Les Clés pour l'adolescence, un programme de promotion de la ...

In a similar vein, one parent stated that her child had begun to communicate better with her circle of
friends: “It could have been that in expressing herself, she didn’t express herself that much in Grade 8 so
I don’t know if it was the change in environment. It could have been the results of the program, learning
to communicate more between friends or I don’t know.”
(Parent 7)
For at least three of the students, a feeling of confidence in facing conflict became evident: “I usually
don’t express it in the well-behaved manner that everybody says you should. It’s just put it out there.
(...) ’Cause usually I use a loud voice and like. (...) So what would be a more well-behaved way, like you
say? I don’t know, we used to have all these programs where it’s like telling you how to resolve these
conflicts and it was always take time to calm down and then express it to the person calmly.” (Student
13)
Although such self-assertion reflects a high level of personal growth on the part of the student quoted,
the manner in which this change in attitude comes to the fore requires some adjustment. This
adolescent is aware of the need to control himself somewhat and Skills for Adolescence offered him the
tools whereby he could balance assertiveness with a respect for others. These new life skills built upon
qualities the student already possessed and, although they may not be called upon soon, they are
entrenched and ready to put to use when other circumstances may call for them.
Making decisions
The teacher indicated he will be able to refer to Lion’s Quest [Skills for Adolescence] in the future when
other students require intervention. He also noted that his current students are now better equipped
to verbalize their emotions and express themselves in general, thereby helping them to avoid situations
of conflict. Such personal growth has a positive effect on their decision-making skills in that they feel
able to discuss problems, consider options for solving them, and try another strategy if the initial
solution does not work out.
Most decisions with which the students had been experiencing difficulty related to such activities as
choosing between two teams, concentrating on one discipline in particular, or accepting to appear in a
talent show, among others. Many admitted to having laboured over the pros and cons before making
decisions: “I think all the logical things around it. I wanted to go to Gloucester [High School] but
everything else pointed to Rockland. I could walk there if my parents were out. It just made things so
much easier.” (Student 9) Although the students had been using this technique of weighing the odds
before participating in the program, they were pleased to discover how Lion’s Quest validated the
process: “They talked about pros and cons but I was doing it before. But they told me how to write it
down and things like that (...) They proved how it worked really well.” (Student 9) To summarize, the
Lion’s Quest program helps youth to realize they are already empowered to face life’s hurdles, given
their existing internal resources. It serves to boost their confidence in their own capacities and then be
able to use them when necessary.
Several students spoke of the decision-making tools they acquired thanks to the program: “This year
they’re a lot more logical and a lot more straightforward they make more sense and they’re not just
going with whatever I felt like that day. (...) My parents taught me a lot about time management and
the programs we’ve been doing at school taught me about time management.” (Student 13) It appears
that the improved decision-making skills of the students have, in turn, led to greater self-confidence on
their part.