Circle of Courage

The Circle of Courage® is a model of positive youth development based on the universal principle that to be emotionally healthy all youth need a sense of belonging, mastery, independence and generosity. This unique model integrates the cultural wisdom of tribal peoples, the practice wisdom of professional pioneers with troubled youth, and findings of modern youth development research.

History

The Circle of Courage® model portrays four universal growth needs of all children: Belonging, Mastery, Independence, and Generosity. This philosophy emerged from collaboration of Martin Brokenleg, a professor of Native American Studies, and Larry Brendtro, a professor in children’s behavior disorders. They studied how traditional indigenous cultures were able to rear respectful, responsible children without resorting to coercive discipline. Their findings were first presented in 1988 to an international conference of the Child Welfare League of America in Washington, DC, and at the Trieschman Center in Boston. The Circle of Courage is illustrated as a medicine wheel with four directions.

In 1990, the Circle of Courage entered the mainstream of education and youth work with the publication of Reclaiming Youth at Risk by Larry Brendtro, Martin Brokenleg, & Steve Van Bockern who were then colleagues at Augustana College. The model has been used as a basis for hundreds of articles and dozens of books.

Dean of Training of the Circle of Courage Institute Martin Brokenleg and colleagues have presented to 200,000 professionals worldwide. The model was adopted to transform youth services in South Africa during the administration of the first democratically elected President Nelson Mandela under leadership of Minister Geraldine Moloketi and Lesley du Toit. This led in 2005 to the Response Ability Pathways (RAP) curriculum which provides universal training on applying the Circle of Courage to all who work with youth.^[1]

The Circle of Courage® provides the philosophical foundation for the work of Reclaiming Youth International (RYI), a 501(c)(3) non-profit company dedicated to helping adults better serve children and youth who are in emotional pain from conflict in the family, school, community, or with self.

Four Directions of the Circle

The Circle of Courage® was painted by Lakota artist George Blue Bird. The four directions portray universal human needs for belonging, mastery, independence, and generosity. These are the foundations for Psychological resilience and positive youth development.

Belonging

In Native American and First Nations cultures, significance was nurtured in communities of belonging. Lakota anthropologist Ella Deloria described the core value of belonging in these simple words: "Be related, somehow, to everyone you know." Treating others as kin forges powerful social bonds that draw all into relationships of respect. Theologian Marty observed that 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.

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 strengthened.To lead by example and be responsible.

Independence

Power in Western culture was based on dominance, but in tribal traditions it meant respecting the right for independence. In contrast to obedience models of discipline, Native teaching was designed to build respect and teach inner discipline. From earliest childhood, children were encouraged to make decisions, solve problems, and show personal responsibility. Adults modeled, nurtured, taught values, and gave feedback, but children were given abundant opportunities to make choices without coercion.It means that people can rely on you and trust you at all times.

Generosity

Finally, virtue was reflected in the preeminent value of generosity. The central goal in Native American child-rearing is to teach the importance of being generous and unselfish. In the words of a Lakota Elder, "You should be able to give away your most cherished possession without your heart beating faster." In helping others, youth create their own proof of worthiness: they make a positive contribution to another human life.^[2]

Annotated Bibliography: Circle of Courage Related Publications

Reclaiming Youth at Risk by Larry Brendtro, Martin Brokenleg, & Steve Van Bockern. An overview of the Circle of Courage model which applies Native American principles of child rearing to education, treatment, and youth development.^[3]

Reclaiming Children and Youth journal, edited by Larry Brendtro, Nicholas Long, & Martin Mitchell (Published quarterly from 1994 to present). Includes topical issues on a full range of strength-based interventions for children experiencing emotional and behavioral problems. Published by Circle of Courage Institute at Starr Commonwealth, Sioux Falls, SD.

Positive Peer Culture: A Selected Bibliography edited by George Giacobbe, Elaine Traynelis-Yurek, Larry Powell, & Erik Laursen. Summarizes research on peer helping grounded in Circle of Courage principles of attachment, achievement, autonomy, and altruism.^[4]

The EQUIP Program by John Gibbs, Granville Potter, & Arnold Goldstein. Integrates Positive Peer Culture with research on Aggression Replacement Training.^[5]

Strength-Based Strategies for Children and Youth: An Annotated Bibliography edited by George Giacobbe, Elaine Traynelis-Yurek, & Erik Laursen. Reviews research on Positive Peer Culture, teamwork approaches, and cognitive restructuring.^[6]

Reclaiming Our Prodigal Sons and Daughters by Scott Larson & Larry Brendtro. Applies Circle of Courage principles to faith-based organizations and those concerned with spiritual development of youth.^[7]

Restructuring for Caring and Effective Education by Richard Villa & Jacqueline Thousand. A text on the paradigm shift and strategies for creating inclusive schools and classrooms.^[8]

Schools with Spirit: Nurturing the Inner Lives of Children and Teachers edited by Linda Lantieri. Discusses Circle of Courage values as central to social and emotional learning in this exposition on transforming schools.^[9]

Mentoring for Talent Development edited by Ken McCluskey & Annabelle Mays. Integrates concepts from gifted education, creativity, and mentoring marginalized young people.^[10]

Troubled Children and Youth: Turning Problems into Opportunities by Larry Brendtro & Mary Shahbazian. Presents research based strategies for using crisis as opportunity and cultivating strengths in young people.^[11]

Kids Who Outwit Adults by John Seita & Larry Brendtro. Discloses the private logic behind troubled and defiant acts and strategies to reach adult-wary youth.^[12]

No Disposable Kids by Larry Brendtro, Arlin Ness, & Martin Mitchell. Challenges the notion that any kid is “too far gone” to be helped and shares strategies based on research and actual cases.^[13]

Response Ability Pathways: Restoring Bonds of Respect by Larry Brendtro & Lesley du Toit with foreword by Martin Brokenleg. This text accompanies RAP training which provides practical training on connecting with youth in conflict, clarifying problems and challenges, and restoring harmony.^[14]

Kinder stärken Kinder [Children helping children] by Gunther Opp & Nicola Unger. Applies strength-based principles for building positive peer cultures to emotionally troubled students.^[15]

The Resilience Revolution by Larry Brendtro & Scott Larson. Practical strategies to help children overcome pain in their lives and develop resilience.^[16]

Conflict in the Classroom: Positive Staff Support for Troubled Students by Nicholas Long, William Morse, Frank Fescer, and Ruth Newman. An exhaustive compendium of articles on all aspects of building safe and reclaiming schools.^[17]

Connecting with Kids in Conflict: A Life Space Legacy by William C. Morse. Historical perspectives and principles by a pioneer in the education and treatment of troubled children, William C. Morse [1915-2008] of the University of Michigan.^[18]

Deep Brain Learning: Pathways to Potential with Challenging Youth by Larry Brendtro, Martin Mitchell, & Herm McCall. Identifies evidence-based principles for effective interventions with challenging children and youth through a consilience of neuroscience, positive psychology, practice wisdom, and expertise of children and families.^[19]

Kündenorientierung-Partizipation-Respekt [Client focused-participation-respect] edited by Karen Sanders & Michael Bock. Highlights new directions in youth work including Positive Peer Culture and RAP models.^[20]

Classroom Management: Engaging Students in Learning by Tim McDonald. Develops a “Positive Learning Framework” based on Circle of Courage principles with strategies for developing environments where students can flourish.^[21]

TherapyWise: Creating Courage from Within by Robert Foltz (in press). The essential guide for teens in therapy (and their parents) for getting most out of treatment with psychologists, psychiatrists, social workers, counselors.^[22]

External links

• Reclaiming Youth International
• Reclaiming Children and Youth Journal
• Starr Commonwealth
• Starr Global Learning Network
• International Child and Youth Care Network, led by Brian Gannon, Thom Garfat, and Leon Fulcher
• Psychoeducational Network, edited by Dr. Charles Chrystal

References