idp presentation

Medical model
Key word-help
Focus on correcting wrong doing
Focused on behavior
Focused on treatment
Giving advices
Worker viewed as an experts
Developmental model
• The Circle of Courage is a model of positive youth
development first described in the book Reclaiming
Youth at Risk, co-authored by Larry Brendtro, Martin
Brokenleg, and Steve Van Bockern. The Circle of
Courage is based in four universal growth needs of all
children: belonging, mastery, independence, and
generosity. Entirely on the child, youth and family
holistically (circle of wholeness)
• Focus on strengths
• Self determination
• Build on competency
• Worker is viewed as a facilitator
• Key word-develop and empower
The circle of Courage:
• Belonging – attachment "Bea related, somehow, to
everyone you know." Treating others as kin forges
powerful social bonds that draw all into relationships of
respect. Throughout history the tribe, not the nuclear
family, always ensured the survival of the culture. Even if
parents died or were not responsible, the tribe was
always there to nourish the next generation.
• It takes a village to raise a child. A sense of attachment
to family, school, peers, church et. Children are
desperately pursuing “artificial belonging” because
families, schools, neighbourhoods are not fulfilling this
• For example, children who feel rejected are struggling to
find artificial, distorted belongings through behaviour
such as attention seeking.
• Mastery - Competence in traditional cultures is ensured
by guaranteed opportunity for mastery. Children were
taught to carefully observe and listen to those with more
experience. A person with greater ability was seen as a
model for learning, not as a rival. Each person strives for
mastery for personal growth, but not to be superior to
someone else. Humans have an innate drive to become
competent and solve problems. With success in
surmounting challenges, the desire to achieve is
• When deprived of opportunities for success , young
people express their frustrations through trouble
• Independence – “self reliance” children must have a
sense of power over their own behaviour and their
environment because if they lack this ability they are
bound to become developmental causalities (learned
helplessness). A condition of human being in which
he/she has learned to behave helplessly even when the
opportunity is restored for him/her to help himself/herself
by avoiding an unpleasant circumstances to which
she/he has been subjected. Independency does not
mean the child no longer needs nurturance because for
the child to manage and control their actions depends on
the degree of security of his/her attachments.
Generosity - “empathy". helping other
improves self-esteem and increased selfesteem allows the child to contribute to
others. Without the opportunity to give to
others, children cannot develop as caring
• Based on the dev model
• It addresses all four aspects of the dev
model in the helping process.
• It outline activities to be undertaken, the
time frame, as well as the role player.
• Assessment is done as team rather than
young person
• Young people must be actively involved in
the assessment process should take full
account of the young person’s to inform
and develop their IDP.
• However methods of assessment
communication skills and mobility
• These may include: Assessment and
Progress Record & Care Plan
• Placement Information Record and
Agreements (were appropriate)
• A copy of the ‘IDP’ should be given to all
young people as part of the assessment
and planning process. It will be important
for some young people to know where
they can obtain support to complete the
fulfillment of their IDP.
The Multi disciplinary team
• The young person’s parents, and/or others with
parental responsibility.
• Other family members who are important to the
young person.
• Anyone caring for the young person – relatives,
their foster career or staff in residential homes.
• The young person's school or college.
• Any provider of care or treatment for the young
Crisis as an Opportunity for Learning
• Clients in crisis–whether angry, manipulative,
anxious, fearful, or depressed have been helped
to disengage from conflict cycles and conduct
problems. Managed ineptly, Avoiding crisis
which can lead to devastating cycles of
disruptive behavior--hostility, violence and
• Handling well, of crisis providing a window of
opportunity to learn new ways of thinking, feeling
and behaving.
• The youth learns to disengage from selfdefeating patterns and to develop responsible,
pre-social values and behavior.
Positive Behavioral Interventions
• Enabled professionals to move beyond a narrow
dependence on containment, coercion and
• Connecting with youth at risk and enlist them as
partners in planning.
• Conduct an ecological scan of family, peer
group, and community bonds.
• Identify how the youth copes with challenge in
resilient and self-defeating ways.
• Address problems by developing positive
external supports and inner strengths.
• Meeting Circle of Courage needs of Belonging,
Mastery, Independence, and Generosity.
• Restoration.
• Interdependency from all social services
• Continuity of Care
• Auditing the resources and the help
Answer to the following questions
• 1.How did this young person come to this
point in his or her life?
• 2. Where should we go from here to foster
positive learning and growth?
Success Stories
• Flora
• Linda
• Mike
• Marble
• 1. Dr. Martin Brokenleg, Larry Brendtro, &
Dr. Steve Van Bockern. Augustana
College Faculty, Sioux Falls, South
Dakota. “reclaiming Youth at Risk: Our
Hope for the future. (1990)
• 2. National Association of Child Care
Workers, module 14. version 1 (2009)