Vision:
Forge strong, trusting, positive connections with each student to help the student gain knowledge, achieve independence and have the confidence to tackle, both, academic and difficult life problems.
Forge strong, trusting, positive connections with each student to help the student gain knowledge, achieve independence and have the confidence to tackle, both, academic and difficult life problems.
2021/2022 School Year: Echo Glen Children's Center
Philosophy:
Re-EDucation is a philosophical basis for working with children and youth who have emotional and/or behavioral disorders. Re-EDucation grew out of clear research based college programs supported by the Board of Education and the National Institute of Mental Health in the 1960′s. Developed by Nicholas Hobbs in the early 1960s, Re-Education (Re-ED) is an ecological model that views the child as inseparable from his family and social context.
Focuses on the strengths of each child and family, and holds these beliefs: It is possible to teach competence; change is possible; and the development of trusting relationships with caring, committed adults is the most significant factor in turning around the lives of seriously traumatized children.
When asked to describe the Re-ED philosophy, Dr. Nicholas Hobbs, its architect, identified these 12 principles:
Philosophy:
Re-EDucation is a philosophical basis for working with children and youth who have emotional and/or behavioral disorders. Re-EDucation grew out of clear research based college programs supported by the Board of Education and the National Institute of Mental Health in the 1960′s. Developed by Nicholas Hobbs in the early 1960s, Re-Education (Re-ED) is an ecological model that views the child as inseparable from his family and social context.
Focuses on the strengths of each child and family, and holds these beliefs: It is possible to teach competence; change is possible; and the development of trusting relationships with caring, committed adults is the most significant factor in turning around the lives of seriously traumatized children.
When asked to describe the Re-ED philosophy, Dr. Nicholas Hobbs, its architect, identified these 12 principles:
- Life is to be lived now, not in the past, and lived in the future only as a present challenge.
- Trust between the child and adult is essential, the foundation on which all other principles rest, the glue that holds teaching and learning together; the beginning point for re-education.
- Time is an ally, working on the side of growth in a period of development when life has a tremendous forward thrust.
- Competence makes a difference; children and adolescents should be helped to be good at something, and especially at schoolwork.
- Self-control can be taught and children and adolescents helped to manage their behavior without the development of psychodynamic insight; symptoms can and should be controlled by direct address, not necessarily by an uncovering therapy.
- The cognitive competence of children and adolescents can be considerably enhanced; they can be taught generic skills in the management of their lives as well as strategies for coping with the complex array of demands placed on them by family, school, community, or job; in other words, intelligence can be taught.
- Feelings should be nurtured, shared spontaneously, controlled when necessary, expressed when too long repressed, and explored with trusted others.
- The group is very important to young people; it can be a major source of instruction in growing up.
- Ceremony and ritual give order, stability, and confidence to troubled children and adolescents, whose lives are often in considerable disarray.
- The body is the armature of the self, the physical self around which the psychological self is constructed.
- Communities are important for young children and youth, but the uses and benefits of community must be experienced to be learned.
- In growing up, a child should know some JOY in each day, and look forward to some joyous event for the morrow
RE-EDUCATION QUOTE
“It begins with an attitude of unconditional caring – not just for troubled and troubling children, but for all people,” Fecser once wrote. “It incorporates a sense of limitless hope sprinkled with naiveté and energized by boundless enthusiasm. When it comes to children, It is blind in one eye and has stars in the other. It never says never. It is not good at finding the disease or sickness or weakness in people, targets personal strengths and builds on them. It sizes up what’s working, what’s resilient, and then nurtures that part so that it takes up more and more space in a child’s life.”
Important Dates 2021-2022
August 30th: First Day of School
October 18th: No School Teacher Work day
November 11th : Veterans Day Observance, No School
November 25th 26th: Thanksgiving holiday, No School
December. 20th - Dec 30th: First Winter Break No School
January 17th : Martin Luther King Jr. Day, No School
January 28th: Teacher Work Day No School
Feb 17: Presidents Day, No School
February 21st-25th Second Winter Break, No School
March 18th: No School or Make-up Weather Day
April 11th-15th: Spring Break, No School
May 26th: Memorial Day, No School
June 17th: Last day of School
August 30th: First Day of School
October 18th: No School Teacher Work day
November 11th : Veterans Day Observance, No School
November 25th 26th: Thanksgiving holiday, No School
December. 20th - Dec 30th: First Winter Break No School
January 17th : Martin Luther King Jr. Day, No School
January 28th: Teacher Work Day No School
Feb 17: Presidents Day, No School
February 21st-25th Second Winter Break, No School
March 18th: No School or Make-up Weather Day
April 11th-15th: Spring Break, No School
May 26th: Memorial Day, No School
June 17th: Last day of School