more probing questions; to critically evaluate assumptions and their origins.
Willingness and ability to demonstrate increasing levels of critical thinking, comprehension, reasoning, communication, persuasion, and resistance skills.
VALUES DRIVEN-MAKING DECISIONS
Unit Goals [UG]:
Teach how to make decisions by identifying and weighing options.
To develop moral confidence and increasing levels of competence; to use and refine moral reasoning skills on matters related to life and death and all the dilemmas and choices in between.
Teach how to make decisions with the goal of achieving optimal outcomes.
Teach how to make decisions and solve problems independently and interdependently.
Teach how to identify and weigh options based on optimal scenarios and outcomes.
Examine our ABCs about life, health, self and social issues, and responsibility.
Begin clarifying values about themes and messages in poplar music and media.
Teach healthy ways to communicate one’s stance when presented with the option to lead or follow.
Teach resistance skills and options
Introduce the following seven attributes: a) self and social awareness; b) self and social responsibility; c)love; d)romance; e)faith; f) hope; and g) learning from life lessons.
Knowledge/Skills [KS]:
Willingness and ability to identify problems and to distinguish between opportunities, dilemmas, and choices] followed by decision making that aligns with pursuing and achieving optimal health, optimism, and renewal/regeneration.
Willingness and ability to identify strategies for resisting groupthink and minimizing negative influences from others.
Willingness and ability to name and differentiate between resistance responses.
Willingness and ability to demonstrate resistance skills.
VALUES AND MEDIA INFLUENCES
Unit Goals [UG]:
Increase awareness of persuasion techniques used in advertisement and media entertainment.
Teach media literacy skills including defining how capitalism works, as well as consumerism, mass consumption and niche markets.
Teach how to recognize propaganda and other persuasion techniques.
Teach the benefits of value-driven decisions.
Model and teach critical thinking, self-awareness, and personal, and social responsibility.
Knowledge/Skills [KS]:
Willingness and ability to conduct content analyses.
Willingness and ability to critically examine and respond appropriately to manipulation tactics.
Willingness and ability to explain the role of information and news industry, and media entertainment on consumerism.
Willingness and ability to distinguish and communicate needs and wants
Willingness and ability to distinguish between a product’s claims from pre-disposing contexts and preconceived notions.
COPING
ANXIETY, STRESS, AND ANGER
Unit Goals [UG]:
To teach what anxiety, stress, and anger are including how to recognize, name and differentiate between them.
To examine proximity and contexts for why anxiety, stress, and anger, including how these may be triggered and expressed.
To show young people how to cope and minimize stress when presented with situational or emotional triggers.
Knowledge/Skills [KS]:
Willingness and ability to recognize the following: a) anxiety, stress, and anger; b) their physical effects and manifestations; and c) situations that trigger each of these reactions.
Willingness and ability to select the best technique to personally cope with anxiety, stress, anger; ability [and willingness] to practice stress, anger-reduction techniques.
COMMUNICATION
LIFE IS A CONVERSATION
Unit Goals [UG]:
To teach what effective communication looks like, sounds like, and feels like.
To teach there is great value in communicating to gain multiple perspectives, especially perspectives about diversity, equity, inclusion, access, and proximity.
To teach, facilitate, practice and reward active listening.
To teach, facilitate, practice and reward effective use of verbal and nonverbal communication skills.
Knowledge/Skills [KS]:
Willingness and ability to actively listen.
Willingness and ability to ask questions, clarify responses, and accurately paraphrase with others say. START HERE
P.A.R.T.I.C.I. P.A.T.E. [The Social Advantage]
Unit Goals [UG]:
Teach basic social communication skills, including code-switching, as well as cultivating and using healthy, emotional intelligence/intuition; teach the value of exploring, creating, and evaluating options.
Introduce the concept of cost-benefit analysis.
Teach how to make informed decisions and communicate the decision-making process, including reactions and /response, to develop successful interpersonal relationships and minimize conflict (intrapersonal and interpersonal).
Teach conversational skills.
Teach, facilitate, practice, and reward how to overcome shyness and take to recognize signs to either accept or resist invitations.
Knowledge/Skills [KS]:
Willingness and ability to define and highlight the benefits of self-awareness.
Willingness and ability to initiate social contacts.
Willingness and ability to practice conversational skills.
Willingness and ability to formulate open-ended questions.
Willingness and ability to participate as an active listener.
ASSERTIVENESS
Unit Goals [UG]:
To teach what assertiveness is and when and how to be assertive.
To teach how to resist being pressured to engage in risky behaviors without identifying and weighting options, especially that may be cultivated via the information and news industry, and media entertainment.
To model, teach, facilitate, practice, and reward analyzing situations, dilemmas, and emotions.
Knowledge/Skills [KS]:
Willingness and ability to identify and practice effective responses, especially when presented with difficult decisions, dilemmas, emotions, and choices.
Willingness and ability to simulate and practice refusing requests.
Willingness and ability to identify external influences and frequently used persuasive tactics.
Willingness and ability to reflect and share personal feelings.
Willingness and ability to address common triggers for feeling disrespected.
RESOLVING CONFLICTS
Unit Goals [UG]:
To review, acquire, and practice the skills needed for successful conflict resolution.
Knowledge/Skills [KS]:
Willingness and ability to analyze situations requiring conflict resolution skills.
Willingness and ability to identify response options relying on making informed choices.
Willingness and ability to use critical thinking skills when weighing responses and options to resolve conflict.
Willingness and ability to use mindful music and media techniques (MMMT) to reduce anxiety and anger.
Willingness and ability to use MMMT to make informed decisions when prompted.
Willingness and ability to use social and assertiveness skills to resolve conflicts.
SOCIAL SKILLS
Unit Goals [UG]:
To teach basic social communication skills, including code-switching and cultivating and using healthy, emotional intelligence/intuition; to teach the value of exploring, creating, and evaluating options through cost-benefit analysis;
To teach how to make informed decisions and communicate the decision-making process or reaction/response, in order to develop successful interpersonal relationships and minimize conflict (intrapersonal and interpersonal).
To Teach conversational skills
Knowledge/Skills [KS]:
To teach, facilitate, practice, and reward how to overcome shyness and take to recognize signs to either accept or resist invitations.
Willingness and ability to define and highlights the benefits of self-awareness.
Willingness and ability to initiate social contacts.
Willingness and ability to practice conversational skills.
Willingness and ability to formulate open-ended questions.
Willingness and ability to participate as an active listener.