Circle of Courage. Based on “Reclaiming Youth At Risk”, by Larry K. Brendtro-Martin Brokenleg-Steve Van Bockern Premise: Youth act out due to unmet needs in four areas: Belonging Mastery Independence Generosity. Circle of Courage.
Based on “Reclaiming Youth At Risk”, by Larry K. Brendtro-Martin Brokenleg-Steve Van Bockern
Premise: Youth act out due to unmet needs in four areas:
Belonging-Within the value of belonging, youth learn to become a respectful part of a group
Belonging is demonstrated by being:
Friendly-caring-cooperative-trusting-respectful-having healthy relationships
Mastery-Within the value of mastery, youth learn how to achieve their goals
Mastery is demonstrated by being:
Creative-persistent-competent-self-motivated-a problem solver-accepting of challenges
Independence-Within the value of independence, youth learn how to demonstrate personal responsibility
Independence is demonstrated by being:
Assertive-confident-showing leadership-using empowerment-demonstrating self-control-a problem solver-demonstrating self-discipline
Generosity-Within the value of generosity, youth learn how to contribute positively to others
Generosity is demonstrated by being:
Caring-sharing with others-supportive –helpful-compassionate-showing social concerns
IJH has adopted this program model as the core values of our program
Using the format and system provided by PBS program efforts, we have been able to operationalize the behaviors expected in all of our major routines for cottage and school around the four core values of the Circle of Courage
These expectations are taught on a routine basis throughout campus
Achieving your goals
>Give your best effort.
>Use time wisely.
>Report directly to assigned area in an orderly manner.
> Apply youth’s individualized programs.
>Seek professional growth.
>Use student strengths while improving upon deficits.
>Promote life long learning. >Determine motivation for behavior & act accordingly.
>Monitor hallway movement.
Being a respectful part of a group
>Use courtesy skills with others.
>Work cooperatively within a group/team.
>Keep verbal interactions appropriate.
>Use courtesy skills with others.
>Preserve student dignity.
>Develop traditions within the classroom. >Accommodate special needs.
>Model appropriate social behavior.
>Welcome & greet each student into class.
Contributing positively to others
>Share knowledge & resources.
>Speak kindly of/to others.
>>Respect other’s personal space.
>Acknowledge appropriate behaviors (5:1 pos to neg)
>Be supportive when possible.
>Recognize the efforts of others.
>Acknowledge appropriate behaviors.
Demonstrating personal responsibility
>Take responsibility for your work/learning.
>Follow the classroom rules.
>Be on time to your next area.
>Be consistent with agreed upon expectations.
>Develop a safe & consistent atmosphere.
>Use the graded system of intervention.
>Follow IJH policies & procedures.
Mastery: achieving your goals.
Belonging: being a respectful part of a group.
Generosity: contributing positively to others.
Independence: demonstrating personal responsibility.
Applies skills taught in groups
Listens to others
Gives positive feedback/Takes turns
Is prepared and on time
2. Scheduled Recreation
Displays good sportsmanship
Structures own time well
Shows willingness to compromise with peers
Respectful of others’ space and property
Observes time limits
4. Bedtime Routine
Is in bed and quiet when lights are out
Respects others’ privacy and area
Contributes to a quiet environment
Completes responsibilities before bedtime
Demonstrates table manners
Uses good conversation skills, tone and topic
Expresses appreciation for food served
Exercises positive nutritional choices
Maintains good hygiene practices
Respects others’ privacy
Cleans up after themselves
Organizes supplies/Observes time limits
Circle of Courage Behavioral Expectation Matrix
Maintains safety for self and others
Works to return to cottage
Respects others and property
8. Restricted Areas
Accepts and follows limits of restriction
Actively works to rejoin group
Respects time and activities of others
Shows initiative in completing responsibilities
9. Line Ups/ Movement
Goes directly to designated area as instructed
Respect personal boundaries
Be courteous in line
Get in line quickly when called/Remain there
10. Cottage Cleaning
Follows directions/Complete task completely without re-do
Works together cooperatively
Helps others with their chore
11. Morning Routine
Cleans up personal space
Is patient, pleasant and respectful
Willingly takes turns getting ready/Picks up after others
Gets out of bed without complaining/Stay on time
12. Special event/
Stays focused on event expectations.
Polite and courteous to others.
Helps others at event/activity.
Completes on-campus responsibilities prior to event/activity.
13. Medical Services
Follows medical instructions
Is respectful and considerate to medical personnel
Demonstrates consideration to other’s health needs
Demonstrates responsibility in obtaining medical services
Once behavioral expectations are taught, regular reinforcement is provided to youth who demonstrate the desired behaviors
Reinforcement is provided through the use of “courage slips” as positive acknowledgement of the demonstrated behavior or value
Attempt to provide 4/1 or 5/1 positives to negatives in working with youth
Courage slips are used ONLY as positive reinforcement-slips would not be given as a note of the absence of something, or as a notation of not demonstrating expected behavior
Activities that celebrate achievement and support recognition of desired behaviors are held throughout campus
These include monthly awards assembly, positive week rewards activities, special outings, a COC store where youth may purchase items
Circle of Courage programs should embody a welcoming environment where dignity, respect, and kindness are the values we live by and demonstrate to others, both youth and staff, throughout all levels of the organization
By establishing environments within our milieus that support these values, and provide a culture of support, this goal will be achieved