structure
There are three levels of Social Harmony training, involving all stakeholders in the school community, including school faculty and staff, students, parents, and even grandparents and other community members. While a school may establish a foundation by implementing only Level 1, Levels 2 and 3 are recommended for achieving the best outcomes and engendering community-wide culture change.
Level One: The Social Harmony Foundation
The Level One curriculum includes 13 hours of training and lecture over two days. It focuses on managing child-to-child conflict and establishes the foundation for implementing the Social Harmony approach within the school community. During this phase, your school will designate its Social Harmony Committee. The Committee is a core group of approximately 10 parents and school staff who will serve as the driving force behind your school’s Social Harmony program. During Level One, committee members will receive 5.5 hours of training in needs-based conflict resolution and other approaches that will prepare them to implement the Social Harmony program in your school. Following training, they will meet weekly to handle individual cases and manage implementation of the school’s Social Harmony curriculum in tandem with your school’s existing discipline policy. During Level One, rising eighth grade/eleventh grade students are also trained to play a key role in conflict resolution with younger students; all teachers are trained to handle conflict as it arises in their classrooms; and the whole school community is invited to attend a two-hour lecture that explains the Social Harmony framework.
Level One: The Social Harmony Foundation
The Level One curriculum includes 13 hours of training and lecture over two days. It focuses on managing child-to-child conflict and establishes the foundation for implementing the Social Harmony approach within the school community. During this phase, your school will designate its Social Harmony Committee. The Committee is a core group of approximately 10 parents and school staff who will serve as the driving force behind your school’s Social Harmony program. During Level One, committee members will receive 5.5 hours of training in needs-based conflict resolution and other approaches that will prepare them to implement the Social Harmony program in your school. Following training, they will meet weekly to handle individual cases and manage implementation of the school’s Social Harmony curriculum in tandem with your school’s existing discipline policy. During Level One, rising eighth grade/eleventh grade students are also trained to play a key role in conflict resolution with younger students; all teachers are trained to handle conflict as it arises in their classrooms; and the whole school community is invited to attend a two-hour lecture that explains the Social Harmony framework.
Level Two: Empowering the Social Harmony Community
The Level Two curriculum includes 16 hours of instruction over a series of six workshops for faculty, parents, and the Social Harmony Committee. At this stage, the Social Harmony Committee is trained to take Social Harmony concepts to all students in the school through age appropriate classroom curricula, which they teach across all grade levels (K-8), or a small group Social-Emotional curriculum is made available to all high school students. This level also includes the first training for parents, with two workshops that empower parents of specific cohorts to collaborate in fostering positive class dynamics, and one workshop on needs-based conflict resolution aimed at helping parents “speak the same language” that school faculty, staff, and students are learning. Social Harmony Committee members attend these parent workshops and are trained by the Social Harmony facilitator to lead them in future. During Level Two, teachers also learn best practices in discipline approaches and are supported to get on the same page about how to discipline consistently across classrooms. By the end of the Level Two, participants should be equipped to manage conflict and behavior in new ways.
The Level Two curriculum includes 16 hours of instruction over a series of six workshops for faculty, parents, and the Social Harmony Committee. At this stage, the Social Harmony Committee is trained to take Social Harmony concepts to all students in the school through age appropriate classroom curricula, which they teach across all grade levels (K-8), or a small group Social-Emotional curriculum is made available to all high school students. This level also includes the first training for parents, with two workshops that empower parents of specific cohorts to collaborate in fostering positive class dynamics, and one workshop on needs-based conflict resolution aimed at helping parents “speak the same language” that school faculty, staff, and students are learning. Social Harmony Committee members attend these parent workshops and are trained by the Social Harmony facilitator to lead them in future. During Level Two, teachers also learn best practices in discipline approaches and are supported to get on the same page about how to discipline consistently across classrooms. By the end of the Level Two, participants should be equipped to manage conflict and behavior in new ways.
Level Three: Parenting and Program Sustainability
Parenting does not come with an instruction manual. As a result, while most parents are well-intentioned, children often don’t receive the kind of guidance at home that would support positive behaviors and wise decision-making in the school environment. The Level Three helps fill this gap by providing workshops for parents on discipline, how to parent teens, and healthy lifestyle approaches. These workshops are led by specialized Social Harmony facilitators and are grounded in research in neuroscience, child development, and social psychology. In addition, Level Three also includes three hours of training for the Social Harmony Committee, which is tailored to your Committee’s specific needs and aimed at ensuring the longevity of the Social Harmony program.
Parenting does not come with an instruction manual. As a result, while most parents are well-intentioned, children often don’t receive the kind of guidance at home that would support positive behaviors and wise decision-making in the school environment. The Level Three helps fill this gap by providing workshops for parents on discipline, how to parent teens, and healthy lifestyle approaches. These workshops are led by specialized Social Harmony facilitators and are grounded in research in neuroscience, child development, and social psychology. In addition, Level Three also includes three hours of training for the Social Harmony Committee, which is tailored to your Committee’s specific needs and aimed at ensuring the longevity of the Social Harmony program.
OPTIONAL WORKSHOPS
Play and the Importance of Connection
Educator Neville Scarfe said, "Play...is the finest education system known to man." Play is a primary and vital way for children to experience connection, creativity, and intellectual stimulation. Research on school climate also demonstrates that children who feel safe, connected, and engaged will be the most ready to learn. By engaging in inclusive, engaging play, children will have fun, be in the joyful state that is most conducive to learning, and feel more connected to each other and themselves. Despite evidence pointing to the many benefits of play, however, many schools are cutting play out of kindergarten curricula, shortening recess, and cutting budgets for music and the arts in an effort to improve test scores. In this workshop you will learn:
Rites of Passage
Workshops and summer programs use intense transformational processes to help teens make the inner transition from childhood to adulthood. As with traditional rites of passage, these retreats use strong processes such as breathwork, nature processes, and adventure game theater to create the inner psychological 'waking up' that is necessary to come into maturity. A community where all can safely express themselves is built through cooperative play, trust exercises, and music. Through meditation, mindful movement, and deep sharing circles teens to begin to see and be seen by peers and mentors. This process encourages participants to discover the parts of themselves they hope to transform. Finally, each participant's personal transformation is celebrated as each leaves with a mentor who follows up with him or her throughout the year.
Show-Up Day
An all school assembly looking at cultural norms, oppression, empathy, and the ability to create their own culture together.
Community, Identity, and Sexuality
A participatory, reflective workshop which looks at the individual roles and responsibilities of becoming an adult citizen.
Play and the Importance of Connection
Educator Neville Scarfe said, "Play...is the finest education system known to man." Play is a primary and vital way for children to experience connection, creativity, and intellectual stimulation. Research on school climate also demonstrates that children who feel safe, connected, and engaged will be the most ready to learn. By engaging in inclusive, engaging play, children will have fun, be in the joyful state that is most conducive to learning, and feel more connected to each other and themselves. Despite evidence pointing to the many benefits of play, however, many schools are cutting play out of kindergarten curricula, shortening recess, and cutting budgets for music and the arts in an effort to improve test scores. In this workshop you will learn:
- The value of play and experiential learning in creating a positive, engaging and dynamic learning environment
- Interactive techniques and activities to take back into your classroom
- Resources available to broaden your skills in leading play
- How to bring play back into your own life
Rites of Passage
Workshops and summer programs use intense transformational processes to help teens make the inner transition from childhood to adulthood. As with traditional rites of passage, these retreats use strong processes such as breathwork, nature processes, and adventure game theater to create the inner psychological 'waking up' that is necessary to come into maturity. A community where all can safely express themselves is built through cooperative play, trust exercises, and music. Through meditation, mindful movement, and deep sharing circles teens to begin to see and be seen by peers and mentors. This process encourages participants to discover the parts of themselves they hope to transform. Finally, each participant's personal transformation is celebrated as each leaves with a mentor who follows up with him or her throughout the year.
Show-Up Day
An all school assembly looking at cultural norms, oppression, empathy, and the ability to create their own culture together.
Community, Identity, and Sexuality
A participatory, reflective workshop which looks at the individual roles and responsibilities of becoming an adult citizen.