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The buddy system is a procedure in which two individuals, the "buddies", operate together as a single unit so that they are able to monitor and help each other. As per Merriam-Webster, the first known use of the phrase "buddy system" goes as far back as 1942. Webster goes on to define the buddy system as "an arrangement in which two individuals are paired .” The buddy system is basically working together in pairs in a large group or alone. Both the individuals have to do the job. The job could be to ensure that the work is finished safely or the skill/learning is transferred effectively from one individual to the other.
Gang Resistance Education And Training, abbreviated G.R.E.A.T., provides a school-based, police officer instructed program that includes classroom instruction and various learning activities. Their intention is to teach the students to avoid gangs as well as drugs and alcohol.
A dysfunctional family is a family in which conflict, misbehavior, and often child neglect or abuse and sometimes even all of the above on the part of individual parents occur continuously and regularly, leading other members to accommodate such actions. Children sometimes grow up in such families with the understanding that such a situation is normal. Dysfunctional families are primarily a result of two adults, one typically overtly abusive and the other codependent, and may also be affected by substance abuse or other forms of addiction, or sometimes by an untreated mental illness. Parents having grown up in a dysfunctional family may over-correct or emulate their own parents. In some cases, the dominant parent will abuse or neglect their children and the other parent will not object, misleading a child to assume blame.
Youth empowerment is a process where children and young people are encouraged to take charge of their lives. They do this by addressing their situation and then take action in order to improve their access to resources and transform their consciousness through their beliefs, values, and attitudes. Youth empowerment aims to improve quality of life. Youth empowerment is achieved through participation in youth empowerment programs. However scholars argue that children's rights implementation should go beyond learning about formal rights and procedures to give birth to a concrete experience of rights. There are numerous models that youth empowerment programs use that help youth achieve empowerment. A variety of youth empowerment initiatives are underway around the world. These programs can be through non-profit organizations, government organizations, schools or private organizations.
Lisa D. Delpit is an American educationalist, researcher, and author. She is the former executive director and Eminent Scholar at the Center for Urban Educational Excellence at Florida International University in Miami, Florida, Benjamin E. Mays Chair of Urban Educational Leadership at Georgia State University, and the first Felton G. Clark Distinguished Professor of Education at Southern University and A&M College in Baton Rouge, Louisiana. She earned the MacArthur "Genius" Fellowship for her research on school-community relations and cross-cultural communication.
Positive youth development (PYD) programs are designed to optimize youth developmental progress. Youth.gov states that "PYD is an intentional, prosocial approach that engages youth within their communities, schools, organizations, peer groups, and families in a manner that is productive and constructive; recognizes, utilizes, and enhances young people’s strengths; and promotes positive outcomes for young people by providing opportunities, fostering positive relationships, and furnishing the support needed to build on their leadership strengths."
Classroom management is the process teachers use to ensuring that classroom lessons run smoothly without disruptive behavior from students compromising the delivery of instruction. It includes the prevention of disruptive behavior preemptively, as well as effectively responding to it after it happens. Such disruptions may range from normal peer conflict to more severe disturbances of the social class dynamics, such as bullying among students, which make it impossible for the affected students to concentrate on their schoolwork and result in a significant deterioration of their school performance.
Youth mentoring is the process of matching mentors with young people who need or want a caring, responsible adult in their lives. Adult mentors are usually unrelated to the child or teen and work as volunteers through a community-, school-, or church-based social service program. The goal of youth mentoring programs is to improve the well-being of the child by providing a role model that can support the child academically, socially and/or personally. This goal can be accomplished through school work, communication, and/or activities. Goals and settings within a mentoring program vary by country because of cultural values.
Inclusion in education refers to all students being able to access and gain equal opportunities to education and learning. It arose in the context of special education with an individualized education program or 504 plan, and is built on the notion that it is more effective for students with special needs to have the said mixed experience for them to be more successful in social interactions leading to further success in life. The philosophy behind the implementation of the inclusion model does not prioritize, but still provides for the utilization of special classrooms and special schools for the education of students with disabilities. Inclusive education models are brought into force by educational administrators with the intention of moving away from seclusion models of special education to the fullest extent practical, the idea being that it is to the social benefit of general education students and special education students alike, with the more able students serving as peer models and those less able serving as motivation for general education students to learn empathy.
A residential treatment center (RTC), sometimes called a rehab, is a live-in health care facility providing therapy for substance use disorders, mental illness, or other behavioral problems. Residential treatment may be considered the "last-ditch" approach to treating abnormal psychology or psychopathology.
School bullying, like bullying outside the school context, refers to one or more perpetrators who have greater physical strength or more social power than their victim and who repeatedly act aggressively toward their victim. Bullying can be verbal or physical. Bullying, with its ongoing character, is distinct from one-off types of peer conflict. Different types of school bullying include ongoing physical, emotional, and/or verbal aggression. Cyberbullying and sexual bullying are also types of bullying. Bullying even exists in higher education. There are warning signs that suggest that a child is being bullied, a child is acting as a bully, or a child has witnessed bullying at school.
Strength-based practice is a social work practice theory that emphasizes people's self-determination and strengths. It is a philosophy and a way of viewing clients as resourceful and resilient in the face of adversity. It is client-led, with a focus on future outcomes and strengths that people bring to a problem or crisis. When applied beyond the field of social work, strength-based practice is also referred to as the "strength-based approach". This approach can focus on individuals’ strengths as well as wider social and community networks.
TweenTribune is a free, not-for-profit online newspaper for children aged 8–15. It is updated daily with stories from the Associated Press that are chosen based on relevancy to pre-adolescents. Kids can post comments to the stories which are moderated by their teachers, and teachers can use the site as a resource for meeting No Child Left Behind requirements for reading, writing and computer skills. The site first appeared on November 21, 2008.
Larry K. Brendtro is the author of 16 books and over 200 articles in the field of positive youth development and trains youth professionals worldwide. He formerly was president of Starr Commonwealth, serving troubled youth in Michigan and Ohio, and has been a professor in the area of children's behavior disorders. His youth advocacy efforts include service as a practitioner member of the United States Coordinating Council on Juvenile Justice and Delinquency Prevention during the administrations of Presidents Clinton, Bush, and Obama. Brendtro is a licensed psychologist and director of Resilience Resources, Lennox, South Dakota, providing research, publication, and training in collaboration with CF Learning a program of Cal Farley's of Amarillo, Texas.
Michael Ungar, is a researcher in the field of social and psychological resilience and is Principal Investigator for the Resilience Research Centre at Dalhousie University, in Halifax, Canada, where he is a professor at the School of Social Work, a post that he has held since 2001. He completed his MSW at McGill University in 1988 and his Ph.D. in Social Work at Wilfrid Laurier University in 1995.
Positive education is an approach to education that draws on positive psychology's emphasis of individual strengths and personal motivation to promote learning. Unlike traditional school approaches in which teachers attempt to tailor their material to a mythical "average" student, and move the class altogether using the material through one teaching and testing style, positive schooling teachers use techniques that focus on the well-being of individual students. Teachers use methods such as developing tailored goals for each student to engender learning and working with them to develop the plans and motivation to reach their goals. Rather than pushing students to achieve at a set grade level, seen through the emphasis of standardized testing, this approach attempts to customize learning goals to individual students' levels. Instead of setting students to compete against one another, learning is viewed as a cooperative process where teachers learn to respect their students and each student's input is valued.
The elaboration principle is when "non-group" members form relationships with an "in-group" member and later are incorporated into the existing "in-group."
Martin Kelsey Brokenleg is a psychologist and author in the fields of trauma, resilience, and Native American studies. An enrolled member of the Rosebud Sioux Tribe, he was a professor of Native American studies at Augustana University in South Dakota for 30 years. He also served as professor and director of the native ministries programme at the Vancouver School of Theology from 2004 to 2009.
Catherine Panter-Brick is the Bruce A. and Davi-Ellen Chabner Professor of Anthropology, Health, and Global Affairs at Yale University, where she directs the Program on Conflict, Resilience, and Health and the Program on Stress and Family Resilience. She is also the senior editor of the interdisciplinary journal Social Science & Medicine and the President-Elect of the Human Biology Association. She serves as head of Morse College, one of Yale’s 14 residential colleges.
Daniel Messinger is an American interdisciplinary developmental psychologist, and academic. His research works span the field of developmental psychology with a focus on emotional and social development of children and infants, and the interactive behavior of children in preschool inclusive classroom.
References
- ↑ https://www.edu.gov.mb.ca/k12/cur/cardev/gr9_found/courage_poster.pdf [ bare URL PDF ]
- ↑ http://www.circleofcourageinstitute.org/content/our-history Archived 2010-11-19 at the Wayback Machine , retrieved July 13, 2010
- ↑ Brendtro, Larry K.; Brokenleg, Martin; Van Bockern, Steve (1990). Reclaiming Youth at Risk: Our Hope for the Future. Bloomington, IN: Solution Tree.
- ↑ Giacobe, G., Traynelis-Yurek, E., Powell, L., Laursen, E. (1994) Positive Peer Culture: A Selected Bibliography. National Association of Peer Group Agencies, Richmond, VA.
- ↑ Gibbs, J.; Potter, G.; Goldstein, A. (1995). The EQUIP Program: Teaching Youth to Think and Act Responsibly through a Peer-Helping Approach. Champaign, IL: Research Press.
- ↑ Giacobbe, G., Trayelis-Yurek, E., Laursen, E., (1999) Strength-Based Strategies for Children and Youth: An Annotated Bibliography. National Association of Peer Group Agencies, Richmond, VA.
- ↑ Brendtro, L.; Larson, S. (2000). Reclaiming Our Prodigal Sons and Daughters: A Practical Approach for Connecting With Youth in Conflict. Bloomington, IN: Solution Tree.
- ↑ Villa, R, Thousand, J., (2000) Restructuring for Caring and Effective Education. Paul H. Brookes, Baltimore, MD.
- ↑ Lantieri, L. (2001). Schools with Spirit: Nurturing the Inner Lives of Children and Teachers . Boston, MA: Beacon Press. ISBN 9780807031322.
- ↑ McCluskey, K., Mays, A. (2003) Mentoring for Talent Development. Reclaiming Youth International, Sioux Falls, SD.
- ↑ Brendtro, L.; Shahbazian, M. (2004). Troubled Children and Youth: Turning Problems into Opportunities. Champaign, IL: Research Press.
- ↑ Brendtro, Larry K.; Seita, John R. (2005). Kids Who Outwit Adults. Bloomington, IN: Solution Tree.
- ↑ Brendtro, L., Ness, A., Mitchell, M. (2005) No Disposable Kids. Solution Tree, Bloomington, IN.
- ↑ Brendtro, L., du Toit, L., (2005) Response Ability Pathways: Restoring Bonds of Respect. Claremont, South Africa: Pretext Publishers
- ↑ Opp, G., Unger, N. (2006) Kinder stärken Kinder. Körber-Stiftung, Hamburg, Germany.
- ↑ Brendtro, Larry K.; Larson, Scott J. (2006). The Resilience Revolution: Discovering Strengths in Challenging Kids. Bloomington: Solution Tree.
- ↑ Long, N., Morse, W., Fescer, F., Newman, R. (2007, 6th ed.) Conflict in the Classroom: Positive Staff Support for Troubled Students. Pro-Ed, Austin, Texas.
- ↑ Morse, W. (2008) Connecting with Kids in Conflict: A Life Space Legacy. Reclaiming Children and Youth and Starr Commonwealth, Sioux Falls, SD.
- ↑ Brendtro, L., Mitchell, M., McCall, H. (2009) Deep Brain Learning: Pathways to Potential with Challenging Youth. Circle of Courage Institute at Starr Commonwealth, Albion, MI.
- ↑ Sanders, K., Bock, M. (2009) Kündenorientierung-Partizipation-Respekt. VS fur Sozialwissenschaften, Wiesbaden, Germany.
- ↑ McDonald, T. (2010) Classroom Management: Engaging Students in Learning. Oxford University Press, Melbourne, Australia.
- ↑ Foltz, R. (in press) TherapyWise: Creating Courage from Within. Circle of Courage Institute at Starr Commonwealth, Albion, Michigan.