MES by dffhrtcv3


•   Medical model
•   Key word-help
•   Focus on correcting wrong doing
•   Focused on behavior
•   Focused on treatment
•   Giving advices
•   Worker viewed as an experts
         Developmental model
• The Circle of Courage is a model of positive youth
  development first described in the book Reclaiming
  Youth at Risk, co-authored by Larry Brendtro, Martin
  Brokenleg, and Steve Van Bockern. The Circle of
  Courage is based in four universal growth needs of all
  children: belonging, mastery, independence, and
  generosity. Entirely on the child, youth and family
  holistically (circle of wholeness)
• Focus on strengths
• Self determination
• Build on competency
• Worker is viewed as a facilitator
• Key word-develop and empower
The circle of Courage:
• Belonging – attachment "Be related, somehow, to
  everyone you know." Treating others as kin forges
  powerful social bonds that draw all into relationships of
  respect. 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.
• It takes a village to raise a child. A sense of attachment
  to family, school, peers, church et. Children are
  desperately pursuing “artificial belonging” because
  families, schools, neighbourhoods are not fulfilling this
• For example, children who feel rejected are struggling to
  find artificial, distorted belongings through behaviour
  such as attention seeking.
• 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
• When deprived of opportunities for success , young
  people express their frustrations through trouble
• Independence – “self reliance” children must have a
  sense of power over their own behaviour and their
  environment because if they lack this ability they are
  bound to become developmental causalities (learned
  helplessness). A condition of human being in which
  he/she has learned to behave helplessly even when the
  opportunity is restored for him/her to help himself/herself
  by avoiding an unpleasant circumstances to which
  she/he has been subjected. Independency does not
  mean the child no longer needs nurturance because for
  the child to manage and control their actions depends on
  the degree of security of his/her attachments.
Generosity - “empathy". helping other
improves self-esteem and increased self-
esteem allows the child to contribute to
others. Without the opportunity to give to
others, children cannot develop as caring
• Based on the dev model
• It addresses all four aspects of the dev
  model in the helping process.
• It outline activities to be undertaken, the
  time frame, as well as the role player.
• Assessment is done as team rather than
         The young person

• Young people must be actively involved in
  the assessment process should take full
  account of the young person‟s to inform
  and develop their IDP.
• However methods of assessment
  communication skills and mobility
• These may include: Assessment and
  Progress Record & Care Plan
• Placement Information Record and
  Agreements (were appropriate)

• A copy of the „IDP‟ should be given to all
  young people as part of the assessment
  and planning process. It will be important
  for some young people to know where
  they can obtain support to complete the
  fulfillment of their IDP.
    The Multi disciplinary team
• The young person‟s parents, and/or others with
  parental responsibility.
• Other family members who are important to the
  young person.
• Anyone caring for the young person – relatives,
  their foster career or staff in residential homes.
• The young person's school or college.
• Any provider of care or treatment for the young
             MES BENEFITS
  Crisis as an Opportunity for Learning
• Clients in crisis–whether angry, manipulative,
  anxious, fearful, or depressed have been helped
  to disengage from conflict cycles and conduct
  problems. Managed ineptly, Avoiding crisis
  which can lead to devastating cycles of
  disruptive behavior--hostility, violence and
• Handling well, of crisis providing a window of
  opportunity to learn new ways of thinking, feeling
  and behaving.
            MES BENEFITS
• The youth learns to disengage from self-
  defeating patterns and to develop responsible,
  pre-social values and behavior.

Positive Behavioral Interventions
• Enabled professionals to move beyond a narrow
  dependence on containment, coercion and
            MES BENEFITS
• Connecting with youth at risk and enlist them as
  partners in planning.
• Conduct an ecological scan of family, peer
  group, and community bonds.
• Identify how the youth copes with challenge in
  resilient and self-defeating ways.
• Address problems by developing positive
  external supports and inner strengths.
• Meeting Circle of Courage needs of Belonging,
  Mastery, Independence, and Generosity.
• Restoration.
• Interdependency from all social services
• Continuity of Care
• Auditing the resources and the help
Answer to the following questions

• 1.How did this young person come to this
  point in his or her life?
• 2. Where should we go from here to foster
  positive learning and growth?
           Success Stories
• Flora

• Linda

• Mike

• Marble
• 1. Dr. Martin Brokenleg, Larry Brendtro, &
  Dr. Steve Van Bockern. Augustana
  College Faculty, Sioux Falls, South
  Dakota. “reclaiming Youth at Risk: Our
  Hope for the future. (1990)
• 2. National Association of Child Care
  Workers, module 14. version 1 (2009)

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