Reclaiming Children and Youth - Educational Innovations

Independence, Disengagement, and Discipline

chelleson — Wed, 02 May 2012 01:42:26 +0000

Traditional behavior management discourages the development of self-discipline. Positive learning and growth requires meeting developmental needs of youth, including autonomy which is a prerequisite to responsible independence.

Creating the Infrastructure for Organizational Change with RAP

chelleson — Wed, 02 May 2012 01:36:02 +0000

21_1_Shields_Milstein_Robinson.pdf

Response Ability Pathways (Brendtro & du Toit, 2005) training was provided for all staff working with emotionally challenged students in a large county-wide school setting. To generalize these new skills and imbed them in the school culture, specific strategies were used to engage parents, students, and staff in building a climate of respect.

Creating Circle of Courage Schools

chelleson — Wed, 01 Feb 2012 02:32:54 +0000

20_4_McDonald_VanBockern.pdf

Dream what a school would be like in which the purpose is to meet the needs of children and the larger community so that all can lead a good life. Using the Circle of Courage™—a model grounded in values of deep respect for the dignity of all—the authors of this article outline overarching goals and indicators that can turn this dream into reality.

RAP Coaching with Teachers

chelleson — Wed, 01 Feb 2012 02:05:14 +0000

20_4_Currier_Shields.pdf

Teachers need practical strategies to implement restorative approaches with students presenting emotional and behavior problems. RAP training was followed by coaching sessions to move from punitive strategies to build respect and accountability.

Intentional Schools: Living in the Moment

chelleson — Mon, 16 May 2011 14:53:28 +0000

20_1_Van_Bockern.pdf

Intentional schools develop a culture of respect by focusing on meeting the needs of youth, even in small moments. This involves four powerful styles of “primal leadership,” namely affiliative, coaching, democratic, and visionary.

The CLEAR™ Problem-Solving Model: Discovering Strengths and Solutions

chelleson — Mon, 16 May 2011 14:49:43 +0000

20_1_Seger_Koehler.pdf

This article introduces a unique team approach to planning and positive behavior support. The young person becomes a key participant in solving problems and setting goals for growth.

A Toast for Change

chelleson — Mon, 16 May 2011 14:46:05 +0000

20_1_Mitchell_Jacob.pdf

Erin Gruwell began her career as an idealistic young teacher confronting a room of “unteachable” students. Working together, they authored The Freedom Writers Diary, and their story was chronicled in a well-known film. Today, Erin Gruwell is still a catalyst for hope as shown in her recent visit with students at Starr Commonwealth in Michigan.

The EQUIP for Educators Program

chelleson — Mon, 16 May 2011 14:36:51 +0000

20_1_DiBiase_Gibbs_Potter.pdf

The EQUIP Program teaches responsible thinking, values, and behavior strategies to youth presenting high risk behavior.

Integrating RAP in Public Schools: Successes and Challenges

chelleson — Tue, 16 Nov 2010 20:27:44 +0000

19_3_Shields.pdf

For students with emotional disability (ED), school can be a stressful experience marked by disapproval, rejection, isolation, and shame. Staff serving these students in a large school district received Response Ability Pathways (RAP) training. This article summarizes positive impacts on behavior, as well as ongoing challenges in changing school climates based on coercive methods.

School Connectedness: Strategies for Increasing Protective Factors Among Youth

chelleson — Fri, 12 Nov 2010 19:59:00 +0000

19_3_CDC.pdf

School connectedness is the belief by students that adults and peers in the school care about their learning as well as about them as individuals. Students are more likely to engage in healthy behaviors and succeed academically when they feel connected to school. This article identifies specific actions schools can take to increase school connectedness.