Wellbeing is Prevention and Intervention
I went walking with my friend who is a neurologist this past weekend. Her father is beginning to show signs of cognitive decline. My dad has been dealing with Alzheimer’s/dementia for seven years. My friend shared that someone recently suggested to her that the forgetfulness may be the result of not dealing with the pain and sorrow of life. “We don’t get to choose what we forget,” her friend offered. What if instead of trying to forget the anger and sadness, we forget everything?
Identifying what is going on in our minds and in our hearts so we can use our hands to build up and not tear down is a critical piece of wellbeing. As caring adults, we help children identify and articulate what they are thinking and what they are feeling so they can make choices to do the good for themselves, their friends, their families, and their communities.
Wellbeing is both prevention and intervention. In the early 1990’s, Hawkins & Catalano proposed the Communities that Care model (Hawkins & Catalano, 1992, 1995). A community of care includes providing a full circle of support to students and their families at home and at school, which may mean a food pantry, laundry services, clothes closet, English as a second language classes, or GED opportunities at the school building. To help students succeed, we want to decrease risk factors, such as poverty and homelessness, and increase protective factors, such as healthy peer relationships and positive role models.
To the degree that we are offering a pro-active approach to community building by establishing a common language, fostering shared experiences, and offering support services, we are engaging in prevention work. Miriam-Webster’s Dictionary defines prevention as the act of preventing or hindering. By taking a preventative approach, we are combating chronic absenteeism, drug abuse, alcoholism, teen pregnancy, violence by offering positive alternatives for how students use their time and talents. Organized sports and arts programs are prevention. What we as caring adults must infuse into these learning activities is the conversation about values and decision-making. It is incumbent upon us as caring adults to set the guardrails in place for student thought and behavior. Values such as Kindness, Cooperation, Patience, Perseverance and more are tenets upon which we can all agree, regardless of race, nationality, or socio-economic status. These ideals are what make us human.
But what about our students who are already in trouble? Is it too late for them?
Absolutely not! Our students who may be struggling academically, socially, or behaviorally are crying out for more support. Instead of labeling these students as problems, we need to see them as opportunities. They have the opportunity to change and grow, and we have the opportunity to learn and grow with them.
Intervention is “action taken to improve a situation “ (Oxford Dictionary). All too often, we as educators and parents think that a student who is sent to the Alternative Learning Center or a student who is pregnant must be shamed into doing better. As researcher Brene’ Brown points out, shame makes us feel like we are flawed and unworthy of love. Is it possible then to use shame to help children improve their decision-making? What if we as caring adults choose instead to extend unconditional love while simultaneously upholding the values of Responsibility, Respect, Courage, Honesty and more. What if we provide the space to listen to what is going on in the hearts and minds of our children, letting their voices be heard and engaging in dialogue with them in order to help redirect their thoughts and behaviors. Yes, this is a messier approach. It would be easier to just say, “Do this because I told you so” but would we really be helping our students if we shuttered their process?
I believe wholeheartedly that part of the reason that students feel that our current education system is irrelevant is because they are expected to listen silently rather than engage deeply with those from whom they are to learn. Is this really a problem with our students? Or is this an indication of our own desire for control?
Our goal as educators and parents is to guide and support the next generation by fostering Positive Childhood Experiences. They know that we don’t have all the answers. All they have to do is look at their Twitter feed for the latest news trending about climate change or racism for evidence for their case against us. However, what if we come alongside them, exploring life stories, engaging in meaningful conversations, reflecting on our own emotions and ideas, and collaborating to create solutions?
As Margaret Mead said, “Children must be taught how to think, not what to think.” That is the best prevention and intervention we can offer because that cultivates HOPE. - Tamara Creates, Founder of Love In A Big World
