1. Family Style Living and Relationship Building
Pre-Service Workshop

2. Building Healthy Relationships
Utah Youth Village
Building Healthy Relationships
Family Style Living
Dealing With Stress
BEFORE YOU START:
Pass out a piece of paper to each participant. Have the participants all take 10 minutes think of a person who had a great impact on their life and list 5 characteristics that made that person special on the paper (with marker).
Go through each participant and have them list the characteristics they wrote down and share any information they wish. Have them then hang the papers up on the wall somewhere in front of the class.
Discuss the characteristics and how they relate to building healthy relationships. Then point out how those characteristics are the same tools they will use to build a strong treatment team and program.
NEXT:
Show the video "Multiple Transitions" Even those these are little children on the video, imagine how our youth feel 5-10 years down the road.

3. CONTINUAL PROCESS THAT EXPERIENCES AND INTERESTS.
RELATIONSHIPS FORM
OVER TIME THROUGH A
CONTINUAL PROCESS THAT
Most of our youth have been through some very tough situations. It will take time to build relationships with them. As you are consistent in your treatment and share fun times together, the relationships will build. Be patient and don’t force it.
INVOLVES COMMON
EXPERIENCES AND INTERESTS.

4. Teach Children to have Relationships
with their own family
with Treatment Families
To increase chances for future success with our youth, we need to teach them to build and maintain healthy relationships with
their own families
Treatment Families
Teachers and Community leaders
And with their peers or friends
Many of the skills we teach the youth will help them in all social interactions.
with teachers and community leaders
with friends

5. Communicating Relationships in Teaching
DELIVERY
Nurturing with Teaching
Include Quality Components
BALANCE
Eliminate Robotic Delivery
Develop Appropriate Tolerances
Maintain Appropriate Boundaries
One way that we teach skills to youth is through our formal teaching interactions. As there are specific steps to each interaction, they can sometimes become robotic. It is important that we communicate our relationships in this teaching.
DELIVERY
Nurturing with Teaching
Include Quality Components, which is our nonverbal communication (smiling, appropriate touch, eye contact, our stance, etc.)
BALANCE
Eliminate Robotic Delivery
Develop Appropriate Tolerances
Maintain Appropriate Boundaries
It is very important to model and teach our youth to develop appropriate boundaries to build relationships. This helps the youth feel safe and your relationship will form faster.

6. BALANCE THE HEAD and HEART
Technology
Training
Consultation
Common sense
Judgment
Structure
Rules
Guidelines
Limits
Connection
Compassion
Patience
Understanding
Empathy vs Sympathy
Part of building appropriate relationships with youth and families is being able to balance our head and heart effectively.
We learn a lot of technology in training and through consultation. We also have our common sense and judgment. Then in our homes we have rules and limits as well as guidelines from the Model components.
Your challenge will be in balancing all of this technology with the personal connection. One tool that will help you be effective in this task is having low tolerances and maintaining a ratio of 4:1 praise vs. corrections.

7. There are no “relationship guarantees” that ensure customer satisfaction.
There may be times when our youth are hard to love or get along with. At these times, it is especially important that we strive to maintain relationships. Remember that as the video said, the youth are always watching you and affected by everything that you do.
EXPECT THE YOUTH TO TEST YOU!!! Many times it is after the "testing" that the greatest change takes place as the youth feel safe and know you will be consistent.
No Guarantees

8. Building Relationships is like Building a House. You need a :
firm foundation
good set of tools
dedicated routine
Just like building a house, youth need structure, rules and boundaries to build relationships. Developing that strong foundation takes work (a lot of work with some youth), but it will produce fantastic results.

9. Qualities of Healthy Relationships
Smiling
Having Fun
Playing
Incorporating Humor
Learning to Laugh at Yourself
Empathy
Praising
Listening
Thoughtfulness
Give and Take
Now lets look a little closer at some of the qualities of healthy relationships.

10. Smiling If you see someone without a smile, give them one of yours.
Shows warmth
Instills trust
Viewed as friendly and approachable
Smiling breaks the tension in many situations.

11. Having Fun Laughter is a tranquilizer that has no side effects.
Creates a warm environment
Demonstrates “human” side
The hard times will come naturally. Work hard to create the fun times! It will get you through the tough ones.

12. PLAY There is a kid in all of us.
Use games to teach
Games teach lessons about life
Sharing
Respecting Others
Taking Responsibility
Following Rules
Accepting Defeat
Play with the kids. It is one of the best ways of communicating that you REALLY care.
Through playing games together, the youth also learn important problem solving skills that will be necessary later in lives to be successful.

13. Humor If you can laugh at it, you can live with it.
Contagious
Eliminates dwelling on the “bad”
Healthy
Creates a positive environment in you home
Avoid sarcasm
Take time to laugh with the youth. It is one of the best indicators of healthy relationships.

14. Learn to Laugh at Yourself Life is about 10% what happens to you, and 90% what you make of it.
Admit mistakes
Model for youth
Learn what you can and move on
As treatment providers there will be times when we make mistakes. Modeling your ability to admit mistakes is important.
Our youth are typically very hard on themselves and struggle with making mistakes. It is important that they learn that everyone makes mistakes. All we can do is try to change our behavior in the future.
It is better that youth experience the consequences of making mistakes in our homes where you can guide them instead of making those mistakes once they leave the program where the consequences may be higher.

15. Empathy
There is no better exercise for the heart than reaching down and lifting someone up.
Understand feelings
Process of healing and hope
Look through youth’s eyes
Help share pain and fear
Soothes way for teaching
Shows you care
Not an excuse for misbehavior
Be sincere
Empathy helps us build relationship with the youth to:
Understand their feelings
Provide a process of healing and hope
See things through their eyes
Help share their pain and fear
Soothe the way for teaching interactions
Show you care
Remember that past experiences and hardships are not an excuse for misbehavior. Youth need to learn appropriate ways to express their feelings and frustration, get their needs met, and function in society.
Be sincere: Youth can tell when we are not.

16. Praise Nothing improves a person’s hearing more than praise.
Helps kids grow emotionally
Keeps treatment positive
Improves self-esteem
Always look for something to praise, especially when times are tough. Not only does it improve the youth’s perception of themselves, but it also improves our perception of them as we look for the positive elements in everything.

17. Important Elements of Good Listening
Eye contact
Be understanding
Use appropriate facial expressions and body language
Restate the message
Physical touch can be a powerful communicator
Listening effectively is an important way to communicate relationships. Here are some suggestions:

18. Thoughtfulness No man can sincerely help another without helping himself.
Doing or saying nice things
Little acts of kindness
Compliments
Teaching thoughtfulness comes through modeling

19. Give and Take We too often love things and use people when we should be using things and loving people.
Golden rule
Promotes teamwork
Teaches/models compassion
Part of helping anyone heal is teaching them to step outside of themselves and reach out to others.

20. Strong Relationships Can Withstand Pain “best of times, worst of times”
illness
academic problems
disrespect
anger
rebellion
depression
negative peer group
alcohol & drugs
family conflict
family tragedy
There may be tough times in working with our youth and families. However, these tough times become easier when we have built strong relationships.

21. Reasons Why You Should Build Relationships with Youth
The youth will spend more time with you.
The youth will model your behavior.
Your feedback has a greater impact.
Creates a more pleasant atmosphere in the home.
Opens communication between you and the youth.
All human beings need relationships to grow.
There are several reasons to build strong relationships with the youth. Not only will it make your job much more enjoyable, but also:
The youth will spend more time with you which increases your opportunities to teach and model skills.
The youth will model your behavior and more readily implement your feedback if you have a strong relationship.
It will create a more soothing, relaxing atmosphere in your home and helps the youth open up to increase communication and aid in treatment.
And most important of all, all human beings need relationships to grow.

22. Adults cannot make a lasting difference in a child’s life if there is no personal connection.

23. Traditions and fun time are especially important when an individual is experiencing changes and transitions.
To Create More Fun / Relaxing Time:
Schedule it
Have family nights regularly /
Family pictures
Take advantage of time you already spend with the youth
Be spontaneous!!
As the youth come into our program they experience many changes and transitions. Building relationships through sharing traditions and fun times together is an important part of treatment. Here are some suggestions to accomplish that goal.
Schedule fun time together
Have family night every week where everyone can participate regardless of whether they have privileges. Several homes also have at least one activity outside of the home in addition that is privileged based.
Take advantage of time you already spend with the youth (while cooking dinner, etc). Don’t let the youth sit and watch tv or play video games for long periods of time. Use all the time you have available to teach and build relationships.

24. Assessing Family Relationships in Your Home
How much time do the youth spend with you?
Do the youth do things to please you and other family members?
Do they volunteer?
Do they show appropriate affection?
Do you like to spend time with the youth?
Does the family laugh together?
Are the youth loyal to your home?
Here are some questions you can ask when evaluating the relationships in your home.

25. Staying Happy CHECK TOLERANCE LEVELS TEACH GET ENOUGH REST
TAKE NAPS DURING THE DAY
TAKE ADVANTAGE OF WEEKENDS
LIMIT WORK DISCUSSION DURING OFF TIME
ARRANGE PRIVATE AREAS TO STIMULATE RELAXATION
PHYSICAL EXCERCISE
Here are some suggestions to help you stay healthy and happy while working with youth.

26. Family Style Living & Relationship Building
Resources

27. Things to add Take youth on vacations Take program youth with you
Take no program youth with you is second best option
Do not leave one program youth and take another, especially to Disneyland

28. There are many reasons for developing positive relationships:
The youth is more likely to spend time with the Family Teachers and in the home. He/she's less likely to run away should serious problems develop - and if he/she does, he/she'll be more likely to come back.
The youth will be more likely to imitate the Family Teachers. He/she will be more likely to identify with their opinions and to agree with rationales they use in explaining certain rules and procedures in the home. Also, he/she would be more likely to model the appropriate social behaviors that Family Teachers use and teach.
The youth is much more likely to be affected by the Family Teacher's feedback. Praise for his/her good behavior and disapproval for problems that might develop are much more likely to affect a youth who has a good relationship with his/her Family Teachers.
The youth is much more likely to be communicative in the home. He/she would be more likely to want to converse with Family Teachers, and to initiate these types of conversations. It gives the Family Teachers and the youths a chance to learn the preferences and dislikes of one another.

29. The youth is much more likely to protect the program by defending it in front of peers and adults who may be critics. This is extremely important in developing cohesiveness in the home - that everyone in the home see themselves as part of it and are willing to defend it against critics and to support it in front of other people.
The youths and Family Teachers will get infinitely more satisfaction from each other's presence and from their involvement in the program if both parties like one another.

30. Not only will a Family Teacher want to increase attention and compliments for what a problem behavior youth is doing well, but she or he will want to increase the amount of fun interactions where teaching or problem solving are not a major focus. Simultaneously, counseling sessions might be increased particularly sessions where understanding the youth's feelings and needs are the focus rather than the solving of problems. Counseling might follow "intensive teaching" interactions or situations where major consequences were given. In these instances, the focus would again be to understand and empathize with the youth and help him/her understand that the interaction or consequences were motivated by concern.

31. FAMILY TEACHER SKILLS
The following skills and activities have proven beneficial in developing good relationships with youths. The list might be periodically reviewed - particularly when a problem relationship exists.
Being affectionate
touching
saying "I like you"
Being brief and specific
when praising
when correcting
when describing alternative behaviors
Calm, pleasant voice
firm, but pleasant when confronting
Celebrating birthdays
your own
your family
your youths
Celebrating holidays

32. Concern - saying "I'm concerned"
when correcting
when teaching a skill critical to a youth's well being (e.g., doing homework)
Correcting in a concerned manner
saying "I'm concerned"
using positive correction (teach an alternative behavior) - praising improvement
praising how correction is accepted
Creating a pleasant environment
Good surroundings
Good meals
Time for work
Time for fun
Fairness
Saying “I want to be fair”
Teaching what fairness is
Giving opportunities to speak
Voting at family meetings

33. Fun each day (30 minutes of family fun)
joking and laughing
playing games
rap sessions
contests
Giving points
when an expected behavior occurs
when improvement occurs
when a "good try" occurs
Giving rationales
when praising
when teaching new behaviors
when correcting
when giving negative consequence
Have in-home vacations (weekend or holiday)
relax program after things have gone well
have youths decide on activities
be together

34. Offer time for a youth's concerns
Offer help
learning new skills
with problems
with homework
Offer time for a youth's concerns
Daily counseling for new youths
Daily counseling for youth “in trouble”
Time to speak at family meetings
Daily point conferences
Praise, praise, praise
for accomplishments
for any appropriate behavior
for small improvements
for "good tries"
particularly in front of visitors
Politeness
by youth
Promote politeness between youths

35. Show you are on her/his side
Positive correction
Teach alternatives when correcting
Provide opportunities to earn lost privileges
Show you are on her/his side
by saying "I'm concerned"
by saying "I want to help"
by praising
by correcting at home and praising in public - by defending youths to others
Smile, smile, smile
Empathy
for frustrations
for tragedies in youth's life
Time with each youth (15 minutes each day)
on homework
Just talking
reviewing cards
going shopping

36. Frequently, youths like routine rough housing and physical playfulness on the part of the Family Teachers.
Of course, each youth is an individual and there are differences in the ways they respond to affection.
One youth may enjoy a gentle touch, while another youth feels uncomfortable.
Almost all youths like positive comments and compliments.
If a youth has difficulty with accepting positive feedback, teach him/her how to say "thank you" to a positive comment and how to enjoy this expression of affection.
Show affection to youths even if they initially have difficulty being affectionate.
Statements and gestures of affection are extremely important to youth even though they have some problems with it.
Teach them how to accept and enjoy affection. Merely modeling acceptance and displays of affection can be very helpful.

37. Other Suggestions Touch on importance of Positive corrections
Teach youth good social behavior
Do in-home vacations
Have regular family nights
Avoid raising tolerance levels

38. Similarly, have daily counseling sessions with youths having major problems. It's important to demonstrate concern by offering the time, but equally important to take time to express your concern in words. This is particularly important if a youth has had to earn large consequences for problem behaviors.
Youths who are doing well in the home should also be afforded regular counseling meetings - at least One-­half hour per week. Take care not to assume that a youth who is functioning very well may not need time to discuss personal issues. Counseling sessions for these youths might be informal "rap sessions" or a period of time where post graduation plans or future career goals might be discussed.

39. Be empathetic. The most important problems in the world to a youth are her/his own personal problems with peers, teachers, and natural parents. By being empathetic of these problems, the Family Teachers can begin the development of a relationship. The Family Teacher should listen to the youth describe these problems. The youth may cry and be very unhappy at times. It is, of course, perfectly all right for the youth to cry and show unhappiness as long as the behavior does not interfere with other appropriate behavior. The Family Teacher should keep in mind' that he may not be able to help the youth with many of her/his severe problems such as having an alcoholic parent. The Family Teachers can, however, comfort and empathize with the youth about these types of problems. Merely listening itself can be a powerful influence. Sincere empathy wil1 have a very important effect on the development of a relationship between the youth and the Family Teacher.
Be concerned. It's important that the youths feel that the Family Teachers are sincerely interested in these future. Thus, the Family Teacher should explain thus concern for the youth's future. Use rationales very frequently that relate to the youth's future success when she leaves Utah Girls' Village - in school, at work, in personal relationships, etc. Say the words, "I am concerned," or "We are concerned," when having to give corrective feedback to a youth. Do not assume that the youths will understand that the work and effort that you provide for them is a show of concern. Letting the youths know that this work is out of concern for them by telling them about your concern is an important facet of communicating that concern.

40. Show respect. Family Teachers should respect the opinions of the youths whenever possible. Family Teachers can show respect by praising the youths for suggestions that they make. Even if the Family Teacher does not agree with a suggestion that a youth makes, she or he can praise the youth for the fact that he/she is making a suggestion about the home.
Have fun. Family Teachers should make sure that the youths have some period of time each day when they can have intense fun with one another. This period of time might last anywhere from five minutes to an hour. The Family Teachers need to develop a sensitivity to the kinds of activities that various youths enjoy, such as telling jokes, talking, touch in a joking fashion, wrestling and rough-housing, trading stories about adventures and competing with the Family Teachers in games such as ping-pong and pool.

41. Another element that demonstrates concern to the youth is in being her/his advocate. Be sure and tell the youth when you have been her/his advocate with teachers, with parents, with other Family Teachers, with the program director, etc. Many times the youth will not know about these instances unless Family Teachers describe these occasions to the youths. If a youth trusts the Family Teachers and is sure that the Family Teachers are her/his advocates, the youth is more likely to very carefully consider suggestions by the Family Teachers than if the youth feels that the Family Teacher's decisions about her/him are self­-serving and selfish.
Counseling is another aspect of the program that will demonstrate the concern of the Family Teachers for the future of the youths. Spend at least 15 minutes a day in an individual counseling session with new youths or youths having serious problems. It is absolutely essential to spend this amount of time or more with new youths every day during the first several weeks in the program in order to strengthen the initial relationship. Let them know that this time is for them individually. Schedule it if need be. It is a very important part of the day for the youth to have her/his "special time." Naturally, this time will not always be spent in talking about problems - but may be only a "rap session" or a chance to share good things that have happened during the day.

42. Have activities as a family unit
Have activities as a family unit. Go out and have fun as a family frequently. Approximately once a week take the youths out to eat at an informal restaurant such as Pizza Hut, go bowling, skating, to a movie, or whatever outing the family desires. Again, the normal teaching and control might be relaxed during the outing time. Do the teaching such as table manners, how to order at a restaurant, etc., prior to the outing so that fun can be the primary goal that the family has when together.
It's also a good idea to take a yearly vacation. The vacation allows the youths to plan a camping trip from where to go, how long to stay, how much it costs, etc. They learn a lot and generally have more fun when they are a part of the planning.
Some homes frequently enjoy having parties to celebrate special occasions such as Valentine's Day, Fourth of July, St. Patrick's Day or whatever excuse they can find for having a special occasion gathering. Of course, it's a good idea to regularly celebrate each youth's birthday. Getting the youths involved in making arrangements for the party, making the food, and buying the presents can be another way of developing cohesiveness in the family.

43. Be pleasant. Just as the Family Teachers want the youths to be polite and considerate, the youths are going to like it most when the Family Teachers are polite and considerate to them. The normal courtesies of "please" and "thank you" and speaking in a calm tone of voice should both be modeled for the youths so that they may learn these skills and also be used in day-to­day interactions just out of respect for the youths. Considerate and gentle social behaviors, even when instructing and disciplining, will strengthen the positive relationships between the Family Teachers and the youths.
Spend time with each Youth each day. As mentioned, the Family Teacher should spend some time with each youth individually every day. When time is short, this may only be a 15-minute counseling or "rap session". There are many opportunities to spend individual time watt, a youth - such as in preparing dinner, counseling, teaching him/her something about his/her school work, playing pool, shooting basketball, conversing about some topic of sex education, or just spending tame together while reading a newspaper.

44. Be flexible. It's important that the youths understand that the goal of the program is to help them be more successful and to be happier in their lives. This means that there is nothing absolute about anything about the program. The Family Teacher needs to explain in detail that the only reason for a program to exist is to help the youths. If a youth demonstrates a mature attitude in wanting to change some part of the program, the Family Teacher might want to seize on this opportunity to demonstrate to the youth that the program is flexible and adaptable to his/her needs. The Point Systems, Family Meeting, or anything else about the program are only tools used to help the youths. Nothing about their occurrence is sacred or untouchable. Any changes that the youth suggests that would make them better tools for them and for the Family Teachers ought to be seriously considered.

45. Be fair. Discuss fairness with the youths frequently
Be fair. Discuss fairness with the youths frequently. Whenever you have to take away a privilege or points, tell the youth the reason. The giving of reasons for why things occur is an extremely important aspect of fairness. Let the youths know that you are concerned that they improve in their social behaviors. Say the words "fair" and "concern" frequently. Ask the youths repeatedly if they think certain consequences are fair. In this way, you will demonstrate to the youths that fairness is a real concern that you have as their Family Teacher.

46. Utilize family meeting
Even when the Family Teachers know exactly what the decision should be and what. consequences would be appropriate, it is still a good practice to ask the youths for their input. For example, suppose someone was setting fires in wastebaskets in the home. Such a situation is obviously very serious and strong consequences are necessary to ensure that it is stopped. Even so, the Family Teachers should involve the youths in the decision. Once a Family Teacher describes to the youths the dangers involved and realizes they understand these dangers, a Family Teacher might seek their input as to what type of consequence should occur for such a serious offense.
As a rule, the Family Teachers should always ask the youths when a decision has been made, "What do you think?" or "How do you feel about that?" or "Is that fair?" In this way, the youths will learn to understand the concern for fairness that the Family Teachers have. This is extremely important in demonstrating to the youths what fairness is and in demonstrating that the Family Teachers desire to be fair.

47. The point being made here is that no rule nor any procedure can be separate from its consequences. If youths can responsibly handle a privilege, for example, the privilege can be maintained. Should they be irresponsible, the privilege might be lost. A Family Teachers' goal is teaching this responsibility.

48. Human relationships are a two-way system
Human relationships are a two-way system. The youths must be just as concerned with pleasing the Family Teacher as the Family Teacher is in pleasing the youths for the relationship to maintain itself. Teach the youths what behaviors please you and expect them to engage in those behaviors when they are around you. For instance, it's critical for the youths and for the Family Teachers that the youth learn to respond to instructions and to feedback in non-aversive manners. Your task, as a Family Teacher, is teaching and if the youth cannot follow instructions or accept feedback well, both of you are going to find your relationship very unpleasant. Each interaction that you have where instructions and feedback are given is an opportunity for the youth to learn how to behave in a pleasant manner while receiving feedback and instructions.

49. Realizing that the Family Teacher is ultimately the authority in the home and that the task of the Family Teacher as the authority is sometimes to give negative consequences, some research was done asking the youths about behaviors they preferred from Family Teachers. Youths were asked which behaviors they like and disliked in their Family Teachers. The following list was generated:

50. LIKED BEHAVIORS: Calm, pleasant voice tone Offering or providing help
Joking
Positive feedback
Giving points
Explanations of how or what to do specifically
Giving of rationales
Fairness Concern Politeness
Being specific and getting to the point
Smiling

51. DISLIKED BEHAVIORS: Describing only inappropriate behaviors Anger
Negative feedback
Profanity
Lack of understanding
Being bossy and demanding
Unfair point exchanges
Bad attitude
Unpleasant physical contact
Mean, insulting remarks
Not being given the opportunity to speak Shouting
Accusing
Blaming statements
Throwing objects
Unfriendliness

52. From this list of preferred social behaviors, it is possible to identify several behaviors that the Family Teachers ought to frequently use - even when correcting youth:
Be pleasant - use a calm voice tone.
Smile.
Say positive, complimentary things about any good thing the youth does.
Be specific.
Always explain alternative behaviors when correcting a youth.
Use motivational incentives or rewards for appropriate behaviors.
Joke with the youth when correcting him/her.
Tell her/him you are concerned.
Question him/her about the fairness of the consequence.
Always give her/him a reason why a consequence ought to be given.
These are preferred ways for the Family Teacher to behave even though he/she at times has to cons equate the youth.

53. The two most obvious ways of assessing the degree of relationship that you have with youths are to: (1) observe the amount of time that the youths spend around you, and (2) occasionally ask the youths to do things that have no positive consequence for them. If the youth spends a considerable amount of time with you and will do things merely because you ask him/her and offer no reward, then you can be reasonably assured of a good, sound relationship.

54. Of course, all the components that we've talked about in relationship building are also indexes of degrees of positive relationship. If the youth says he/she likes you, touches you, jokes with you, is frequently with you, etc., then you can be reasonably assured of a good, positive relationship

55. There are two other checks that Family Teachers can make on themselves concerning their efforts to promote relationships. One is very simply how much time is spent in your own living area versus the area where the youths congregate. The other is how frequently do you attend youth athletic, academic and social functions. Both are important indexes of the Family Teachers' relationship building effort.

56. PRINCIPLE:
Youths who have had a history of negative relationships with adults will tend to have negative relationships with Family Teachers. Youths can learn to improve their relationships with adults in two ways:
Adult behavior being acceptable to youths
Youth behavior being acceptable to adults
Rationale:
Pleasant behaviors set the stage for a mutually pleasant relationship to develop and continue.

57. PRINCIPLE: Just as a Family Teacher needs pleasant behaviors in interacting with youths, the youth's behavior needs to be acceptable to the Family Teacher for a strong relationship to develop and continue.
THEREFORE Family Teachers need to promote pleasant behaviors in each youth. These behaviors are found in the Bays Town Family and Community Living Skills Curriculum.
RATIONALE: Pleasant behaviors help the youth to form good relationships with many people - including those with whom he/she lives.

58. Some key skills that make family-style living pleasant are:
accepting criticism
concern for privacy
concern for possessions
cooperation
following instructions
giving compliments
greeting family members
helping others
accepting "no“
Joking
loyalty
laughing
mannerliness
positive statements
sensitivity
speaking to others
volunteering
disagreeing appropriately

59. Family Style Living and Relationship Building
Pre-Service Workshop
This training presentation is available for download at:
© 2007 Utah Youth Village.