1. Caring Relationships…
Adults can convey loving support to students
by listening to students and validating their feelings,
and by demonstrating kindness, compassion, and respect
(Higgins, 1994 ; Meier, 1995).
They refrain from judging,
and do not take students' behavior personally,
understanding that youth are doing the best they can,
based on the way they perceive the world.
2. Positive and High Expectations.
Adults' high expectations can structure and guide behavior,
and can also challenge students beyond what they believe they can do (Delpit, 1996)
Turnaround adults recognize students' strengths,
mirror them, and help students see where they are strong.
They especially assist overwhelmed youth,
who have been labeled or oppressed
by their families, schools, and/or communities,
in using their personal power to grow from
damaged victim to resilient survivor by helping them to:
(1) not take personally the adversity in their lives;
(2) not see adversity as permanent; and
(3) not see setbacks as pervasive (adapted from Seligman, 1995)
These adults are student-centered:
they use the students' own strengths,
interests, goals, and dreams
as the beginning point for learning,
and they tap students' intrinsic motivation for learning.
3. Opportunities to Participate and Contribute.
As an outgrowth of a strengths-based perspective,
turnaround adults let students
express their opinions and imagination,
make choices, problem solve,
work with and help others,
and give their gifts back to the community
in a physically and psychologically safe and structured environment.
They treat students as responsible individuals,
allowing them to participate in all aspects of the school's functioning.
( Rutter et al., 1979; Rutter, 1984; Kohn, 1993)
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