The Circle of Courage model can be used as an assessment instrument to identify the source of the behavioral problem, and a guide to our rehabilitation or "reclaiming" efforts with behaviorally challenged children and youth (and adults).  The model is presented visually as a wheel with four spokes or supports that keep the wheel "true" and strong..
 
 

    It is believed that all four parts of an individual's "circle" must be intact in order to have a self-secure, prosocial approach to life.  A lack of strength in any of the four areas of development results in emotional and behavioral difficulties.

    The most important component, upon which the other three are based is a well developed sense of "Belonging".  As Abraham Maslow (1953) pointed out in his "hierarchy of needs" model, after quaranteeing that physiological needs (e.g., minimal levels of food, water, temperature) are met, "Love and Belonging" needs are the next most important.  Humans have a primal need to feel valued, important, and protected by significant others in their lives...to feel comfortable and welcomed within a frequent and important group such as family, friends, colleagues, etc.  Of course, the family and one's close personal community are the most important influences on the original development of this area of self.

  Those individuals who have weak feelings of "belonging" due to a disrupted or non-supportive upbringing are often able to rebuild or strengthen that area by developing close allegiances, friendships, and relationships later in their lives with positive people and groups.  However, those who do not repair that broken area of self may display one or more of many problems in relating to others.  As examples of a few misdirected attempts to "belong", they may join into or identify with negative groups that promote crime, religious hatred, disregard for the rights of others, negative use of the internet, or some other distorted views and actions.  This connection with negative influences develops in an attempt to feel important and be accepted within a social structure.  Many of these misguided youth have an absence of previous contact with positive people.  Or, they may have had repeated negative contact that oftentimes results when helping professionals become frustrated with their lack of positive impact on the resistant youngster, and strike out toward or abandon him/her.  These misdirected youth may become increasingly non-responsive or resistant to the efforts of good people and groups (including counselors and teachers) because they do not feel worthy of inclusion, or for fear of being again rejected by positive people who claim to care, but will at some point abandon their reclaiming efforts as has happened before in their young lives.  In essence, these defiant, aggressive, callous, misdirected youngsters scare off those with whom they most need and want to be connected, believing that no one could ever fully and unconditionally care for them.  That view is based on their past experiences.  They are products of their part of society. 

    If one has an impaired, distorted, or absent sense of belonging, it will probably effect one or more of the other four areas of one's character.  For example, those who have a strong sense of "Generosity" (because those in the groups to which they belonged when they were young shared time, work, play, resources, and knowledge) are empathetic toward others and want to help others.  They give of themselves or their possessions in various ways.  They truly have the "joy of giving", receiving pleasure from helping others in need.  Folks who have a distorted or absent sense of generosity might display behaviors described as "stingy", "callous", "uncaring", and lacking in concern for the welfare of others.  They "take" rather than "give" (absent quadrant of Generosity) or show their malformed sense of generousity in odd ways (e.g., being overly giving due to feelings of obligation).
 

    Those who are strong in the medicine wheel quadrant of "Mastery" feel competent in their abilities, and seek more skills and knowledge.  They are willing to fail, appear unskilled, or look "silly" when they try new things, because they see the situation as an opportunity to learn and have fun.  To them, failure is viewed as a learning experience.  Their secure self image allows them to energetically undertake tasks and activities in which they may not be fully or even partially successful.  They enjoy the challenge.  Those individuals with an impaired sense of mastery have low self esteem and holes in their self concept.  They may refuse to attempt a task for fear of failure, give up easily, be dependent on others' continous guidance in order to engage in or continue on a task, and/or may devalue and ridicule schooling or the efforts of others.  The recent work of Carol Dweck regarding motivation and persistence on task is providing research evidence for this view.

    Persons with a strong sense of "Independence" feel in control of themselves, their behavior, and their lives.  They have a well-developed sense of autonomy, and accept responsibility for themselves and their actions.  On the other hand, those who have a lessened or absent sense of independence are likely to engage in "scatter-brained" or disorganized behavior, be easily swayed by others into engaging in irresponsible or inappropriate actions, and blame circumstances/others for their actions. 
 

    We want our schools to be "Reclaiming Environments" that provide a feeling of belonging and being accepted in a supportive place filled with persistently tolerant, caring and skilled professionals.  We want to help students achieve to their potentials and fully develop their sense of mastery.  By providing opportunities for care giving and helping, we can promote generosity.  Through wise and supportive coaching, we can help those who misbehave to develop their independence in making better decisions.
 

The book that explains this model more in depth, Reclaiming Youth at Risk: Our Hope for the Future (and related materials) helps professionals assess whether each of the four areas is "strong", "distorted", or "absent".  General principles and practices for repairing the "Circle of Courage" and "Reclaiming" at risk kids are provided therein.

    Larry Brendtro, Martin Brokenleg, & Steve Van Bockern. Reclaiming Youth at Risk: Our Hope for the Future.  Bloomington, IN: National Educational Service.  This book can be ordered from www.solution-tree.com (http://www.solution-tree.com/Public/Media.aspx?ShowDetail=true&ProductID=BKF116) or by calling 888-763-9045 or  800-733-6786 (toll free numbers).

For an audio version of the "Reclaiming" book http://www.solution-tree.com/Public/Media.aspx?mode=&parent=&ShowDetail=true&ProductID=AUF001

"Reclaiming Children and Youth At-Risk" is a journal based upon the Circle of Courage model.  It is one of my favorite professional readings.  Each issue contains informational and inspirational articles for those professionals who work with "lost kids"...those kids who are deeply hurt, and/or hurt others.  Subscriptions can be obtained at http://www.reclaiming.com/journal/subscription.php   
  
 

   Author: Tom McIntyre at  www.BehaviorAdvisor.com

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