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Research Based, Evidence-Based Program and Curriculum

Streets2Schools uses the Research-Based Whole-Souled Success Programs and curriculums (Healy, 2020). The purpose of the Whole-Souled Success Programs and curriculums are (1) to eradicate Domestic Violence, (2) help clients self-regulate thoughts and emotions, and (3) eradicate child endangerment and abuse. The programs and curriculums assist participants through an interpersonal / cognitive behavioral approach to develop and master the concepts, skills, and strategies required to change thinking and behavioral patterns (Babcock, et al., 2004 & 2016) from the domestic violence cycle (Mason, 2021), anger-induced thinking and behavioral patterns, and cycles of poor parenting to the love and compassion cycle (Healy, 2020).


Love and Compassion Cycle

Presetting expectations
Expectations and norms are preset at the beginning of each program session. S2S reviews specific expectations and norms to set clear goals for the two-hour time together. This practice helps client’s avoid uncertainty and dysregulation when they intentionally or inadvertently digress from the expectations and norms and are reminded of these initial goals during feedback (Cho, & Cho, 2018).

Individualizing and Differentiating Program Curriculum While in a Group Setting

In each module of the Whole-Souled Success Program and curriculum specific techniques are presented in a scaffolded format. Scaffolding facilitates moving the client toward his/her potential cognitive understanding of the material (Wood et al. 1976). The aim of scaffolding is to support the transfer of responsibility for a task or learning from the facilitator to the client (Van de Pol et al. 2010).

The facilitator defines a concept, skill, or strategy and then provides examples of why, when, and how to apply the concepts, skills, and strategies presented. The facilitator then guides the participants in practicing the concepts, skills, and strategies by providing opportunity for independent application.

A participant’s acquisition of concepts, skills, and strategies requires:

  • Explicit, incremental, sequential, and cumulative instruction
  • Repeated practice of steps to develop automaticity
    • Higher level skills rely on automaticity of lower-level skills
    • Skills ultimately operate in the background without much conscious effort when imputed from short-term to long-term memory and general fund of knowledge.

A participant’s acquisition of learning involves (Bloom,1956):

  • Knowing concepts, skills, and strategies
  • Understanding concepts, skills, and strategies
  • Applying concepts, skills, and strategies
  • Synthesizing concepts, skills, and strategies
  • Valuing concepts, skills, and strategies

When presenting concepts, skills, and strategies, assumptions about client’s ability cannot be made. Facilitators require a deep understanding when working with severely challenging clients because of behavior associated with domestic violence, dysregulation, neglect or abuse of children. There are societal implicit biases and a tendency to make unconscious assumptions about the violent, dysregulated offender. Our experiences inform the position that all too often clients fail to acquire the intended learning because of these biases and assumptions from those in the client’s circle of influence. The counter to implicit biases and assumption formation is quality professional training and an increase in love and compassion for the client.

Gradual Release Process - I Do, We Do, You Do

The gradual release of responsibility, also known as I Do, We Do, You Do, (Levy, 2007) is a teaching/ coaching strategy that includes demonstration, prompt, and practice. At the beginning of facilitation or when new material is being introduced, the facilitator has a prominent role in the delivery of the content. This is the “I do” phase. But as the participant acquires the new information and skills, the responsibility of learning shifts from facilitator-directed instruction to participant processing activities. In the “We do” phase of learning, the facilitator continues to model, question, prompt, and cue participant; but as the participant moves into the “You do” phases, they rely more on themselves and less on the facilitator to complete the required task.

The Facilitator Evaluation Scale©

The Facilitator Evaluation Scale© (Healy & Kelly, 2016) measures participants’ weekly progress in the subscale areas of attendance, participation, responsibility (acceptance), attitude (cognitive), and use of skills (behavioral, commitment). The options in each subscale are assigned an ordinal value with a range from 1, having the lowest value, and 5, having the highest value. A higher score in a sub-category relates to greater attendance, participation, as well as cognitive/behavioral, acceptance/commitment in that identified area.

Psycho-Educational Theorists and Theories Informing Program Curriculum Development

Adult Learning Theory
Attachment Theory: attachment styles, attachment patterns, attachment orientations
Bateson’s Brief Therapy, Theory of Double Bind, Feedback Loop, and Abduction
Bloom’s Taxonomy
Bowen’s Theory on Differentiated Self, and Genograms
Circular Causality in Family Systems Theory
Cognitive Behavioral Therapy
Differentiated Learning
Erikson's Stages of Psychosocial Development
Interpersonal theory
Maslow's Hierarchy of Needs
Piaget's Stages of Cognitive Development
Positive Reinforcement and Operant Conditioning
Restorative Justice and Accountability Journaling
Scaffold Learning Theory
Van Der Kolk, MD, Trauma Informed Treatment
Trauma Informed Treatment with LGBTQIA Individuals and Community


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