approach
Farrington and Ttofi (2009) highlight that some of the key elements of a successful intervention include the use of consistent disciplinary methods; classroom management strategies; and use of parent training activities, meetings, and information. Program "dosage," or, the amount of time and the intensity of the training, are also associated with the efficacy of the programs. Steeped in evidence-based practices, the Social Harmony process is distinguished by the following three key principles:
First, Social Harmony deploys the entire school ecosystem to build self-sustaining programs that promote social emotional health and address conflict through restorative justice methods. Once an in-house Social Harmony Committee is installed, it trains new faculty and parents in perpetuity. Our program helps shift the school climate for the long-term benefit of all involved.
Principle #2: Restorative Justice
Second, restorative approaches address inappropriate behavior and enable schools to use a behavioral incident as a “teachable moment” through which students may take responsibility for harm they have caused. Restorative approaches include circle process, restorative inquiry, perpetrator and target mediation, and formal restorative conferencing. This helps build intrinsic motivation, while cultivating an ability to meet challenging situations with resilience and creativity. Social Harmony takes restorative approaches one step further to include needs-based conflict resolution and nonviolent communication. Our approach establishes and promotes a safe, positive, and respectful school climate in which members are able to resolve conflicts, stress, anger, and other troublesome issues in a productive and constructive manner.
Principle #3: Three-Tiered Public Health Intervention Model
Third, Social Harmony is a three-tiered, public health model. That is, students who do not respond to a particular Tier One level intervention receive increasingly more intensive programming until symptoms are attenuated. Our Foundation program involves activities for all youth within a defined school setting, to which 80% of students are expected to respond. But for a small group (~15%) of at-risk students in need of more support who do not, a higher-level intervention may include more intensive social and emotional skills training. Finally, for those who remain identified as directly involved with bullying or being targeted, a still higher level of service may be warranted.
- Sustainable Programming
- Restorative Justice
- Three-Tiered Public Health Model
First, Social Harmony deploys the entire school ecosystem to build self-sustaining programs that promote social emotional health and address conflict through restorative justice methods. Once an in-house Social Harmony Committee is installed, it trains new faculty and parents in perpetuity. Our program helps shift the school climate for the long-term benefit of all involved.
Principle #2: Restorative Justice
Second, restorative approaches address inappropriate behavior and enable schools to use a behavioral incident as a “teachable moment” through which students may take responsibility for harm they have caused. Restorative approaches include circle process, restorative inquiry, perpetrator and target mediation, and formal restorative conferencing. This helps build intrinsic motivation, while cultivating an ability to meet challenging situations with resilience and creativity. Social Harmony takes restorative approaches one step further to include needs-based conflict resolution and nonviolent communication. Our approach establishes and promotes a safe, positive, and respectful school climate in which members are able to resolve conflicts, stress, anger, and other troublesome issues in a productive and constructive manner.
Principle #3: Three-Tiered Public Health Intervention Model
Third, Social Harmony is a three-tiered, public health model. That is, students who do not respond to a particular Tier One level intervention receive increasingly more intensive programming until symptoms are attenuated. Our Foundation program involves activities for all youth within a defined school setting, to which 80% of students are expected to respond. But for a small group (~15%) of at-risk students in need of more support who do not, a higher-level intervention may include more intensive social and emotional skills training. Finally, for those who remain identified as directly involved with bullying or being targeted, a still higher level of service may be warranted.