Rites of Passage

Purpose and Structure

Rites of passage programs exist in communities to assist members with any transition from one phase of life to another, such as birth, puberty, or death. N. Warfield-Coppock identified six formats for rites of passage programs: community-based, agency-or organizationally based, school-based, church-based, therapeutic, and family-based rites of passage programs. The rites of passage symbolic rituals of separation, transition, and incorporation assist individuals in gaining skills, values, norms, and morals that prepare them to accept roles in society. Rites of passage rituals are typically composed of (1) separation from the community, (2) preparation from elders, (3) a period of transition, and [Page 1148](4) reintroduction to the community. Today, rites of passage programs tend to be culturally specific and focus on improving self-concept, ethnic identity development, and self-sufficiency among at-risk youth. The primary aim is to influence youth to be cooperative, understand and respect the sameness of self and of other individuals, and have a high sense of responsibility for the well-being and harmonious interconnection between self and community.

Rites of passage programs are typically designed as after-school, weekend, or summer programs. Components of rites of passage programs can include foreign language acquisition, arts and crafts, History, mathematics and science, martial arts, cultural excursions, and academic tutoring. Rites of passage programs facilitate academic improvement By requiring strict attendance, providing homework assistance, and helping students to develop conflict resolution skills. Structurally, these programs intervene at the school, family, and individual levels. Program staff frequently include administrators, teachers, athletic coaches, human service professionals, and mentors who are often members of the community.

The Role of Human Service Providers

Human service professionals are often involved in rites of passage programs to assist with the developmental needs of the participants. In order to engage in rites of passage programs, it is recommended that human service professionals first strive to become more knowledgeable about the culture of the community served and the sociopolitical realities that the families experience. Cultural understanding enables professionals to work with diverse populations in ways that validate their experiences. For many service providers, this will necessitate leaving the comfort of their workplaces and entering into culturally diverse communities. Activities, such as participating in outreach work, volunteering, and attending cultural events with community stakeholders, are ways to engage in immersion experiences and increase cultural understanding.

As staff members or consultants, human service professionals focus on psychosocial concerns and often provide psychoeducational workshops on identity development (personal, cultural, and social), interpersonal communication and conflict resolution, and decision making and moral judgement. The emphasis on psychosocial development allows for prevention and intervention with social skills, familial interactions and dynamics, educational challenges, and career planning. Service providers can provide services for program participants as well as their parents in the form of individual, group, and family counseling; psychoeducational workshops for participants; parent support groups; crisis intervention; and in-service training for staff. Human service professionals can also develop relationships with school personnel for fluid communication between the school and the program. Additionally, they can provide outreach to family members and social service agencies to connect participants to much-needed services. By partnering with community entities to provide supplemental services and culturally informed interventions, human service professionals can assist marginalized youth in developing the coping skills necessary to combat educational hegemony and social marginalization.

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