CDC Youth Risk Behavior Survey
35%
Alcohol consumption
23%
Marijuana use
22%
Riding in car driven by someone who has been drinking
30%
Teens feeling sad or hopeless for at least two weeks
17%
Seriously considered attempting suicide
According to the CDC’s Youth Risk Behavior Survey, teens today engage in a host of risky behaviors including alcohol consumption (35%), marijuana use (23%), and riding in a car driven by someone who has been drinking (22%). Additionally, 30% of teens report feeling sad or hopeless for at least two weeks, and 17% have seriously considered attempting suicide. Unfortunately, these high-risk behaviors can result in dire or long-term consequences that last well into adulthood
TLC’s “I Am Me” curriculum
To help empower adolescents so they are able to make better choices, TLC’s “I Am Me” curriculum combines art, education and honest communication to improve self-esteem, independence and motivation of teens.
The curriculum consists of three phases:
“Addressing Self,” “Release and Move Forward,” and “Giving Back”
Each phase is comprised of 12 lessons taught over the school year.
The activities of each phase help youth:
A. – Develop a clear sense of self;
B. – Identify feelings, thoughts and beliefs that lead to unhealthy behaviors;
C. – Develop habits that promote health and well-being, such as meditation, effective communication, and active goal setting; and
D. – Engage in volunteerism, which we call “the art of giving without receiving.”
Research on youth empowerment programs has shown that similar interventions can improve social skills, school performance, and resilience to stress, which in turn, reduces problem behaviors such as alcohol and drug consumption.
TLC’s program incorporates elements of the Theory of Mindset and the Psychology of Happiness, both of which are well-known interventions that can positively impact teen’s choices resulting in improved grades, study habits, and overall feelings of well-being. A pilot study of the “I Am Me” program revealed a positive impact on drive, defined as the extent to which students hold beliefs that motivate them to set goals, as well as an increase in independence for older students (ages 15-18).
