|
Challenging
behaviors of all kinds derive from unmet needs,
most prominently the “Circle of Courage” needs for belonging,
mastery, independence, and generosity (Brendtro, Brokenleg,
& Van Bockern, 2002).
Maladaptive
behaviors are like addictions; without opportunity to
learn how to pro-socially fulfill the unmet need(s),
youth are destined to engage in misconduct over and
over again (Marshall 2002).
While
the use of consequences and the development of behavior
plans that focus only on stopping the behavior may be
effective in the short term, they are not necessarily
an invitation to the type of growth that connotes self-discipline,
responsibility, and the building of a sense of community
(Jones & Jones, 1998).
The
Circle of Courage phases seek to affirm positive disciplinary
practices by departing from the traditional expression
of level systems and offering a system that is strength-based
and focused. It identifies primarily four overlapping
needs of youth (belonging/attachment, mastery/achievement,
independence/autonomy and generosity/altruism), and
provides behavioral benchmarks associated w/ each need
area that reflect positive expectancy.
The
phases are aimed at encouraging youth to assess, and
evaluate their own behaviors and to do their personal
best rather than pit them in competition against one
another. Implicit to the process is the understanding
that learning, teaching, support, and individualization
are required to assist and support youth toward achieving
the various benchmarks associated with each phase.1
|
