Energy for a Positive Environment

How Does it Work in Schools? About the Approach

The Nurtured Heart Approach (NHA) is a behavioral technique developed by Howard Glasser. The approach is focused on improving a childrens perception of themselves and their behavior. Instilled in the child is a belief that I am good and I can be successful. This is accomplished by creating a structured environment in which children receive praise when they are caught engaging in desired behaviors. As children become confident in their ability to succeed and realize that positive actions result in higher attention pay-off than negative actions, they reconstruct their behavioral narratives.

Kyle Taperek and Anne Ruoff

UNC Chapel Hill
The School Counselors Role
The Nurtured Heart Approach can be used by any adult when interacting with students, be they parents, teachers, counselors, or administrators. The school counselor is a vital node in this network of adults and therefore in a prime position to advocate for the use of NHA in schools. When students harvest energy from educators for successes and net no energy from missteps, they strive to succeed again and again.

Abstract
This presentation is an introduction to the Nurtured Heart Approach. Provided is information concerning the foundational basis of the approach, its essential steps, how it can work within a school setting, and the role of school counselors in its implementation.

NHA Steps in the Classroom: Active Recognition

This is an observation of the facts. What do you see the child doing? It is a simple statement that comes with no side orders of interpretation or opinion Johnny, I see you have your book out and open to the page given in the instructions

NHA and Administrators

Counselors can broach buy-in with school administration by aligning NHA with the Positive Behavior Intervention and Support (PBIS) initiative. PBIS emphasizes a school-wide approach to discipline that is positive, consistent, and reinforces clear expectations. The stands and steps of NHA meet each of these requirements exemplarily. PBIS Positive NHA Unconditional energy towards positive behavior, non-energy towards negative behavior Absolute clarity and consistent consequences are essential Recognitions describe desired behaviors and positively reinforce those behaviors through praise Adults take a stand to use recognitions frequently and place minimal energy in consequences

Three Central Tenants

The techniques of NHA begin with adults altering the ways in which they recognize, or provide energy, to children. There are three stands that an adult abides by when interacting with children.

Experiential Recognition
An expansion of the first step: give an observation of what you see and also what this says about the childs greatness. This adds value to the initial statement. Sarah, I noticed you looked irritated by that word problem and yet you kept working on it, which shows that you are a perseverant and diligent student

Theoretical Foundation

Proactive Recognition
Celebrate the success that is happening. You praise the child for NOT breaking the rules. This makes rules explicit and builds the childs self-worth. Steve, I know you dont particularly like my answer to your question, but I want to honor you for the maturity that you are showing in not being argumentative

Clear and Consistent Reinforces Expectations

Absolutely NO! The Big Bang

Do you leave after the first few minutes of a fireworks show or do you stick around to make sure you catch the grand finale? Children are always seeking the big bang all they learn easily exactly what to do in order to receive it. This stand is key to redirecting a childs behavior and encouraging all children to make positive choices. This part of the approach states that at no time shall the adult be drawn into feeding negative behavior by rewarding it with energy.

Creative Recognition
This is a way to create success during times when it may not be present. Start with a simple request or action in progress. Praise any movement in the desired direction. Sue, I need you to come here. (Action). I want to thank you for hearing my words and coming towards me and showing your respectfulness

4:1 Ratio of Positive to Negative Interactions

In addition, research literature supports the effectiveness of NHA and can be referenced when advocating for its importance.

Consistent Consequences
Ignore the ignorable. Rules that are repeatedly and blatantly broken are always followed by a reset The class can agree upon whether a reset occurs at ones desk or a quiet place in the classroom During a reset the student is asked to reflect on and change behavior, it can take from a few seconds to minutes depending on the child Simply using the word reset or a cue agreed to by the class is enough to ensure minimal energy is given to the consequence. No lectures or grudges. Time in is joyful and high energy, there is forgiveness and appreciation as the student is welcomed back

NHA and Teachers

With administrative support it can be possible to train teachers in NHA school-wide. Possible avenues of implementation include presentations during workshop days, early dismissals, or any other times set aside for professional development. Otherwise, NHA can still be recommended as a strategy when consulting with school staff. While NHA is powerful, it can be labor-intensive, therefore it s critical that teachers feel supported when taking it on. Counselors should make themselves available as a NHA contact and provide check-ins. Finally, it is key to remind teachers that they can apply NHA principles to themselves. Teachers can reset if they realize they are feeding unwanted behaviors with energy and be mindful that they too are successful beings with unlimited potential.

Video Game Analogy

Children are captivated by video games because they follow consistently clear rules that never fail. If a child fulfills the requirements of the game then they are rewarded. If they break the rules then a quick and immediate consequence occurs. Following a consequence, the game resumes. Video games are consistent and predictable, there is no way to circumvent the program.

Absolutely YES!
This can be summed up by praise, praise, and more praise. This stand is all about directing energy towards children for their efforts. These include choosing to do the right thing and even choosing not to do the wrong thing. No matter how small, every effort towards a positive behavior shall be rewarded.

An Evidence Based Approach

326 parents who completed a 5 week course in NHA were surveyed on their parent-child relational frustration and childs interpersonal strengths. Compared to controls, greater change was reported.

NHA and Parents

The school counselor can educate parents on NHA both on the individual and communal level. Having a NHA presentation during a parent night or devoting a night solely to parents NHA education is an excellent way to unite the interests of parents and faculty if NHA is being utilized school-wide. Counselors can cite research when referring NHA to parents and point them to further resources on the topic. Similarly as when working with teachers, it can be helpful to let parents know they can reset when overwhelmed and that their effort is appreciated.
References
Brennan, A. L. & Hektner, J. M. Parent training in the Nurtured Heart Approach: Effects on Parents Wellbeing, Practices, and Perception of Child Strengths. North Dakota State University, Research Poster. Glasser, H. & Easley, J. (1998). Transforming the Difficult Child: The Nurtured Heart Approach. Tucson, AZ: Center for the Difficult Child Publications. Glasser, H. N. (2000). Efficacy of the Nurtured Heart Approach. Best Practices Journal. Retrieved from http://lifetreksolutions.com/content.php?id=73 Nielsen, S. E. (2012). Youre Fun, Youre Funny, and You Dress Good! A Classroom Social Skills Intervention with a Nurtured Heart Touch and Its Effect on Prosocial Behavior and Motivation to Learn. Minnesota State University, Moorhead. Parents in Progress. Nurtured Heart Approach and School Success. Retrieved from: http://parentsinprogress.org/wp-content/docs/NHA-white-paper-plus-program-options.pdf Public Schools of North Carolina Department of Public Instruction. Positive Behavior Intervention and Support: Programs and Research-Based Practices. Retrieved from: http://www.dpi.state.nc.us/positivebehavior/background/practices/

Energy
Children thrive off the energy adults give them. Critically, both positive and negative behaviors can garner energy. Children learn which of their behaviors elicit the greatest amount of your energy. A childs brain will create patterns that connect their behavior and your energy. They will invest in behaviors that result in the highest energy pay-off.

Absolute CLARITY!
Clear rules need to be set and they must be followed through. Set the limits and dole consequences when there is behavior that cannot be ignored. Consequences should be quick, consistent, and allow the child to reenter once completed.

Results of a NHA oriented social skills group. Teacher pre and post ratings of pro-social behavior (1 low, 5 high) improved significantly.

Contacts
Kyle Taperek ktape912@gmail.com Anne Ruoff anne.ruoff@gmail.com

Special Thanks and Acknowledgements to Mary Scroggs Elementary School