HG Behavioral Health Mission Statement
The Mission of the Higher Ground Strong Behavior Project is to provide students, their families and the adults that work with them access to the tools and skills needed to assist in their academic success and ability to become well adjusted and successful people.
Higher Ground comprehensive day time services work along side teachers, parents, schools, and the professionals who serve them providing (services/find new word) that increase a child’s ability to remain on task in the classroom, equips teachers to manage behavior, and increases the capacities of the adults who work with children.
Higher Ground provides the following comprehensive services that strengthen the school day experiences for children and adults.
Mr. Mr. Dyer (aka "Coach Dyer") and the students in his boys behavioral health group having a "teamwork" moment at the end of session!
Higher Ground provides In-Class Support as a targeted intervention in the classroom and school setting helping students remain on task during some of the most important academic times of the day. Constant monitoring and regulation of participant behavior is standard operating procedure and serves as an effective tool for maintain appropriate behaviors. In class support also provides schools/teachers with intervention mentors that model and coach teachers increasing opportunities to reach every child while working along side educators capturing those teachable moments.
Teachers receive tools to appropriately interpret specific behaviors and what they are trying to say. Higher Ground tools manage the most challenging children in the classroom and provide moral support for teachers when things look dim.
Mr. Dyer (aka "Coach Dyer") and the boys holding a behavioral health session.
Higher Ground provide individual, small, and large group tutorial services. Our services help students who are behind in academic concepts, are not being fully challenged in their regular education classes or for children who’s academic is resulting in habitual school failure as well as act as is a trigger to larger behaviors in the school setting. We work with children through our after care and Saturday school programming. In this environment, we can assist and support children while they are learning new material.
Yard support is another modality that supports schools, children, and teachers. We increase opportunities for children to experience more success than failure when functioning in low structured time frames like recess, assemblies, and out of the classroom learning experiences. Often times the loose nature of these activities cause problems for children whose choices make them vulnerable. It also increase the opportunities for enhanced physical fitness activities and cooperative gaming that teaches children responsible play. Providing support and alternative non traditional fitness activities help children problem solve, make friends, and learn the spirit of team work. Higher Ground teaches appropriate vocabulary to communication effectively gettings their needs met in the moment. This area of support is a major part of the scaffolding we provide our youth and the adults to plan and prepare to teach them. Children voice that our support helps them stay strong when they are feeling weak and parent report noticing an increase in empathy and communication when problem arise in the home among peers and sibling.
Higher Ground provides school based group counseling designed to teach strong behavior practices while building comrodary and solidarity among participants and families. The purpose of this modality is to teach the children how to effectively work and communicate in a group. Working on themes of respectful communication, problem solving, anger management, social competence through working on peer conflict, building healthy friendships, and self esteem contribute to students successful soujourn in middle school. Group counseling services also introduce and train students how to recognize, cope with, and overcome behavioral challenges they stand in the way of optimal success in the school, home, and community setting. We believe that our program can help impact School Phobia’s experienced by children.
Parent Correspondence is very important in maintaining the behavioral strides the project makes with children. We create through weekend and non-school related activities to gain additional opportunities to talk to parents and learn more about the child and familial needs. Communicating with parents around enrollment in the Higher Ground project, their children’s desired outcomes, the process we both must play in maintain and consistently eliciting the behaviors, we want to see. We work closely with families advising them on the severity or non-severity of behaviors, when to continue the discipline in the home environment, and suggestions on how to be a stronger parent. This modality has presented us with challenges, however the majority of parents appreciate the help and support Higher Ground Intervention Mentors provide. We assist the school in making sure the parents are consistently aware to the strides and positive behavior outcomes their child is experiencing throughout the day. Parent often comment on how much the love hearing the positive things their children are doing.
Developmental Workshops is our final modality. It works with concepts of restorative justice for children and replaces out of school suspensions as the only method of behavior modification. Higher Ground uses this behavioral intervention to provoke reflection and to help children figure out ways they can elicit and reinforce their own appropriate behaviors. Developmental workshops act as a negative consequence for inappropriate behaviors by taking away the students free time. This project takes place during school for school based programs and at out headquarters for community based participants. The placement of children in this closely monitored modality limits their freedom to make decisions about their free time and encourages higher order thinking. This project is intended to be a time for children to discuss why they are getting stuck, to understand and have their behaviors be understood, and to receive help from caring adults that have the healthy social, emotional, physical, cognitive, and spiritual development of youth in the center of their work.
Mrs. Anderson (Third grade teacher) Allendale Elementary
"Higher Ground provides me with strategies for success in managing the identified behaviors. It helps me identify what we can do to address the challenges in real ways that work, and the behavior plans have reachable goals with easy strategies for the teachers to manage the behavioral progress. Higher Ground intervention mentors also provide the teacher with the needed support that is required when dealing with hard to handle children. They are there for us as humans not just as teachers.”
Ms. Salcedo (third grade Teacher) Allendale Elementary
“…they [higher ground staff] help the kids build pride in themselves and in their work. The children become proud of the work they produce after working with Higher Ground programs.”