Community of Care
Community of Care
Embedded Files
Using a community of care ...
Promotes community
Allows for vulnerable communication
Structures conflict resolution
Implementation
Implementation
Overview
Community of Care requires a team approach with family and school based team.
The goal is to establish a structure occurring once per week where a student has the opportunity to be heard and to hear from chosen members in a circle setting of (5-6) people.
At least 2 of them should be other peer models with the remaining being adults.
The peers offer a glimpse of what belonging over alienation can feel like.
Core Components
The structure calls for positive peer pressure and make it explicit for the student to hear from their peers how their actions affect them, what the student can do and say to make things better, and humanize the student to the peers over their recent actions.
Proactive Implementation
Proactively implementing a Community of Care may look like creating the structure and providing the space early for students to seek and gain feedback about their week with a preferred set of members.
Responsive Implementation
Responsively implementing a Community of Care may stem from an individual student's need to connect both home and school. This process should be explained to the student the student should be allowed to select who they want involved.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the student should be afforded time to select who they want invovled at the beginning of the process.
Skills Training
If the need is skill building then the Community of Care should involve identifying specific target skills and check ins for those skills each week.
Awareness
If the need is awareness then the Community of Care should consist of time where people directly involved in all aspects of the student's life are allowed to share their perspectives.
Emotional Regulation
If the need is regulation then the student should be allowed the opportunity to pause the Community of Care or be given the tools to use a regulation/coping strategy they prefer during the process.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
Page updated
Report abuse