The Bridges Program Philosophy
A philosophical approach has been adopted to look at the needs of the at-risk student. Study of the writings and teachings of Brendtro, Brokenleg, and Van Bockern, authors of Reclaiming Youth At-Risk, has provided the following concepts which fit well with the District's goals. They suggest focusing on "Mastery," "Independence," "Belonging," and "Generosity," the four parts of the "Circle of Courage" as objectives.
- Mastery
Achievement, motivation and self-actualization are prominent in psychological literature. Frustrated in their attempts to achieve, children may seek to prove their competence in distorted ways, such as delinquency, high risk acting out, or nonachieving. The idea is that when students' needs to be be competent are satisfied, motivation for further achievment is enhanced. Student-centered curriculum is a priority in the Bridges Program with a goal for all students to experience academic success.
- Independence
This view is grounded in the belief that students need to understand their role in developing themselves. The purpose of external discipline by adults is not to punish or control, but rather to build the student's self-discipline by raising awareness and personal problem solving skills. A feeling of powerlessness increases dependence and sometimes results in rebellious, aggressive, irresponsible or even submissive behavior. In Bridges, students learn respect for social and individual responsibility by using group problem solving and conflict resolution strategies. Through high expectations for individual efforts, positive relationships with adults, and learning experiences geared toward decision-making, students develop the necessary skills for educational/vocational success.
- Belonging
"Belonging" can be experienced as affective (a feeling of caring/concern, safety and connectivity to those around a person,) or as behavioral (actions that show interdependence, respect and commitment to each other.) In a community, belonging is enhanced by vibrant cross-generational relationships as well as meaningful peer relationships. Belonging is a powerful social value for youth. Some youth who feel rejected find distorted belongings through behavior such as attention seeking or dependence on people who are not really committed to the youth's best interests. Others are reluctant to form human attachments or act overly dependent. The Bridges staff seek to create an environment and experiences that foster relationships of trust, mutual respect, and interdependence. Staff, parents and students, all have a meaningful and respected role in the Bridges Program.
- Generosity
This perspective is grounded in the notion that giving of oneself increases connectivity in the community and enhances a person's self-worth. Research has shown that troubled youth demonstrate an increased sense of self-worth as they commit themselves to the positive value of caring for others. Furthermore, a community cannot survive without giving members. Recent reports on the status of American education recommend more opportunities for student community service in the curriculum. Again, modeling of this behavior is an important component of teaching it. It also gives youth opportunities to experience generosity.
Bibliography
Brendtro, L., Brokenleg, M., and Van Bockern, S. Reclaiming Youth at Risk: Our Hope For Future, published by National Education Service, Bloomington, IN, (812) 336-7700.
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