Counseling Families Using Principles of Re-EDucation

Counseling Families Using Principles of Re-EDucation

When Nicholas Hobbs created the Re-EDucation model, he envisioned that this philosophy would inform multiple disciplines. Today, Re-ED is widely applied to work with troubled children in day treatment, school-based services, residential settings, and therapeutic wilderness programs. Hobbs outlined a...

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Bibliographic Details
Published in:Reclaiming children and youth Vol. 20; no. 3; pp. 51 - 54
Main Author: Shepard, Lisa
Format: Journal Article
Language:English
Published: Reclaiming Children and Youth 01-10-2011
Subjects:
Behavior Problems
Child Behavior
Children
Competence
Counseling Techniques
Family Counseling
Parent Child Relationship
Self Control
Trust (Psychology)
Youth
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Summary:When Nicholas Hobbs created the Re-EDucation model, he envisioned that this philosophy would inform multiple disciplines. Today, Re-ED is widely applied to work with troubled children in day treatment, school-based services, residential settings, and therapeutic wilderness programs. Hobbs outlined a dozen Principles of Re-EDucation that are described in detail in the book "Helping Troubled Children and Youth." While these are all relevant in work with families, this article concentrates on four principles: (1) Trust between a child and an adult is essential; (2) Competence makes a difference; (3) Self-control can be taught; and (4) In growing up, a child should know some joy each day and look forward to some joyous event for the morrow. The elegance of the Re-ED model is that there are no fixed dogmas, no prescribed interventions, only pervasive concepts. These principles do not restrain discovery or invention. Rather, the values of Re-ED strengthen one's ability to be helpful in any role or setting.
ISSN:1089-5701