Workshops and Teacher Institutes Offered
to Assist Education Programs for At Risk Youth
A transformational change is needed in the way teachers interact with students in education programs designed for at-risk youth. Traditionally, approaches to working with troubled youth have been punitive in design. Research, including an empirical study that describes teacher perceptions of what they do in their institutionalized settings to create a positive learning environment for troubled youth in their classrooms indicates that a punitive approach when dealing with at risk youth is counterproductive, and that teachers can build capacity for success with these youth by strengthening peer support; growing social competencies; role modeling; developing relationships; setting high expectations, and fostering student strengths.
Data analysis in a recent qualitative study involving the BHB Theory (Bonding, High Expectations and Belief in Success) has revealed that there is significant consensus among the teacher participants about factors perceived as powerfully influential in creating a positive learning environment for troubled students.
• Are your Alternative Education Programs running properly?
• Have you created a strong learning environment in order to allow troubled youth to have ownership and buy in to their education?
• Do you need assistance in developing a well-balanced, strength based approach to learning within your unique learning environment?

BONDING, HIGH EXPECTATIONS AND BELIEF IN SUCCESS

(BHB Theory, Haggis 2011)
Stresses high expectations, developing a positive learning environment, peer involvement and social skill development as critical for troubled youth