The more you can use creative, unexpected and humorous methods, the more success you may achieve repairing poor peer skills.
Rely on methods that catch your resistant, oppositional, depressed, withdrawn and defiant youth off-guard and powerfully engage them in learning despite themselves.
The interventions below offer those benefits.
These dynamic strategies are taken from the hundreds at our web site, see link below.
Check out the site to see additional attention-grabbing ideas.

1. When standing near other kids, it is very important to stand: Nose to nose On their toes About one arm length away 2. When other students say "No," it really means: "Yes" with an attitude The "n" and "o" are silent Stop! 3. When touching others, a guideline to follow is: Grope first, ask second Ask first, grope second Ask first and comply with the answer 4. When watching pro sports like football and hockey, it is important to remember that Slapping people's backsides is a universal greeting Violent contact is welcomed everywhere No one should ever behave as badly as misbehaved pro athletes 5. When touching others, it is always best to Never touch anything labeled "radioactive" Never touch anything you can't reach Never touch until receiving permission first

To generate a dialogue about interacting with peers who are ethnically, culturally, or otherwise different, use this group experience exercise: Divide students into two groups.
Each group will be given the task of either buying or selling items.
Privately provide separate instructions to each group on how they may behave, and have these instructions conflict.
For example, one group may talk only to blondes; the other group may not permit blondes to talk to others from outside the group.
The resulting conflict will mirror real-life clashes and can be followed by a discussion on identifying, understanding and managing cultural, ethnic and interpersonal differences.

"Problem hands" can be a big problem.
It is important to teach youngsters who are being victimized, how to avoid additional problems.
But, in addition, remember to teach the victimized kids that they are not to blame.
Victims sometimes don't report problem touching by peers for reasons that relate to self-blame.
Teach these youngsters that they were not to blame regardless of their dress, demeanor, reputation or personal history.
Self-blame issues can be especially important for girls and young women.

You've just read only a few of our endless supply of techniques to turnaround peer problems.
Come to our workshop or visit our web site to get many more (link below).


About the Author:

Get much more information on this topic at http://www.youthchg.com.
Author Ruth Herman Wells MS is the director of Youth Change,
(http://www.youthchg.com)
Sign up for her free Problem-Solver classroom management magazine and see hundreds more of her innovative methods.
Ruth is the author of dozens of books and provides workshop training