Vol 19, No 4 (2011)
This issue marks the 50th anniversary of the Re-ED model for troubled children and youth developed by psychologist Nicholas Hobbs of Vanderbilt University. Decades before current trends, Re-ED was strength-based, relationship-based, and supported by solid research evidence. Contributors explore the roots of this ecological and its application in a full range of education and treatment settings.
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Culture and Development
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Building a Re-ED Culture
Connie Mills
Youth Villages has a broad range of programs using varied treatment methods which have been shown to have proven outcomes. Re-ED principles provide a philosophy for giving staff in various programs shared goals and mission.
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With "Zest and Joy and Deep Fulfillment"
Jim Natural
A core Re-ED principle is to bring joy into young lives that have known much pain.
This is a sampler of activities and antics designed to build a joyful community.
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From the Editor
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Practice-Based Evidence: Back to the Future
Larry K. Brendtro, Martin L. Mitchell, James Doncaster
Researchers are shifting from the medical model of studying treatments, to a practice-based model focusing on the nature and needs of a person in a therapeutic relationship. As seen from the articles in this special issue, this has been a central tenet of Re-ED since founded by Nicholas Hobbs fifty years ago.
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Life Space Crisis Intervention
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I Guess the Joke Was on Me: A Reality Rub Reclaiming Intervention
Lisa Hoyt, Frank A. Fecser
A youth overreacts when a teacher misinterprets his humor, leading to a major school crisis.
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The Adult-Wary Kid
Justin Miller
One professional describes how Response Ability Pathways (RAP) Training helped him in his work with an adult-wary young man.
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The Resilient Brain
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From Intuition to Science: Re-ED and Trauma-Informed Care
Michelle Maikoetter
Nicholas Hobbs laid the groundwork for what is now called trauma-informed care.
His Re-ED principles are related to current research and practice in this field.
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Treatment and Family
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Growing Past Childhood Trauma
Waln K. Brown
The author chronicles the life span development of a youth who experienced extreme
conflict in family, school and community—and the forces that led to healing and resilience.
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Re-ED Principles in Evidence-Based Standards
Robert Foltz
The widespread use of drugs to manage childhood behavior problems is being challenged by evidence supporting the principles of re-education as a blueprint for work with troubled children and youth.
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You Cannot Talk to Disease!
Randy Fiery
The overuse of drug treatment for children in conflict contradicts a half century of experience and evidence on the power of relationship-based ecological approaches of re-education. The author illustrates Re-ED in action as an antidote to disease models.
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What is the Therapeutic Alliance and Why Does it Matter?
Ana Manso, Mary Elizabeth Rauktis
Success with troubled children and youth is closely tied to bonds of trust. Research on the therapeutic alliance is highlighted including recent studies at Pressley Ridge.
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Tools for Getting Out of Trouble
Lisa Shepard
Re-ED principles and strength-based methods developed in school and residential settings can be used in counseling adults, children, and families in the community.
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Voices of Pioneers
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The Architect and the Builder: Hobbs and Loughmiller
James Doncaster
This issue celebrates the fiftieth anniversary of the Re-ED model for troubled and troubling children. Long before concepts like strength-based and evidence-based entered the field, these were central to the principles of Re-Education. Guest editor James Doncaster of Pressley Ridge in Pittsburgh, Pennsylvania, begins by introducing the pioneering founders of Re-ED, Nicholas Hobbs and Campbell Loughmiller.
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Transforming the Futures of Children
Robert Slagle, Robert Cantrell, Mary Lynn Cantrell
The authors are senior members of theRe-ED movement who were interviewed by guest editor James Doncaster. This article highlights their unique perspectives. A full transcript of the interview is posted online at www.re-ed.org
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