11

While You’re Waiting…While You’re Waiting… Which aspects ofWhich aspects of

-human nature-human nature

-psychological make-up-psychological make-up

-and/or personality-and/or personality

separate “separate “psychologically or socially healthypsychologically or socially healthy” ” from “from “psychological or socially illpsychological or socially ill” individuals?” individuals?

Why do some youngsters become caring, Why do some youngsters become caring, responsible, & self-secure while others become responsible, & self-secure while others become hurtful, irresponsible, and self-sensitive?hurtful, irresponsible, and self-sensitive?

Why are some of our errant young people so Why are some of our errant young people so loyal to socially undesirable groups? loyal to socially undesirable groups?

22

LegacyLegacy

33

While indicated for all kids, it is “While indicated for all kids, it is “Strong Strong medicinemedicine” ” (that which gives strength)(that which gives strength) for kids for kids

who’ve had their birthright stolen through:who’ve had their birthright stolen through:

NeglectNeglect

Lack of supervision & home teachingLack of supervision & home teaching

AbuseAbuse

Exposure in childhood to:Exposure in childhood to:– inconsistent parentinginconsistent parenting– family violencefamily violence– immoral valuesimmoral values– anti-social behavioranti-social behavior– negative influencesnegative influences ..

44

This slide show is online at: This slide show is online at: BehaviorAdvisor.BehaviorAdvisor.comcom//CircleOfCourageCircleOfCourage..pptppt

1. 1. 2. 2.

3. 3.

4.4.

55

The 4 Core Values or “Spirits”The 4 Core Values or “Spirits”

66

Not Just on the RezNot Just on the Rez

77

Developmental Psychology:Developmental Psychology:(e.g.,(e.g., Maslow’s “Growth Needs”)Maslow’s “Growth Needs”)

88

Coopersmith’s Self Esteem ComponentsCoopersmith’s Self Esteem Components

SignificanceSignificance Competence Competence

PowerPower VirtueVirtue

99

Yin & YangYin & Yang

CommunityCommunity ExcelExcel Versus WesternVersus Western AAspirationspiration Individualism)Individualism) High standardsHigh standards

Self-developmentSelf-development CooperationCooperation Proper deportmentProper deportment CamaraderieCamaraderie HumilityHumility “ “HumanHuman-- Honor Honor heartednessheartedness” ” HelpfulnessHelpfulness

Circle of Courage translation by Tom McIntyre, www.BehaviorAdvisor.comCircle of Courage translation by Tom McIntyre, www.BehaviorAdvisor.com

1010

NGUZO SABA:NGUZO SABA: The 7 Principles of Kwanzaa The 7 Principles of Kwanzaa

Umoja NiaUmoja Nia UjimaUjima

UjamaaUjamaa

Imani Imani

KujichaguliaKujichagulia KuumbaKuumba

(& Ujima)(& Ujima)

Circle of Courage translation by Tom McIntyre, www.BehaviorAdvisor.comCircle of Courage translation by Tom McIntyre, www.BehaviorAdvisor.com

1111

La RazaLa Raza

FamilyFamily Group B4 self Group B4 self Cultural informants:Cultural informants: Personal connection Personal connection Help Tom fillHelp Tom fill in the blank.in the blank. Social harmonySocial harmony What is it called?What is it called?

Respect for Respect for SimpatiaSimpatia competent &competent & GenerosoGeneroso

congenial authoritycongenial authority “Mi casa, su casa”“Mi casa, su casa” IndependienteIndependiente

Circle of Courage translation by Tom McIntyre, www.BehaviorAdvisor.comCircle of Courage translation by Tom McIntyre, www.BehaviorAdvisor.com

1212

A by any other name… A by any other name… ^̂

Connected CompetenceConnected Competence Community AchievementCommunity Achievement

Member Self-actualizationMember Self-actualization Attached Knowledge acquisition Attached Knowledge acquisition

SignificanceSignificance Life-long learning Life-long learning Affiliation Spirit of inquiryAffiliation Spirit of inquiry

AssertiveAssertive Concern, EmpathyConcern, Empathy Responsible SharingResponsible Sharing

Good judgment GivingGood judgment Giving Self-discipline BenevolenceSelf-discipline Benevolence Internal Locus Internal Locus Caring, Kindness Caring, Kindness

Inner-control Service, HelpinInner-control Service, Helpingg Wisdom PurposeWisdom Purpose

Virtue Virtue Circle of Courage translation by Tom McIntyre, www.BehaviorAdvisor.comCircle of Courage translation by Tom McIntyre, www.BehaviorAdvisor.com

1313

““I am important to somebody.”I am important to somebody.” ..

Image from Calgary Board of Education, Ecole’ Mayland Heights School Image from Calgary Board of Education, Ecole’ Mayland Heights School

schools.cbe.ab.ca/b223/CircleOfCourage.schools.cbe.ab.ca/b223/CircleOfCourage.htmhtm

1414

Belonging…Belonging…With whom are you intricately intertwined?With whom are you intricately intertwined?

In which groups do you… In which groups do you… Feel comfortable and/or positively challenged?Feel comfortable and/or positively challenged?

Feel accepted & functioning memberFeel accepted & functioning member

Take the conversation filter of your mouthTake the conversation filter of your mouth

Check their web site, e-mail, & newslettersCheck their web site, e-mail, & newsletters

When meet others with same interests, feel immediate connectionWhen meet others with same interests, feel immediate connection

Are your groups “Are your groups “good for yougood for you”?”?– Making you the best you can beMaking you the best you can be– Sustaining & strengthening youSustaining & strengthening you

Or Or are theyare they– Keeping you from being or becoming strong & self-secureKeeping you from being or becoming strong & self-secure– ““The best that I can do at the momentThe best that I can do at the moment””??

1515

Rudolph Dreikurs:Rudolph Dreikurs:(Student of Alfred Adler)(Student of Alfred Adler)

BelongingBelonging (& Mistaken Goals)(& Mistaken Goals)

1897-1972

1616

Pain-Based Behavior:Pain-Based Behavior:Dreikurs’ Dreikurs’ Mistaken GoalsMistaken Goals. . ^̂

AttentionAttention..

Power SeekingPower Seeking..

RevengeRevenge..

Inadequacy/withdrawalInadequacy/withdrawal..

1717

Another Way to Determine The Reason Another Way to Determine The Reason ^ If the youngster doesn’t respond to your assessment If the youngster doesn’t respond to your assessment question, you can still identify thequestion, you can still identify the “ “Mistaken GoalMistaken Goal"" via  via these guidelines:these guidelines:

If you feel:If you feel:                                                    The student is probably seeking:The student is probably seeking: Annoyed                                    Annoyed                                     ?? Threatened                                Threatened                                 ?? Hurt                                            Hurt                                             ?? Disheartened Disheartened (at inability to reach this student)   (at inability to reach this student)           ??    

      If a student:If a student:                                                                      Then the probable goal is:Then the probable goal is:Stops a behavior, but then repeats itStops a behavior, but then repeats it ??                  Refuses to stop and increases the misbehaviorRefuses to stop and increases the misbehavior ?       ?       Becomes violent or hostileBecomes violent or hostile ??

   Refuses to cooperate, participate, put forth effort,Refuses to cooperate, participate, put forth effort,or interactor interact ??

1818

Intervening With Mistaken Goal KidsIntervening With Mistaken Goal Kids1. 1. Explain that s/he is Explain that s/he is not the 1not the 1stst kid kid to feel this to feel this way… Experts know about this way of way… Experts know about this way of feeling/acting, have studied it for generations, feeling/acting, have studied it for generations, & & know of know of better waysbetter ways for youngsters to meet for youngsters to meet their needs.their needs.

2.2. H Help him/her devise aelp him/her devise a planplan to meet the needs in to meet the needs in more appropriate ways. more appropriate ways. (Social skills training, (Social skills training,

anger anger management, DR procedures, contracts, etc.)management, DR procedures, contracts, etc.)

3. 3. Change your actionsChange your actions when confronted by the when confronted by the various behaviors:various behaviors:

If the mistaken goal arises again, If the mistaken goal arises again, avoidavoid reacting in reacting in the same old way. the same old way. (No scolding, nagging, yelling, (No scolding, nagging, yelling, punishing, withdrawing, sending to another, etc.)punishing, withdrawing, sending to another, etc.)Draw out, & then positively recognize, the desired Draw out, & then positively recognize, the desired replacement behaviorreplacement behavior..

1919

Belonging & Our StudentsBelonging & Our StudentsYoung people who are unconnected to consistently Young people who are unconnected to consistently caring adults become distrustful & defiant, usingcaring adults become distrustful & defiant, using– FightFight– FlightFlight– FoolFool

strategies to outmaneuver authority.strategies to outmaneuver authority.

These ingrained patterns of behavior are initially These ingrained patterns of behavior are initially generalized to competent & compassionate folks like generalized to competent & compassionate folks like you until the “you until the “testtest” has been passed.” has been passed.

So…So… How do we pass the test with “ How do we pass the test with “relationship relationship resistantresistant” kids” kids?? (next slide)(next slide)

2020

4 & 5 Precede 1, 2, & 34 & 5 Precede 1, 2, & 3Hobbs identified trust as the foundation of allHobbs identified trust as the foundation of all

effective assessment & interventioneffective assessment & intervention4. 4. Build positive interpersonal bondsBuild positive interpersonal bonds.. How so How so?? (Teams)(Teams)– Create an extensive history of positive interactions.Create an extensive history of positive interactions.– Use sandwiches when criticizing or offering suggestions.Use sandwiches when criticizing or offering suggestions.– Be alert for opportunities to “catch ‘em being good”.Be alert for opportunities to “catch ‘em being good”.– State your belief in the youngster’s ability to succeed (academics & State your belief in the youngster’s ability to succeed (academics &

behavior).behavior).– Interact in a manner that allows the student to feel Interact in a manner that allows the student to feel valued and valued and

respected. respected. Speak to him/her with the same consideration Speak to him/her with the same consideration given to given to a valued friend.a valued friend.

5. 5. Create Esprit de CorpCreate Esprit de Corp in the classroom. But how in the classroom. But how?? (Teams)(Teams)– Conduct interesting cooperative group activitiesConduct interesting cooperative group activities– Allow only supportive comments in class. No put-downsAllow only supportive comments in class. No put-downs– Compete against other classroomsCompete against other classrooms– Implement a group reward systemImplement a group reward system..

For more info on Driekurs and his model, go to: For more info on Driekurs and his model, go to: http://www.behavioradvisor.com/WhyKidsMisbehave.htmlhttp://www.behavioradvisor.com/WhyKidsMisbehave.html

2121

““I’m able to solve problems. I can do it.”I’m able to solve problems. I can do it.”

In what areas are you masterful, accomplished & In what areas are you masterful, accomplished & competent? competent? (or very proud of your progress/status)(or very proud of your progress/status)

What are you good at? What have you achieved? What are you good at? What have you achieved? In your position, how do you promote kids’ mastery inIn your position, how do you promote kids’ mastery in– AcademicsAcademics– Social interactionsSocial interactions– Self-understandingSelf-understanding??Image from Calgary Board of Education, Ecole’ Mayland Heights School Image from Calgary Board of Education, Ecole’ Mayland Heights School schools.cbe.ab.ca/b223/CircleOfCourage.htmschools.cbe.ab.ca/b223/CircleOfCourage.htm

2222

““I am in charge of my life & make good choices.”I am in charge of my life & make good choices.”

In which situations do you pride yourself on your:In which situations do you pride yourself on your:– Well-directed free willWell-directed free will– Confidence & inner strengthConfidence & inner strength– Self restraint, self discipline & composureSelf restraint, self discipline & composure– AssertivenessAssertiveness– Decision makingDecision making

What things do you do to help students develop this admirable What things do you do to help students develop this admirable qualityquality??

Image from Calgary Board of Education, Ecole’ Mayland Heights School Image from Calgary Board of Education, Ecole’ Mayland Heights School schools.cbe.ab.ca/b223/CircleOfCourage.htmschools.cbe.ab.ca/b223/CircleOfCourage.htm

2323

““I give back. I am helpful.”I give back. I am helpful.”

In which ways do you give to othersIn which ways do you give to others??

Any generous acts in the last 48 hoursAny generous acts in the last 48 hours??

What more monumental generous act have you What more monumental generous act have you performed in last few monthsperformed in last few months??

How do you promote generosity in kidsHow do you promote generosity in kids??

Image from Calgary Board of Education, Ecole’Mayland Heights School Image from Calgary Board of Education, Ecole’Mayland Heights School schools.cbe.ab.ca/b223/CircleOfCourage.htmschools.cbe.ab.ca/b223/CircleOfCourage.htm

2424

Building GenerosityBuilding Generosity

NEA video clip of cross-age tutoring by students with NEA video clip of cross-age tutoring by students with emotional & behavioral challenges.emotional & behavioral challenges.

2525

My last 48 hours My last 48 hours (while making this slide show)(while making this slide show)

Directions to tourist.Directions to tourist.Holding door for mother pushing stroller.Holding door for mother pushing stroller.Helped up fallen elderly person with Parkinsons.Helped up fallen elderly person with Parkinsons.Suggestions to fellow whitewater kayaker.Suggestions to fellow whitewater kayaker.Guidance, direct instruction, & answering questions of my kids.Guidance, direct instruction, & answering questions of my kids.Giving my wife a few well-deserved breaks from the kids while I Giving my wife a few well-deserved breaks from the kids while I

work on this danged Powerpoint slide show.work on this danged Powerpoint slide show.Giving advise to grad students on coursework.Giving advise to grad students on coursework.Listening to my mom & helping her with concerns about a break Listening to my mom & helping her with concerns about a break

in at her home in at her home (lives on other side of state).(lives on other side of state).

Helped neighbor construct a water fountain & lent toolsHelped neighbor construct a water fountain & lent toolsPicked up friend at train station.Picked up friend at train station.Returned a supportive e-mail to unknown mother concerned Returned a supportive e-mail to unknown mother concerned about daughter’s behavior.about daughter’s behavior.

2626

Quadrant QuizQuadrant Quiz..

Jackson tries to convince the teacher to allow him more Jackson tries to convince the teacher to allow him more flexibility in situation. The teacher demands immediate flexibility in situation. The teacher demands immediate compliance in order to avoid a threatened penalty. The student compliance in order to avoid a threatened penalty. The student then becomes verbally combative because which C of C growth then becomes verbally combative because which C of C growth areas was crushedareas was crushed??

Tina stands defends the reputation of a friend that others are Tina stands defends the reputation of a friend that others are impugning. Which quadrant is being accessedimpugning. Which quadrant is being accessed??

K.C. “disses” T.J. K.C. “disses” T.J. (actions, ethnicity, attire, belongings)(actions, ethnicity, attire, belongings). T.J. . T.J. withdraws due to K.C. poking at a “soft spot” in which withdraws due to K.C. poking at a “soft spot” in which quadrantquadrant(s)(s)??

Wei Chu says Wei Chu says “I can’t do this. Why do we have to know this stuff?”“I can’t do this. Why do we have to know this stuff?” Which quadrant needs support Which quadrant needs support??

More on next slideMore on next slide

2727

Quiz Quiz (continued)(continued)

A teacher saysA teacher says “I know that you’ve been let down many “I know that you’ve been let down many times before by people in your life, and there’s no reason to times before by people in your life, and there’s no reason to trust me yet, but there will be… because I’m going to stick trust me yet, but there will be… because I’m going to stick by you. If you ever think that I’m letting you down, you let by you. If you ever think that I’m letting you down, you let me know. We’ll clear up things between us.” me know. We’ll clear up things between us.” This teacherThis teacher is working with a kid who has concerns located in the is working with a kid who has concerns located in the _____ quadrant_____ quadrant..

Despite being extremely upset initially, the Despite being extremely upset initially, the student is able to restrain his/her urge student is able to restrain his/her urge to to strike out. S/he is able to calm downstrike out. S/he is able to calm downwithin 10 minutes without adult intervention. within 10 minutes without adult intervention. Which Which quadrant is showing strengthquadrant is showing strength??

2828

Please be “generous” & indulge mePlease be “generous” & indulge me

Velma studies hard to memorize the lines and actions Velma studies hard to memorize the lines and actions for the school play. Which quadrant is in playfor the school play. Which quadrant is in play??

Velma studies hard to memorize the lines and actions Velma studies hard to memorize the lines and actions for the school play. for the school play. She does so to please the drama She does so to please the drama teacherteacher who has mentored her. Which quadrant is in who has mentored her. Which quadrant is in playplay??

Hector, invited to go over to a friend’s house to play Hector, invited to go over to a friend’s house to play video games, decides instead to stay after school to video games, decides instead to stay after school to prepare for the upcoming PSAT with his study group. prepare for the upcoming PSAT with his study group. He tapped into his __________ quadrantHe tapped into his __________ quadrant..

2929

This isn’t a quiz! It’s an inquisition!This isn’t a quiz! It’s an inquisition!

Ali admits to having committed a classroom crime, Ali admits to having committed a classroom crime, even though he didn’t do it. He figures that he would even though he didn’t do it. He figures that he would have missed recess anyway, as the teacher was going have missed recess anyway, as the teacher was going to keep everyone inside until “to keep everyone inside until “the offender confessesthe offender confesses”. ”. His confession allows the rest of the class to go His confession allows the rest of the class to go outsideoutside..

Valin opens her brown paper bag to discover a Valin opens her brown paper bag to discover a mashed turnip sandwich. She says “mashed turnip sandwich. She says “YuckYuck”, and ”, and throws it back in the bag. Betty Ann, while really throws it back in the bag. Betty Ann, while really preferring to eat her cold pizza lunch, offers to trade preferring to eat her cold pizza lunch, offers to trade with Valinwith Valin..

3030

Which QuadrantWhich Quadrant(s)(s)??

3131

““PsycPsychho-Teacher”o-Teacher”Which quadrants of the Circle of Courage are Which quadrants of the Circle of Courage are involved in the following video clip?involved in the following video clip?

In whom?In whom?

How soHow so??

(After our discussion)(After our discussion) On the On the next slidenext slide, which column’s , which column’s traits best describe your:traits best describe your:– Student experiences?Student experiences?– Your present school settingYour present school setting??

3232From: Brendtro & duTroit (2004) Response Ability Pathways. (RAP training manual)From: Brendtro & duTroit (2004) Response Ability Pathways. (RAP training manual)

3333

The Circle of Courage AppliedThe Circle of Courage AppliedOrchard School Orchard School 2 Baldwin Avenue2 Baldwin Avenue

South Burlington, Vermont  05403South Burlington, Vermont  05403802-652-7300802-652-7300

802-658-9037 (fax)802-658-9037 (fax)

““Welcome to the world of nine, ten Welcome to the world of nine, ten and eleven year olds.  We are a and eleven year olds.  We are a group of students and adults group of students and adults committed to working as a family committed to working as a family of  learners.  Our school lives by of  learners.  Our school lives by the tenets of the Circle of the tenets of the Circle of Courage: achievement, Courage: achievement, generosity, belonging and generosity, belonging and independence; so do we! ”independence; so do we! ”

3434

Orchard School Web Site:Orchard School Web Site:

orchard.sbschools.net/users/mtate/index.htmorchard.sbschools.net/users/mtate/index.htm

In 1999, we were asked as a school, In 1999, we were asked as a school, "What does "What does Orchard stand for?"Orchard stand for?" As we formulated our response, As we formulated our response, we found ourselves drawn to the work of Dr. Brendtro, we found ourselves drawn to the work of Dr. Brendtro, and his work with children at risk. We and his work with children at risk. We adapted the adapted the conceptconcept of the of the Circle of Courage…Circle of Courage… and and changed the changed the wordswords to fit our school. …teachers begin the year by to fit our school. …teachers begin the year by asking students what each one of the key concepts asking students what each one of the key concepts would look like and sound likewould look like and sound like in their classrooms. in their classrooms.

((Click for T chart)Click for T chart)

In all school assemblies we highlight the four In all school assemblies we highlight the four qualities in songs and skits. As our staff develops qualities in songs and skits. As our staff develops policies and procedures, we policies and procedures, we use use The CircleThe Circle as one of as one of our filtersour filters..

3535

4/5 Students’ Photos of the Circle in Action4/5 Students’ Photos of the Circle in Action

Click for Click for more pics more pics from from Orchard Orchard SchoolSchool

3636

Making the Circle Strong:Making the Circle Strong:General Teaching & Remediation PrinciplesGeneral Teaching & Remediation Principles ^̂

BelongingBelonging is fostered via opportunities to form is fostered via opportunities to form trusting & supportive attachments to others.trusting & supportive attachments to others.

MasteryMastery is developed through opportunities to is developed through opportunities to solve problems & strive for goal attainment.solve problems & strive for goal attainment.

IndependenceIndependence is promoted when given is promoted when given chances to take responsibility & self-direction.chances to take responsibility & self-direction.

GenerosityGenerosity is nurtured through opportunities to is nurtured through opportunities to help, show concern, be kind, & show help, show concern, be kind, & show selflessnessselflessness..

3737

Assessing a Student’s CircleAssessing a Student’s CircleHumans are “hard-wired” to connect, solve problems, & restore/maintain harmony. Our “at risk” kids did not get guidance in appropriately meeting their psycho-social needs.

Our 1Our 1stst question: question: “Where is “Where is The Circle brokenThe Circle broken??”” Which Which fundamental needs are unmet?)fundamental needs are unmet?)

Remember:Remember: While we While we assess students, they assess students, they assess us: assess us: Are we worthy Are we worthy of their trust & confidenceof their trust & confidence??

3838

Moving Forward TogetherMoving Forward TogetherThe Developmental Audit® - utilizes strategies for conducting strength-based assessments. D.A. draws on bio-ecological research & the Circle of Courage resilience model for it’s content/format.

A caring, competent adult works WITH the youth to explore problems, strengths, & the goals of behavior.

Jointly, they produce a positive growth plan.

3939

The “The “Developmental Audit”Developmental Audit”& “& “Strength-Based AssessmentStrength-Based Assessment” ” ^̂

View the young person as the View the young person as the primary sourceprimary source of data (although of data (although typical assessment procedures are also implemented)typical assessment procedures are also implemented)..

Scan the student’s Scan the student’s ecologyecology via available records & resources to via available records & resources to tap the perspectives of other significant persons. tap the perspectives of other significant persons.

IIdentify:– Sources of stress & negative influence– Sources of support & positive influence– Significant life events– Student’s “private logic” (Alfred Adler): How s/he perceives

events, people, places, & the reasoning behind his/her actions). (Like Ts who feel the student did it “to me” “on purpose”)

Identify how the youth Identify how the youth copescopes with challenges & stress in both with challenges & stress in both resilient & self-defeating waysresilient & self-defeating ways..

Determine: Determine: – How did this young person How did this young person come to this pointcome to this point in life? in life? – Which goalsgoals to set & to set & specific restorative practices to

prescribe that foster personal growth & responsibility.

4040

Our Challenge:Our Challenge: Conduct a Conduct a Developmental Audit with ScottDevelopmental Audit with Scott

Locate the listing of traits for each quadrant of Locate the listing of traits for each quadrant of the Circle of Courage on pages the Circle of Courage on pages **** to to **** of of your packet.your packet.

Apply the criteria to “Apply the criteria to “ScottScott” as we peek inside ” as we peek inside his “his “lifespacelifespace” & “” & “private logicprivate logic”.”.

Which of his basic psycho-social growth Which of his basic psycho-social growth needs could use some bolstering? How might needs could use some bolstering? How might we intervene to help him change for the we intervene to help him change for the betterbetter?? Go now to next slideGo now to next slide

4141

Video Vignette:Video Vignette: ScottScott..

Which areas of the Circle of Courage are:Which areas of the Circle of Courage are:– Distorted?Distorted?– Absent?Absent?

Which “Which “mistaken goalmistaken goal” ” (Dreikurs)(Dreikurs) applies to Scott applies to Scott??

When overwhelmed by anxiety or a stressful When overwhelmed by anxiety or a stressful situation, situation, what is his coping mechanism?what is his coping mechanism???

Did you discern any significant life eventsDid you discern any significant life events??

What strengths does Scott possessWhat strengths does Scott possess?? (even if presently distorted & in need of restructuring)(even if presently distorted & in need of restructuring)

What positive supports already exist in his school & What positive supports already exist in his school & home home environmentsenvironments??

What other supports would we seek for himWhat other supports would we seek for him??

4242

Your Challenge:Your Challenge: Think of a studentThink of a student (or past (or past

pupil, former peer, person you know)pupil, former peer, person you know) whose behavior whose behavior and/orand/or psyche was “ psyche was “troubledtroubled” ” oror “ “troublingtroubling”. ”.

1.1. Use the Circle of Courage listing of behaviors to Use the Circle of Courage listing of behaviors to determine the areas that are:determine the areas that are:

-strong-strong-distorted-distorted-weak-weak-absent.-absent.

2.2. Use Dreikurs’ model to determine the person’s Use Dreikurs’ model to determine the person’s ““mistaken goalmistaken goal”.”.

3.3. UP NEXT UP NEXT (about 10 minutes)(about 10 minutes):: Be ready to discuss your Be ready to discuss your individual & his/her profileindividual & his/her profile..

4343

Which findings and/or impressions emerged Which findings and/or impressions emerged from your analysis of behaviorsfrom your analysis of behaviors? ? ^̂

Intervention:Intervention: ““You’ve been making some big blunders due to :You’ve been making some big blunders due to :– ignoranceignorance– poor judgmentpoor judgment– lack of self-discipline.lack of self-discipline.

To be successful and happy in life, it’s important to make better choices. To be successful and happy in life, it’s important to make better choices. You’ve got the potential. I see it when you…. You’ve got the potential. I see it when you…. ((identify positive identify positive actions)actions).. I’m here to help you become what you can be. I’m here to help you become what you can be.

I know that a lot of people have let you down, and we don’t know each I know that a lot of people have let you down, and we don’t know each other well enough yet for you to really trust me, but that time will other well enough yet for you to really trust me, but that time will come. I plan on sticking with you. If you think that I’m letting you come. I plan on sticking with you. If you think that I’m letting you down at any point, tell me so. We’ll work to clear things up between down at any point, tell me so. We’ll work to clear things up between us. Anyway, let’s get to work together now on a plan that’ll get you us. Anyway, let’s get to work together now on a plan that’ll get you to a better place in lifeto a better place in life..””

4444

Your Challenge:Your Challenge: Based on your person’s Based on your person’s errant focus, strengths, & weaknesses, devise a errant focus, strengths, & weaknesses, devise a

possible plan to help “possible plan to help “reclaimreclaim” that person.” that person.

What interventions would you suggestWhat interventions would you suggest??

What resources would you try to acquire to support What resources would you try to acquire to support the reclaiming effortsthe reclaiming efforts??

Where is our school or program strong in providing for Where is our school or program strong in providing for the basic needs? Where do we fall short & how do we the basic needs? Where do we fall short & how do we correct the shortfallscorrect the shortfalls??

Other thoughts & ideasOther thoughts & ideas??

4545

Final item to consider…Final item to consider…

Are you Are you (becoming)(becoming) a significant adult who is a significant adult who is making making ( or will make)( or will make) the optimal positive impact the optimal positive impact in a youngster’s life?in a youngster’s life?

Being here today indicates that you’re the Being here today indicates that you’re the person to take on such an endeavor.person to take on such an endeavor.

4646

Your Thoughts? How do you respond Your Thoughts? How do you respond to the information presented today?to the information presented today?

I can’t wait to try out these ideas.I can’t wait to try out these ideas.

Balderdash!!Balderdash!!

Enlightening.Enlightening.

Behavioral pablum.Behavioral pablum.

Hmm….Hmm….

It’s the educational version of being soft on crime.It’s the educational version of being soft on crime.

My approach has been validated!My approach has been validated!

4747

EndEnd

The slides that follow this one were not The slides that follow this one were not included in the workshop, but they might included in the workshop, but they might be of interest as you delve further into be of interest as you delve further into becoming knowledgeable and skilled in becoming knowledgeable and skilled in “The Circle of Courage”“The Circle of Courage”

4848

Your Challenge:Your Challenge: With others from your With others from your school school (or by yourself if attending alone)(or by yourself if attending alone) list the list the ways in which you or your school promote ways in which you or your school promote

the “the “4 Spirits4 Spirits” in your junior citizens” in your junior citizensA sense of belongingA sense of belonging

Feelings of masteryFeelings of mastery

An independent abilityAn independent ability

A generous nature A generous nature (nurture?)(nurture?)

How can your classroom & facility/school improve in How can your classroom & facility/school improve in its reclaiming capacity?its reclaiming capacity?

Take a few minutes & prepare to bring your Take a few minutes & prepare to bring your examples back to the larger groupexamples back to the larger group..

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Hanging Out with the Wrong CrowdHanging Out with the Wrong Crowd

Youth who are unconnected to caring adults become Youth who are unconnected to caring adults become distrustful & defiant, using fight/flight/fool strategies to distrustful & defiant, using fight/flight/fool strategies to outmaneuver authority. This ingrained action is outmaneuver authority. This ingrained action is initially generalized to caring folks initially generalized to caring folks (like you)(like you) until “the until “the test” has been passed test” has been passed (initially & in retests).(initially & in retests).

They often attempt to meet their psychological need to They often attempt to meet their psychological need to belong via immersion into negative youth subcultures.belong via immersion into negative youth subcultures.

How can we reach out rather than strike out?How can we reach out rather than strike out?

How can we build positive peer culturesHow can we build positive peer cultures??

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For DiscussionFor Discussion

Is it possible for our programs to offer a sense of Is it possible for our programs to offer a sense of belonging that rivals negative youth subcultures? belonging that rivals negative youth subcultures? (gangs, outsiders, bullies)(gangs, outsiders, bullies)

Are there general cultural differences in the degree to which Are there general cultural differences in the degree to which each quadrant is important to that group? Do cultures differ on each quadrant is important to that group? Do cultures differ on the emphasis given each quadrant, or does the same level of the emphasis given each quadrant, or does the same level of emphasis evidence itself in different ways?emphasis evidence itself in different ways?

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Enlighten me pleaseEnlighten me pleaseHow does punishment build a sense of How does punishment build a sense of belonging?belonging?

How do models based on rewards for How do models based on rewards for obedience build inner discipline?obedience build inner discipline?

How does exclusion from gen ed classes or How does exclusion from gen ed classes or school build a sense of belonging?school build a sense of belonging?

How does placing a student with social How does placing a student with social problems with other kids with social problems problems with other kids with social problems help them learn to make better choices? help them learn to make better choices?

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How Strong Are Our Qualities?How Strong Are Our Qualities?

Do you feel angry or hurt if students question Do you feel angry or hurt if students question or reject your advice or offering of or reject your advice or offering of knowledge? If so, which quadrants might be knowledge? If so, which quadrants might be involved?involved?

Do you fear a breakdown in your authority if Do you fear a breakdown in your authority if students start exercising autonomy and students start exercising autonomy and asking for changes in certain situations? If asking for changes in certain situations? If so, which quadrants might be involvedso, which quadrants might be involved??

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How do you respond to the following How do you respond to the following premises?premises?

““The CircleThe Circle” addresses 4 universal human needs.” addresses 4 universal human needs.

The chances that a young person will behave and The chances that a young person will behave and positively contribute in your classroom are enhanced positively contribute in your classroom are enhanced by his/her belief that you truly care about him/her.by his/her belief that you truly care about him/her.

Staff members who become embroiled in heated Staff members who become embroiled in heated arguments with certain young people have a part of arguments with certain young people have a part of their “Circle” threatened during those episodes.their “Circle” threatened during those episodes.

We suspend kids for misbehavior, but not for reading We suspend kids for misbehavior, but not for reading deficiencies because a quadrant of the system’s deficiencies because a quadrant of the system’s “Circle” is threatened.“Circle” is threatened.

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Complete the T-Chart for Each of the Complete the T-Chart for Each of the Four Positive Personal QualitiesFour Positive Personal Qualities

Back to Orchard School slideBack to Orchard School slide By Laura Candler at http://home.att.net/~clnetwork/socialsk.htmBy Laura Candler at http://home.att.net/~clnetwork/socialsk.htm

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R.A.PR.A.PRResponse esponse AAbility bility PPathwaysathways (Brendtro & duToit, 2005)(Brendtro & duToit, 2005)

Places the Places the Circle of CourageCircle of Courage into practice into practice “…so that “…so that young persons can take pathways to young persons can take pathways to

responsibility”responsibility”..

Based on:Based on:– Resilience researchResilience research– Emerging brain researchEmerging brain research– Research & practice in positive psychologyResearch & practice in positive psychology

RAP certification involves a 3-day course in essential skills for strength-based work with challenging children & youth. It provides It provides practical strategies for connecting with youth, clarifying problems, & offering support. Another 2 day training session is necessary to become an instructor in the RAP model.

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Resources Resources ^̂

Reclaiming Youth at Risk: Our Hope for the Future.Reclaiming Youth at Risk: Our Hope for the Future. (2002).(2002). Brendtro, Brokenleg, & VanBockern, National Brendtro, Brokenleg, & VanBockern, National Educational Services, Amazon, or ReclaimingBooks.comEducational Services, Amazon, or ReclaimingBooks.com

For an For an audio versionaudio version of the " of the "ReclaimingReclaiming" book" book http://www.solution-tree.com/Public/Media.aspx?modehttp://www.solution-tree.com/Public/Media.aspx?mode

=&parent=&=&parent=&ShowDetailShowDetail==true&ProductIDtrue&ProductID=AUF001=AUF001

Positive Peer Culture Positive Peer Culture (Modern Applications of Social Work) (Modern Applications of Social Work) (2(2ndnd ed). ed). Brendtro & Vorrath. ReclaimingBooks.com Brendtro & Vorrath. ReclaimingBooks.com

www.Reclaiming.comwww.Reclaiming.com

www.BehaviorAdvisor.com/CircleOfCourage.htmlwww.BehaviorAdvisor.com/CircleOfCourage.html

www.PsychoEd.netwww.PsychoEd.net

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MasteryMastery

We all have an inborn drive to become We all have an inborn drive to become competent. With competent. With (partial & full)(partial & full) success in success in meeting challenges, the desire to achieve is meeting challenges, the desire to achieve is strengthened. strengthened. Strives for personal reasons, not to “beat” Strives for personal reasons, not to “beat” others. others. Views more successful people as role models Views more successful people as role models to be emulated and sought out for teaching, not to be emulated and sought out for teaching, not rivals.rivals.Acknowledges the achievements of others.Acknowledges the achievements of others.Strives for mastery for personal growth, but not Strives for mastery for personal growth, but not to be superior to someone else. to be superior to someone else.

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IndependenceIndependence

Build it by giving only the help necessary. Be Build it by giving only the help necessary. Be patient and supportive as you allow the patient and supportive as you allow the student to solve a problem or accomplish a student to solve a problem or accomplish a goal.goal.In native/first peoples cultures, from earliest In native/first peoples cultures, from earliest childhood, children were given abundant childhood, children were given abundant opportunities to make choices, solve opportunities to make choices, solve problems, & demonstrate personal problems, & demonstrate personal responsibility. Adults modeled expected responsibility. Adults modeled expected behavior, nurtured it in their young, taught behavior, nurtured it in their young, taught values, & provided feedback. values, & provided feedback.

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GenerosityGenerosity

Unselfish. In helping others, youth create Unselfish. In helping others, youth create their own proof of worthiness: they make a their own proof of worthiness: they make a positive contribution to another human life. positive contribution to another human life.

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““Rules” for Building the CircleRules” for Building the Circle

From obedience to a moral codeFrom obedience to a moral code::– SAFETY:SAFETY: Are my actions safe for myself and others? Are my actions safe for myself and others?– RESPECT:RESPECT: Do my actions show consideration for Do my actions show consideration for

myself and others?myself and others?– HONESTY:HONESTY: Do my words and actions meet the Do my words and actions meet the

expectation to take care of myself and be a expectation to take care of myself and be a dependable member of the group?dependable member of the group?

– COURAGE:COURAGE: Am I resisting peer pressure or directions Am I resisting peer pressure or directions that might hurt others? Am I doing the that might hurt others? Am I doing the

right right thing?thing?– COURTESY:COURTESY: Do my actions help to make this place a Do my actions help to make this place a

positive learning climate where people feel positive learning climate where people feel welcomed and accepted. Do my welcomed and accepted. Do my

actions allow actions allow others to do their work others to do their work without interruptionwithout interruption??

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This slide show was developed by:This slide show was developed by:

Tom McIntyreTom McIntyreCoordinator of the graduate program in behavior Coordinator of the graduate program in behavior

disordersdisorders

Department of Special EducationDepartment of Special Education

Hunter CollegeHunter College

New York, NY 1021New York, NY 1021

Thomas.mcintyre@hunter.cuny.eduThomas.mcintyre@hunter.cuny.edu

www.BehaviorAdvisor.comwww.BehaviorAdvisor.com