Vol 17, No 4 (2009)

In the classic book Controls from Within, Fritz Redl and David Wineman described methods to help children internalize self-control through structure, expectations, and engagement with positive adults and activities. When problems occur, these become opportunities for learning and growth. But many programs still focus on enforcing rules instead of building controls from within. Zero tolerance in schools, point/level behavior modification in group settings, and mandatory sanctions in juvenile justice provide ritualized behavior management but work against genuine behavior change. Non-relational schemes substitute coercion for communication. When behavioral problems trigger automated systems of control, the effect is also automatic: adversarial climates where youth evade adults and form peer countercultures. This issue provides powerful positive alternatives. Guest editor is Dr. Karen VanderVen, Professor of Psychology and Education at the University of Pittsburgh.

Sections

Helping Troubled Children and Youth

Mary Beth Noll, John H. Hoover

This volume revisits the roots of the re-education approach and considers its effectiveness in the field today. Editors Cantrell and Cantrell bring together a range of perspectives through a variety of contributing chapter authors.

Transforming Self-Control Through Peer Relationships

Michael J. Nakkula

Only as adults let go of their need to wield external control can youth develop inner control. One promising method is to use peer relationships to foster positive growth.

Controls from Within the Classroom

Mary Margaret Kerr, Michael W. Valenti

Improving teacher-student communications through the preventative processes and techniques outlined in this article can serve as a great starting block for general educators faced with difficult behaviors in the classroom.

From Power to Empowerment

Karen VanderVen, Larry K. Brendtro

Reclaiming Redl's Wisdom

Jerome Beker

Current approaches to troubled children focus on external control and superficial compliance. This article explores the significance of Fritz Redl’s concept of building controls from within to effective practice in the 21st Century.

Why Focusing on Control Backfires: A Systems Perspective

Karen VanderVen

A narrow focus on reward and punishment works against creating a rich milieu of activities and relationships. Principles from systems theory show why external controls fail.

Relational Apects of Controls from Within

Thom Garfat

Developing controls from within requires the helper to be a person of influence able to create conditions of safety in relationship. In order to do so, a focus on the characteristics of adults’ relationships with youth is essential. Relational practice offers such a focus.

Neurophysiological Basis of Self-Regulation in Children and Youth

Anne Conway

Many children and youth have difficulty controlling emotions and impulsive behavior. Brain science is shining new light on the process by which children develop self-regulation and controls from within.

A Journey from Coercion to Building Courage

Gino DeSalvatore, Carla Millspaugh, Cindy Long

Historically, behavior management in treatment settings has focused on external controls such as points, tokens, and level systems. This article describes one program’s transformation where troubled youth develop internal controls and become active participants in their own change.

Kid Whispering and the Inside Kid

J.C. Chambers, Mark Freado

Our most challenging youth have learned to be experts at outwitting helping professionals. This article demonstrates the process of reconnecting with such adult-wary kids.

Activities of Daily Living and Controls from Within

Jack Phelan

Redl and Wineman demonstrated the need for sophisticated, complex approaches to working with children described as “children who hate.” A key intervention is the immersion of these children into a therapeutic milieu, a thoughtfully constructed environment promoting healthy growth and remediation. This article examines the developmental stuckness of these youth and the use of a therapeutic milieu to foster socially useful self-control and motivation to function in a cooperative way.

Life Space Crisis Intervention: "Why Do Us Kids Have to Suffer?"

Tricia Jump, Frank A. Fecser

This Reclaiming Intervention is an excellent example of the notion that life is a watercolor. Though LSCI is organized around six specific patterns of self-defeating behavior, we can encounter situations which do not fit squarely into one intervention box or another. What matters is not what we call it, but our ability to discern the central issue and guide the student toward helpful insight. Tricia Jump’s interview demonstrates how a patient, caring adult can bring comfort and hope to a child experiencing some very difficult and painful life events.