1. While You’re Waiting… Which aspects of -human nature
-psychological make-up
-and/or personality
separate “psychologically or socially healthy” from “psychological or socially ill” individuals?
Why do some youngsters become caring, responsible, & self-secure while others become hurtful, irresponsible, and self-sensitive?
Why are some of our errant young people so loyal to socially undesirable groups?

2. Legacy
Sir Isaac Newton: “If I see farther than others, it is because I have stood on the shoulders of giants.”
Brendtro, Brokenleg, Van Bockern – strength-based approach, Circle of Courage, RAP, Martin Brokenleg developed the Circle of Courage resilience model
Nick Long – LSCI, Conflict Cycle
Bill Morse – Worked with Redl, Broadened our understanding of emotional disturbance, brought psycho-ed practice to schools & classrooms
Fritz Redl – father of modern psycho-ed, theorist-practicioner, LSI, Kurt Lewin and theory practitioner Fritz Redl. Both came to the U.S. as Hitler seized power, and they shared a deep commitment to treating all persons with dignity and respect. Their “action research” focused on children in the natural life space of family, school, peers, and community. Watchwords were democratic group dynamics, conflict resolution, therapeutic milieu, and positive social ecology. Broke with the psychoanalytic negativity of diagnose deficiency, treat, seclude.
Alfred Adler – “individual psychology”, humans are goal directed, social relationships have strong impact on behavior
August Aichhorn (looking at book)
Sigmund & Anna Freud

3. Lack of supervision & home teaching Abuse Exposure in childhood to:
While indicated for all kids, it is “Strong medicine” (that which gives strength) for kids who’ve had their birthright stolen through:
Neglect
Lack of supervision & home teaching
Abuse
Exposure in childhood to:
inconsistent parenting
family violence
immoral values
anti-social behavior
negative influences .

4. This slide show is online at: BehaviorAdvisor.com/CircleOfCourage.ppt1. 2. 3. 4.
Model for giving direction to non-directed or mis-directed kids
Overview of model
How to use the model to determine the areas of strengths, and areas that need bolstering.
How to plan one’s approach
Where to find more information.
This slide show is online at: BehaviorAdvisor.com/CircleOfCourage.ppt

5. The 4 Core Values or “Spirits”
Indian medicine wheel model, 4 being sacred/important number for many Nations/Peoples
Circle represents the cycle of life and individual parts being connected into something more substantial.
Serves as a unifying theme for positive programs for youth.
Positive strength in all produces loving, loveable, self-assured, responsible, and giving person.
Weaknesses or problems in one or more areas creates a troubled and/or troubling person.
Boxes on the rim convey how the 3 other realms are intertwined with the one under consideration:
-Generosity builds connections & community (Belonging). We tend to be generous with those whom we feel connected.
-Growth in either Mastery or Independence helps to build the other.
-Caring mentors give sense of belonging through their generosity of knowledge & time, helping the student toward Mastery and Independence.

6. Not Just on the Rez
Haim Ginott – Between parent & child. Guiding children in supportive & positive manner. Non-punitive
Ying Yang – all things in proportion and harmony
W.E.B. DuBois (“Do-Boys”) – American intellectual & prolific author who crusaded against discrimination & racism, founder of NAACP, “Responsibility is the first step in responsibility.”

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

8. Coopersmith’s Self Esteem Components
Significance Competence
Power Virtue
Sources: Stanley Coopersmith (1981). The antecedents of self-esteem. Palo Alto, CA: Consulting Psychologists Press.

9. Yin & Yang Community Excel Versus Western Aspiration
Individualism) High standards
Self-development Cooperation
Proper deportment Camaraderie
Humility “Human-
Honor heartedness”
Helpfulness
Circle of Courage translation by Tom McIntyre,
From teachings of Lao Tzu , Confusious, & Buddha Primarily pertaining to Chinese, but extending to other east Asian cultures.
The Asian business model studied and implemented by American businesses: Become more “people oriented”…
-Positive organizational cultures
-Connected community of shared values & rituals

10. NGUZO SABA: The 7 Principles of Kwanzaa
Umoja Nia
Ujima
Ujamaa Imani
Kujichagulia Kuumba
(& Ujima)
Circle of Courage translation by Tom McIntyre,
Kwanzaa (Ron Karenga)= study of "African traditions" and "common humanist principles."
Umoja (Unity) To strive for and maintain unity in the family, community, nation and race.
Kujichagulia (Self-Determination) To define ourselves, name ourselves, create for ourselves and speak for ourselves.
Ujima (Collective Work and Responsibility) To build and maintain our community together and make our brother's and sister's problems our problems and to solve them together.
Ujamaa (Cooperative Economics) To build and maintain our own stores, shops and other businesses and to profit from them together.
Nia (Purpose) To make our collective vocation the building and developing of our community in order to restore our people to their traditional greatness.
Kuumba (Creativity) To do always as much as we can, in the way we can, in order to leave our community more beautiful and beneficial than we inherited it.
Imani (Faith) To believe with all our heart in our people, our parents, our teachers, our leaders and the righteousness and victory of our struggle.
           ­ Maulana Karenga

11. La Raza Family Group B4 self Cultural informants:
Personal connection Help Tom fill
in the blank.
Social harmony What is it called?
Respect for Simpatia
competent & Generoso
congenial authority “Mi casa, su casa”
Independiente
Circle of Courage translation by Tom McIntyre,
Sources:

12. A by any other name… ^ Community Achievement
Connected Competence
Community Achievement
Member Self-actualization Attached Knowledge acquisition
Significance Life-long learning
Affiliation Spirit of inquiry
Assertive Concern, Empathy
Responsible Sharing
Good judgment Giving
Self-discipline Benevolence
Internal Locus Caring, Kindness
Inner-control Service, Helping
Wisdom Purpose
Virtue Circle of Courage translation by Tom McIntyre,

13. “I am important to somebody.” .
Image from Calgary Board of Education, Ecole’ Mayland Heights School schools.cbe.ab.ca/b223/CircleOfCourage.htm

14. Belonging… With whom are you intricately intertwined?
In which groups do you…
Feel comfortable and/or positively challenged?
Feel accepted & functioning member
Take the conversation filter of your mouth
Check their web site, , & newsletters
When meet others with same interests, feel immediate connection
Are your groups “good for you”?
Making you the best you can be
Sustaining & strengthening you
Or are they
Keeping you from being or becoming strong & self-secure
“The best that I can do at the moment”?
For most: Family & friends
Immediate Connection: WNY, WWkayakers, educators…especially EBD

15. Rudolph Dreikurs: (Student of Alfred Adler) Belonging (& Mistaken Goals)
Sense of community and being a valued, contributing member to it.

16. Pain-Based Behavior: Dreikurs’ Mistaken Goals. ^
Attention.
Power Seeking.
Revenge.
Inadequacy/withdrawal.

17. Another Way to Determine The Reason ^
If the youngster doesn’t respond to your assessment question, you can still identify the “Mistaken Goal" via these guidelines:
If you feel:                          The student is probably seeking: Annoyed                                     ? Threatened                                 ?
Hurt                                             ?
Disheartened (at inability to reach this student)       ?  
   If a student:                                   Then the probable goal is:
Stops a behavior, but then repeats it ?         Refuses to stop and increases the misbehavior ?       Becomes violent or hostile ?
  Refuses to cooperate, participate, put forth effort,
or interact ?
Paraphrase the slide up until it stops at the red question marks. Ask them which of the goals applies in each case.
Show the David video to elementary audiences. Show the Joe video to secondary audiences. Show both to mixed audiences.

18. Intervening With Mistaken Goal Kids
1. Explain that s/he is not the 1st kid to feel this way… Experts know about this way of feeling/acting, have studied it for generations, & know of better ways for youngsters to meet their needs.
2. Help him/her devise a plan to meet the needs in more appropriate ways. (Social skills training, anger management, DR procedures, contracts, etc.)
3. Change your actions when confronted by the various behaviors:
If the mistaken goal arises again, avoid reacting in the same old way. (No scolding, nagging, yelling, punishing, withdrawing, sending to another, etc.)
Draw out, & then positively recognize, the desired replacement behavior.

19. Belonging & Our Students
Young people who are unconnected to consistently caring adults become distrustful & defiant, using
Fight
Flight
Fool
strategies to outmaneuver authority.
These ingrained patterns of behavior are initially generalized to competent & compassionate folks like you until the “test” has been passed.
So… How do we pass the test with “relationship resistant” kids? (next slide)
I’ve been hurt too many times. I can’t take another chance. Like piece of tape repeatedly pulled from a wall. After a while, no stickup left. We have to reapply it.

20. 4 & 5 Precede 1, 2, & 3 Hobbs identified trust as the foundation of all effective assessment & intervention
4. Build positive interpersonal bonds. How so? (Teams)
Create an extensive history of positive interactions.
Use sandwiches when criticizing or offering suggestions.
Be alert for opportunities to “catch ‘em being good”.
State your belief in the youngster’s ability to succeed (academics & behavior).
Interact in a manner that allows the student to feel valued and respected. Speak to him/her with the same consideration given to a valued friend.
5. Create Esprit de Corp in the classroom. But how? (Teams)
Conduct interesting cooperative group activities
Allow only supportive comments in class. No put-downs
Compete against other classrooms
Implement a group reward system.
For more info on Driekurs and his model, go to:
Have groups devise ways to accomplish #4 & #5 when the red question marks appear.

21. “I’m able to solve problems. I can do it.”
In what areas are you masterful, accomplished & competent? (or very proud of your progress/status)
What are you good at? What have you achieved?
In your position, how do you promote kids’ mastery in
Academics
Social interactions
Self-understanding?
Image from Calgary Board of Education, Ecole’ Mayland Heights School schools.cbe.ab.ca/b223/CircleOfCourage.htm
All are the same question.
We all recognize importance to oneself of being able to say “I can do it!”
Foundation of self-esteem (We are what we can do)
Motivation for further achievement (“Nothing brings success like success.”)
Lack of opportunities for success can create frustration, feelings of inferiority, and lack of self-confidence.
View more skilled as models to be emulated and sought out for training.

22. “I am in charge of my life & make good choices.”
In which situations do you pride yourself on your:
Well-directed free will
Confidence & inner strength
Self restraint, self discipline & composure
Assertiveness
Decision making
What things do you do to help students develop this admirable quality?
Image from Calgary Board of Education, Ecole’ Mayland Heights School schools.cbe.ab.ca/b223/CircleOfCourage.htm
To become independent, one must work on personal responsibility and the making of “good choices”.
Demanding obedience does not teach responsibility for one’s decisions & actions.
Indeed, commanding obedience interferes with the development of a responsible self.
One must be taught & guided in making of choices in order to develop “inner control” & self-discipline.

23. “I give back. I am helpful.”
In which ways do you give to others?
Any generous acts in the last 48 hours?
What more monumental generous act have you performed in last few months?
How do you promote generosity in kids?
Image from Calgary Board of Education, Ecole’Mayland Heights School schools.cbe.ab.ca/b223/CircleOfCourage.htm
Basic need? Why would kids for whom no one has ever done anything nice want to do something nice for others? What about those individuals who have experienced so much kindness that they feel entitled to it?
Benefits:
- Focusing on others draws us away from inner absorbsion & our problems.
-Bonds us to others, building the sense of belonging
-Gives us greater sense of self-worth & competence

24. Building Generosity
NEA video clip of cross-age tutoring by students with emotional & behavioral challenges.
Last part of NEA video before the “mentoring” sequence.

25. My last 48 hours (while making this slide show)
Directions to tourist.
Holding door for mother pushing stroller.
Helped up fallen elderly person with Parkinsons.
Suggestions to fellow whitewater kayaker.
Guidance, direct instruction, & answering questions of my kids.
Giving my wife a few well-deserved breaks from the kids while I work on this danged Powerpoint slide show.
Giving advise to grad students on coursework.
Listening to my mom & helping her with concerns about a break in at her home (lives on other side of state).
Helped neighbor construct a water fountain & lent tools
Picked up friend at train station.
Returned a supportive to unknown mother concerned about daughter’s behavior.

26. Quadrant Quiz.
Jackson tries to convince the teacher to allow him more flexibility in situation. The teacher demands immediate compliance in order to avoid a threatened penalty. The student then becomes verbally combative because which C of C growth areas was crushed?
Tina stands defends the reputation of a friend that others are impugning. Which quadrant is being accessed?
K.C. “disses” T.J. (actions, ethnicity, attire, belongings). T.J. withdraws due to K.C. poking at a “soft spot” in which quadrant(s)?
Wei Chu says “I can’t do this. Why do we have to know this stuff?” Which quadrant needs support?
More on next slide
Jackson: Independence (freedom, choice making). Teacher disconnected with the youth (belonging) by failing to treat Jackson with respect.
K.C. Mastery in an area in parentheses; Belonging to the group
Wei Chu: Achievement

27. Quiz (continued)
A teacher says “I know that you’ve been let down many 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 by you. If you ever think that I’m letting you down, you let me know. We’ll clear up things between us.” This teacher is working with a kid who has concerns located in the _____ quadrant.
Despite being extremely upset initially, the student is able to restrain his/her urge to strike out. S/he is able to calm down within 10 minutes without adult intervention. Which quadrant is showing strength?
Teacher statement: Belonging
Extremely upset: Independence

28. Please be “generous” & indulge me
Velma studies hard to memorize the lines and actions for the school play. Which quadrant is in play?
Velma studies hard to memorize the lines and actions for the school play. She does so to please the drama teacher who has mentored her. Which quadrant is in play?
Hector, invited to go over to a friend’s house to play video games, decides instead to stay after school to prepare for the upcoming PSAT with his study group. He tapped into his __________ quadrant.
Velma 1: Independence or mastery or both (more info needed)
Velma2: Belonging
Hector: Independence (perhaps Mastery mixed in)

29. This isn’t a quiz! It’s an inquisition!
Ali admits to having committed a classroom crime, even though he didn’t do it. He figures that he would have missed recess anyway, as the teacher was going to keep everyone inside until “the offender confesses”. His confession allows the rest of the class to go outside.
Valin opens her brown paper bag to discover a mashed turnip sandwich. She says “Yuck”, and throws it back in the bag. Betty Ann, while really preferring to eat her cold pizza lunch, offers to trade with Valin.
Ali: Generosity (due to belonging)?
Valin: Generosity (due to belonging?)

30. Which Quadrant(s)?
Exceeding generosity, perhaps some had to restrain impulses (independence) & belonging (seeing the patient as having human dignity).

31. “Psycho-Teacher”
Which quadrants of the Circle of Courage are involved in the following video clip?
In whom?
How so?
(After our discussion) On the next slide, which column’s traits best describe your:
Student experiences?
Your present school setting?
Show the Circle of Courage training tape of student writing “PsychoTeacher” on his paper when he is expected by the teacher to copy material from the board.

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

33. The Circle of Courage Applied Orchard School 2 Baldwin Avenue South Burlington, Vermont  (fax)
“Welcome to the world of nine, ten and eleven year olds.  We are a group of students and adults committed to working as a family of  learners.  Our school lives by the tenets of the Circle of Courage: achievement, generosity, belonging and independence; so do we! ”

34. Orchard School Web Site: orchard.sbschools.net/users/mtate/index.htm
In 1999, we were asked as a school, "What does Orchard stand for?" As we formulated our response, we found ourselves drawn to the work of Dr. Brendtro, and his work with children at risk. We adapted the concept of the Circle of Courage… and changed the words to fit our school. …teachers begin the year by asking students what each one of the key concepts would look like and sound like in their classrooms.
(Click for T chart)
In all school assemblies we highlight the four qualities in songs and skits. As our staff develops policies and procedures, we use The Circle as one of our filters.

35. 4/5 Students’ Photos of the Circle in Action
Click for more pics from Orchard School

36. Making the Circle Strong: General Teaching & Remediation Principles ^
Belonging is fostered via opportunities to form trusting & supportive attachments to others.
Mastery is developed through opportunities to solve problems & strive for goal attainment.
Independence is promoted when given chances to take responsibility & self-direction.
Generosity is nurtured through opportunities to help, show concern, be kind, & show selflessness.
Our general guidelines for building a stronger Circle.
Horace Mann (19th century educational leader): (paraphrased) We need to respond to the most difficult students like physicians who find challenge in difficult cases. It’s illogical to become angry and punish errant youth… like a physician attacking the limb s/he is treating.

37. Assessing a Student’s Circle
Humans 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 1st question: “Where is The Circle broken?” Which fundamental needs are unmet?)
Remember: While we assess students, they assess us: Are we worthy of their trust & confidence?

38. Moving Forward Together
The 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.

39. The “Developmental Audit” & “Strength-Based Assessment” ^
View the young person as the primary source of data (although typical assessment procedures are also implemented).
Scan the student’s ecology via available records & resources to tap the perspectives of other significant persons. Identify:
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 copes with challenges & stress in both resilient & self-defeating ways.
Determine:
How did this young person come to this point in life?
Which goals to set & specific restorative practices to prescribe that foster personal growth & responsibility.
Traditional assessment identifies deficiencies. So does the developmental audit, but also strengths that can be tapped to strengthen the students 4 growth areas (Circle of Courage).

40. Our Challenge: Conduct a Developmental Audit with Scott
Locate the listing of traits for each quadrant of the Circle of Courage on pages ** to ** of your packet.
Apply the criteria to “Scott” as we peek inside his “lifespace” & “private logic”.
Which of his basic psycho-social growth needs could use some bolstering? How might we intervene to help him change for the better? Go now to next slide
Use the Scott case study in the interactive CD-rom: “Improving Classroom Behavior: Savvy sloutions for inattentive, withdrawn, and aggressive children.” Available from or toll free at

41. Video Vignette: Scott. Which areas of the Circle of Courage are:
Distorted?
Absent?
Which “mistaken goal” (Dreikurs) applies to Scott?
When overwhelmed by anxiety or a stressful situation, what is his coping mechanism??
Did you discern any significant life events?
What strengths does Scott possess? (even if presently distorted & in need of restructuring)
What positive supports already exist in his school & home environments?
What other supports would we seek for him?
Source of Interactive CD rom: NPR Saskatoon, Saskatchuan

42. Your Challenge: Think of a student (or past pupil, former peer, person you know) whose behavior and/or psyche was “troubled” or “troubling”.
1. Use the Circle of Courage listing of behaviors to determine the areas that are:
-strong
-distorted
-weak
-absent.
2. Use Dreikurs’ model to determine the person’s “mistaken goal”.
3. UP NEXT (about 10 minutes): Be ready to discuss your individual & his/her profile.

43. Which findings and/or impressions emerged from your analysis of behaviors? ^
Intervention: “You’ve been making some big blunders due to :
ignorance
poor judgment
lack of self-discipline.
To be successful and happy in life, it’s important to make better choices. You’ve got the potential. I see it when you…. (identify positive actions). 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 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 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 to a better place in life.”

44. Your Challenge: Based on your person’s errant focus, strengths, & weaknesses, devise a possible plan to help “reclaim” that person.
What interventions would you suggest?
What resources would you try to acquire to support the reclaiming efforts?
Where is our school or program strong in providing for the basic needs? Where do we fall short & how do we correct the shortfalls?
Other thoughts & ideas?
We would not actually bring a delineated plan to a meeting with a student, but we do prepare ourselves with a possible plan if the student is unable to contribute as an equal.

45. Final item to consider…
Are you (becoming) a significant adult who is making ( or will make) the optimal positive impact in a youngster’s life?
Being here today indicates that you’re the person to take on such an endeavor.

46. Your Thoughts? How do you respond to the information presented today?
I can’t wait to try out these ideas.
Balderdash!!
Enlightening.
Behavioral pablum.
Hmm….
It’s the educational version of being soft on crime.
My approach has been validated!

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

48. Your Challenge: With others from your school (or by yourself if attending alone) list the ways in which you or your school promote the “4 Spirits” in your junior citizens
A sense of belonging
Feelings of mastery
An independent ability
A generous nature (nurture?)
How can your classroom & facility/school improve in its reclaiming capacity?
Take a few minutes & prepare to bring your examples back to the larger group.
Generosity: “Hit man” or “Secret agent” game… at beginning of day, each student gets a name of a person in the school. They must do something to make that person happy (without exposing themselves and what is being done). Meet at end of day to debrief and tell their stories.

49. Hanging Out with the Wrong Crowd
Youth who are unconnected to caring adults become distrustful & defiant, using fight/flight/fool strategies to outmaneuver authority. This ingrained action is initially generalized to caring folks (like you) until “the test” has been passed (initially & in retests).
They often attempt to meet their psychological need to belong via immersion into negative youth subcultures.
How can we reach out rather than strike out?
How can we build positive peer cultures?

50. For Discussion
Is it possible for our programs to offer a sense of belonging that rivals negative youth subcultures? (gangs, outsiders, bullies)
Are there general cultural differences in the degree to which each quadrant is important to that group? Do cultures differ on the emphasis given each quadrant, or does the same level of emphasis evidence itself in different ways?

51. Enlighten me please How does punishment build a sense of belonging?
How do models based on rewards for obedience build inner discipline?
How does exclusion from gen ed classes or school build a sense of belonging?
How does placing a student with social problems with other kids with social problems help them learn to make better choices?

52. How Strong Are Our Qualities?
Do you feel angry or hurt if students question or reject your advice or offering of knowledge? If so, which quadrants might be involved?
Do you fear a breakdown in your authority if students start exercising autonomy and asking for changes in certain situations? If so, which quadrants might be involved?

53. How do you respond to the following premises?
“The Circle” addresses 4 universal human needs.
The chances that a young person will behave and positively contribute in your classroom are enhanced by his/her belief that you truly care about him/her.
Staff members who become embroiled in heated arguments with certain young people have a part of their “Circle” threatened during those episodes.
We suspend kids for misbehavior, but not for reading deficiencies because a quadrant of the system’s “Circle” is threatened.

54. Complete the T-Chart for Each of the Four Positive Personal Qualities
Back to Orchard School slide By Laura Candler at

55. R.A.P Response Ability Pathways (Brendtro & duToit, 2005)
Places the Circle of Courage into practice “…so that young persons can take pathways to responsibility”.
Based on:
Resilience research
Emerging brain research
Research & practice in positive psychology
RAP certification involves a 3-day course in essential skills for strength-based work with challenging children & youth. 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.

56. Resources ^
Reclaiming Youth at Risk: Our Hope for the Future. (2002). Brendtro, Brokenleg, & VanBockern, National Educational Services, Amazon, or ReclaimingBooks.com
For an audio version of the "Reclaiming" book
Positive Peer Culture (Modern Applications of Social Work) (2nd ed). Brendtro & Vorrath. ReclaimingBooks.com

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

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

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

60. “Rules” for Building the Circle
From obedience to a moral code:
SAFETY: Are my actions safe for myself and others?
RESPECT: Do my actions show consideration for myself and others?
HONESTY: Do my words and actions meet the expectation to take care of myself and be a dependable member of the group?
COURAGE: Am I resisting peer pressure or directions that might hurt others? Am I doing the right thing?
COURTESY: Do my actions help to make this place a positive learning climate where people feel welcomed and accepted. Do my actions allow others to do their work without interruption?
When the slide stops at the red colon, talk about how rules should guide students to correct actions, and that specificity tells them exactly what to do. Usually one catch-all rule is needed…sort of like how the police have “disturbing the peace” to cover any act not addressed specifically in the penal code of the state. Ask the audience for examples (Such as: “Be respectful to self and others”)
Then click again to show an exception to the specificity rule. Ask who it might be designed for (Answer: adolescents), and why it might be a good approach (Answer: Gets kids to reflect upon their behavior and adopt principles that will guide them throughout life).

61. This slide show was developed by: Tom McIntyre
Coordinator of the graduate program in behavior disorders
Department of Special Education
Hunter College
New York, NY 1021