Kyle Taperek and Anne Ruoff

1. Energy for a Positive Environment Kyle Taperek and Anne Ruoff UNC Chapel Hill How Does it Work in Schools? NHA Steps in the Classroom: The School Counselor’s Role The Nurtured Heart Approach can be used by any adult when interacting with students, be they parents, teachers, counselors, or administrators. The school counselor is a vital node in this network of adults and therefore in a prime position to advocate for the use of NHA in schools. When students harvest energy from educators for successes and net no energy from missteps, they strive to succeed again and again. About the Approach Abstract This presentation is an introduction to the Nurtured Heart Approach. Provided is information concerning the foundational basis of the approach, its essential steps, how it can work within a school setting, and the role of school counselors in its implementation. The Nurtured Heart Approach (NHA) is a behavioral technique developed by Howard Glasser. The approach is focused on improving a children’s perception of themselves and their behavior. Instilled in the child is a belief that “I am good and I can be successful.” This is accomplished by creating a structured environment in which children receive praise when they are “caught” engaging in desired behaviors. As children become confident in their ability to succeed and realize that positive actions result in higher attention pay-off than negative actions, they reconstruct their behavioral narratives. NHA and Administrators Counselors can broach buy-in with school administration by aligning NHA with the Positive Behavior Intervention and Support (PBIS) initiative. PBIS emphasizes a school-wide approach to discipline that is positive, consistent, and reinforces clear expectations. The stands and steps of NHA meet each of these requirements exemplarily. Three Central Tenants The techniques of NHA begin with adults altering the ways in which they recognize, or provide energy, to children.There are three stands that an adult abides by when interacting with children. Theoretical Foundation Absolutely NO! This stand is key to redirecting a child’s behavior and encouraging all children to make positive choices. This part of the approach states that at no time shall the adult be drawn into feeding negative behavior by rewarding it with energy. The Big Bang Do you leave after the first few minutes of a fireworks show or do you stick around to make sure you catch the grand finale? Children are always seeking the big bang all they learn easily exactly what to do in order to receive it. In addition, research literature supports the effectiveness of NHA and can be referenced when advocating for its importance. NHA and Teachers With administrative support it can be possible to train teachers in NHA school-wide. Possible avenues of implementation include presentations during workshop days, early dismissals, or any other times set aside for professional development. Otherwise, NHA can still be recommended as a strategy when consulting with school staff. While NHA is powerful, it can be labor-intensive, therefore it ‘s critical that teachers feel supported when taking it on. Counselors should make themselves available as a NHA contact and provide check-ins. Finally, it is key to remind teachers that they can apply NHA principles to themselves. Teachers can “reset” if they realize they are feeding unwanted behaviors with energy and be mindful that they too are successful beings with unlimited potential. Absolutely YES! This can be summed up by praise, praise, and more praise. This stand is all about directing energy towards children for their efforts. These include choosing to do the right thing and even choosing not to do the wrong thing. No matter how small, every effort towards a positive behavior shall be rewarded. Video Game Analogy Children are captivated by video games because they follow consistently clear rules that never fail. If a child fulfills the requirements of the game then they are rewarded. If they break the rules then a quick and immediate consequence occurs. Following a consequence, the game resumes. Video games are consistent and predictable, there is no way to circumvent the program. An Evidence Based Approach NHA and Parents The school counselor can educate parents on NHA both on the individual and communal level. Having a NHA presentation during a parent night or devoting a night solely to parents’ NHA education is an excellent way to unite the interests of parents and faculty if NHA is being utilized school-wide. Counselors can cite research when referring NHA to parents and point them to further resources on the topic. Similarly as when working with teachers, it can be helpful to let parents know they can “reset” when overwhelmed and that their effort is appreciated. 326 parents who completed a 5 week course in NHA were surveyed on their parent-child relational frustration and child’s interpersonal strengths. Compared to controls, greater change was reported. Energy Children thrive off the energy adults give them. Critically, both positive and negative behaviors can garner energy. Children learn which of their behaviors elicit the greatest amount of your energy. A child’s brain will create patterns that connect their behavior and your energy. They will invest in behaviors that result in the highest energy pay-off. Absolute CLARITY! Clear rules need to be set and they must be followed through. Set the limits and dole consequences when there is behavior that cannot be ignored. Consequences should be quick, consistent, and allow the child to re-enter once completed. Results of a NHA oriented social skills group. Teacher pre and post ratings of pro-social behavior (1 low, 5 high) improved significantly. References Brennan, A. L. & Hektner, J. M. Parent training in the Nurtured Heart Approach: Effects on Parents’ Well- being, Practices, and Perception of Child Strengths. North Dakota State University, Research Poster. Glasser, H. & Easley, J. (1998). Transforming the Difficult Child: The Nurtured Heart Approach. Tucson, AZ: Center for the Difficult Child Publications. Glasser, H. N. (2000). Efficacy of the Nurtured Heart Approach. Best Practices Journal. Retrieved from http://lifetreksolutions.com/content.php?id=73 Nielsen, S. E. (2012). You’re Fun, You’re Funny, and You Dress Good! A Classroom Social Skills Intervention with a Nurtured Heart Touch and Its Effecton Prosocial Behavior and Motivation to Learn. Minnesota State University, Moorhead. Parents in Progress. Nurtured Heart Approach and School Success. Retrieved from: http://parentsinprogress.org/wp-content/docs/NHA-white-paper-plus-program-options.pdf Public Schools of North Carolina Department of Public Instruction. Positive Behavior Intervention and Support: Programs and Research-Based Practices. Retrieved from: http://www.dpi.state.nc.us/positivebehavior/background/practices/ Contacts Kyle Taperek Anne Ruoff ktape912@gmail.comanne.ruoff@gmail.com Special Thanks and Acknowledgements to Mary Scroggs Elementary School