Reclaiming Youth at Risk: Our Hope for the Future

by Larry K. Brendtro, Martin Brokenleg, Steve Van Bockern

Reclaiming Youth At Risk offers educators and others access to unique strategies for reaching troubled youth. This resource explores: - The roots of discouragement in today s youth, including destructive relationships, learned irresponsibility, and a loss of purpose. - How to create a Circle of Courage to give youth a sense of belonging, mastery, independence, and generosity. - How to mend a circle that has been broken. - How to reclaim youth who are troubled or lost.

Genres: Education, Psychology, Nonfiction, Teaching, Parenting, Indigenous, Professional Development

174 pages, Paperback

First published April 1, 1990

Reviews

[beatrice · Rating 5 out of 5]

this textbook!! is so good!! i learned a lot about child development and how we as adults with influence over children either in the home or the educational world can help develop and nurture them. the lens of Native American community practice was super enlightening and made for a great model that i hope we as a society can start applying to our communities (or really lack thereof in contemporary society)

[Rebecca · Rating 5 out of 5]

Great resource for educators and parents. Well researched and written, ingrates western psychology and Native American knowledge and practices. I would highly recommend this book for anyone who works with young people.

[Daniel L. · Rating 5 out of 5]

Finding Hope for and in Children and Youth

In the early years of the 20th century, Swedish sociologist Ellen Key proclaimed the world was about to embark on the “Century of the Child.” As time wore on, however, many scholars saw that the 1900s was anything but the century of the child. Although child labor was becoming a thing of the past in the Western world, children were still subject to economic, physical, sexual, and emotional exploitation. Troubled, “alienated” and “at risk” children have always been present, but there were few constructive ideas forthcoming in this new supposed age of enlightenment. Many troubled teens and youths were being written off.

Professor Brendtro and his colleagues refuse to allow for any “disposable” children. Drawing on progressive philosophies from both the European and Native American traditions, they proposed examining the lives and ways of these children through the lenses of “courage” and “discouragement” to “reclaim” the children much of society was willing to write off—“disposable kids,” to use the title of one of the author’s later works. The word “reclaiming” came from Martin Wolins, a sociologist, who described it as comprising four elements:

• Having a feeling of belonging in a supportive community
• Being able to meet one’s needs for mastery, not the convenience of adults
• Involving youth in determining their own future without engaging in that
which society deems harmful
• Having youth be caregivers, rather than being dependent on the care of
adults.

Dr. Wolins edited the works of another pioneer in child welfare, Janusz Korczak; Dr. Korczak is quoted extensively for his ground-breaking philosophy on the importance and responsibility of adults to see the world of the child from the child’s perspective.

Courage and discouragement—The seeds of discouragement leading to alienation come from four “ecological hazards” in the lives of youth at risk:

• Destructive relationships, in which a rejected child is hungry for love but
unable to trust adults, for fear of being hurt again
• Climates of futility, which are expressed by the sense of powerlessness many
disaffected youth feel and often express in defiant or rebellious behavior
• Loss of purpose, where youth—too often portrayed by society as self-
centered—feel overwhelmed or lost in a turbulent sea of confusing (and
conflicting) values.

All too often, society puts the blame on these children, giving the “problems” a negative label, each of which elicits negative responses.

Discouragement must be replaced by courage. Borrowing from multiple Native American cultural philosophies of child rearing, the authors present The Circle of Courage. The Circle of Courage seeks to build on four basic components of self-esteem: significance, competence, power, and virtue. The circle is made up of four components arranged in a continuous circle:

• The spirit of belonging. Everyone needs to belong to a community and have the chance to cultivate the skills necessary to live with others in harmony. These real communities are important to keep at-risk youth from joining “artificial” communities such as gangs in their quest for belonging.
• The spirit of mastery. Everyone needs to cultivate the wisdom and
self-control to feel in control of their environment; to feel competent, all
at-risk youth must be encouraged in their competency.
• The spirit of independence. Everyone needs a sense of autonomy and
control over their destiny, with the accountability that comes with it.
However, if a child is to be taught responsibility, he or she must be
treated with maturity and dignity. Moreover, such an education does not
preclude nurturing.
• The spirit of generosity. Everyone should know the value of sharing
and empathy and be part of a community that embraces these values.

When there is a break in one of these components, the entire circle needs mending. Say the authors, “Discouragement is courage denied.” A break in the circle occurs when normal values become superseded by distorted ones or the opposites or absence of the good values. Repairing a break requires a combination of forgiveness and reparation on behalf of the person who went astray, to restore the confidence and harmony of the community. The authors quote Korczak:

We fail to see the child, just as one time we were able to see the woman, the peasant, and the oppressed social strata and oppressed peoples. We have arranged things for ourselves so that children should be in our way as little as possible…. A child’s primary and irrefutable right is the right to voice his thoughts, to actively participate in our verdicts concerning him.

To follow this philosophy, according to the Part III, The Reclaiming Environment, four fundamental elements of the reclaiming environment must be considered:
• Relating to the reluctant—establishing positive relationships with
alienated youth
• Brain-friendly learning—using teaching methods that reverse patterns
of failure and futility
• Discipline for responsibility‐countering irresponsibility and rebellion
by fostering positive youth involvement
• The courage to care—encouraging prosocial values and behavior in at-
risk youth engaging in self-centered behavior and rebellion.

Any intervention should use discipline, which stresses positive solutions, over punishment, which falls back on control and punitive measures that do not allow for any sense of control or responsibility, of “ownership.” For adults, to reclaim lost youth and do justice to Ellen Key’s vision, adults need to follow the sentiment Korczak expressed in his Ghetto Diary, “I exist not to be loved and admired, but to love and to act.”

[Carl Williams · Rating 5 out of 5]

If I had to choose one book that defined my teaching career—that give language to the things I did in and out of the classroom—that changed how I answered the question of “what do you teach?” it would be this and it was wonderful to reread. This book gives the language to the things that all children need to grow and thrive: belonging, mastery, independence and generosity.

“In the final analysis, the values of courage are demonstrated in the actions of those who emerged at many times and places in history to bring dignity to the lives of children. Sometimes these were tribal persons who nurtured the sacred fires in cultures where caring or children was the central unifying theme. Throughout much of the history o Western civilization, they were lonely prophetic voices calling for a restoration of dignity to children of discouragement.” (p 95)

I enjoyed this re-reading as much as a retired teacher as I did each time I read it as a younger teacher.

[Curtis · Rating 4 out of 5]

I was hoping this was more of an instruction manual. I'm grateful that it cites sources supporting claims about the circle of courage, as my previous experience with it was that it's descriptive and not founded in research about outcomes. I plan to use ideas from this in my work with kids and expect to review it over time.

[Zoë Birss · Rating 4 out of 5]

Though I enjoyed reading this book very much, and found some of it to have helpful ideas, was encouraged, and would recommend it, my four stars for this book are generous.

For everything I loved about the book, I was disappointed with how little of the book really was about First Nations philosophy or traditions around child raising. The book is already short, and even with padding, I don't think there were more than forty pages total (guessing liberally) about unique old First Nations perspectives and practices. That said, what is here is, at the least, very beautiful.

Furthermore, I've noticed that those who read the book as a textbook have rated it much lower than those not required to read it. As a worker on the front lines of intervention with youth at risk, I appreciated the casual, easy reading language, and the brevity. However, though there were notes supporting claims about childcare as it is now, and its results, evidence for the efficacy of the solutions proposed was lacking. This is not an academic book. It is a book of good ideas. It will convince those already of a certain perspective. It will likely frustrate those who are not. It was also pretty slim on measurable, practical application of the principles it described.

All that said, as a book of good ideas, an encouragement to front line youth workers, and a very simple introduction to basic First Nation philosophy, it's a nice read. I liked it.

[Rachel Jackson · Rating 1 out of 5]

Reclaiming Youth at Risk was purported to be a book about balancing traditional Native American views of education and knowledge with modern white educational systems. I was interested exactly because of this comparison, how these two vastly different cultures could come together.

Unfortunately, the book spends only about 25 pages on the Native American part of things and the other 113 pages on vague, unsupported, theoretical, touchy-feely claims about how to treat children. I don't dispute that some of the things the authors proposed were viable, but they were presented without factual information, either in anecdotal form from actual teachers, or statistical form from research.

I'm disappointed the book didn't focus more on Native-centric education. I thought the entire point of the book was to try to return to indigenous practices of learning and education, but the book hardly drew on that whatsoever; and the authors didn't really specify any tribes involved in that teaching method, let alone trying to include a diverse view of the 560+ federally recognized tribes in this country.

It was a disappointment to read, and also a pretty boring one. What few statistics there were were uninteresting, the language was boring, and the book as a whole proved nothing and taught nothing.

[CTEP]

Reclaiming Youth at Risk is a book written by Larry K. Brendtro, Martin Brokenleg, and Steve VanBockern (the latter being a former education professor of mine at Augustana University.) The book also contains a short but powerful foreword by Desmond Tutu. The book is written in 3 parts titled The Seeds of Discouragement, The Circle of Courage, and The Reclaiming Environment. Part I discusses the history of “dealing with” youth at risk in modern Western society as well as the psychology and terminology surrounding youth at risk. Part II is about the Circle of Courage, a holistic Native American philosophy of child development, and part III discusses strategies and principles for creating reclaiming environments for youth at risk.

Part II is the section that I find myself drawn to the most. The Circle of Courage provides an alternative to traditional Western education and child-rearing philosophies. The Circle of Courage is made up of 4 values: belonging, mastery, independence, and generosity, and the authors propose that “not only is the Circle of Courage a cultural belonging of Native peoples, but a cultural birthright for all the world’s children.” (Page 45). The book delves into each of these values, discussing why children might feel alienated from one or more of these values and why it is critical to “mend the broken circle.” The book also asks 4 questions, each of which relates to a different value, that we must ask before dealing effectively with an angry or alienated youth. (Page 61) The questions are:

Is this revenge by a child who feels rejection? (Belonging)

Is this frustration in response to failure? (Mastery)

Is this rebellion to counter powerlessness? (Independence)

Is this exploitation in pursuit of selfish goals? (Generosity)

I typically work with 20-40 youth every day at my site. While I have nothing but wonderful things to say about each of them, they are still young and sometimes act out in various ways. I am only beginning to put together the backgrounds of many of these youth’s lives, and each new story, hardship, or success that they youth tell me about creates a sense of complicated inspiration in me. The Makerspace I serve in is, for many of these youths, is one of the only places that they have true ownership over. They aren’t under the supervision of teachers or parents in this space, and creating a sense of belonging, mastery, independence, and generosity is something that my supervisor, fellow CTEP member, and I work towards every day. Until rereading this book, I never knew that 4 words could capture our ideal Makerspace culture so well.

This book is a relatively quick read, but it is full of information that anyone who works with students (youth or adult) can utilize in their classroom. This is also a book that has helped me become more grounded in my goals and intentions for this life. While focused on youth, Reclaiming Youth at Risk provides an alternative way of both looking at and understanding today’s youth and why their education is potentially the MOST important part of our society, both from a local community and global perspective.

Here is a link to the Reclaiming Youth International organization, and organization based around the Circle of Courage. The entire organization is worth checking out, but the link goes directly to their page that outlines the Circle of Courage. https://www.starr.org/training/youth/...

[Jen · Rating 4 out of 5]

Reclaiming Youth at Risk does a great job of taking the work of several specialists, philosophers, and Native American tribal elders and showing how focusing on four positive aspects they call the Circle of Courage (belonging, mastery, independence, and generosity) can help troubled youth get to a place in their lives where they can take control and function well in our society. While I see it being useful in my work with home insecure youth, I found just as much good advice for working with all youth, including with my own kids! Written in an easy to read style that wasn’t too academic and was filled with many examples, I’d recommend checking this out if you’re a parent with teens that need extra support.

[Ed Smith · Rating 5 out of 5]

Great book, both for its theory and practice. It has its roots in Native American thought, especially regarding four essential components required to thrive: belonging, mastery, independence, and generosity. I was reminded of the work of developmental psychologist Michael Gurian throughout, in particular Gurian's discussion of the three families needed for the individual to thrive: the nuclear, the extended, and the institutional. I was also reminded of Nathanial Branden's work on self-esteem and the need for mastery/competence if one is to experience it. Good stuff all around.

[Craig Kind · Rating 2 out of 5]

Very superficial on all levels, this book has its heart in the right place, but it could have been condensed to an article. There is no depth to the analysis or the pedagogy, though there are a few valuable insights here and there. Anyone with any experience with alternative education or working with indigenous populations will find little of additional value here.

[Cortina Robinson · Rating 5 out of 5]

Where to begin...these 3 authors do an amazing job of summing up how to give our youth a voice, remove victim blaming, and teach inspiring over punishing. Used as a reference to write a thesis for my masters

[Zachary · Rating 4 out of 5]

The authors hope to bottle compassion. While I think that compassion is better seen and imitated that described and imagined, this book admirably lays out well-grounded principles on which a teacher could begin to create a truly inclusive classroom.

[Ernest Kincaid · Rating 5 out of 5]

I wish it was longer and went into greater detail. What a good book! I read this over my spring break. However, I now realize I must re-read it. I will now re-read this book more slowly and with a notepad to take some notes. There is a depth of wisdom here that needs to inform my teaching.

[Nicole King · Rating 5 out of 5]

Great information and strategies.

[Richard May · Rating 5 out of 5]

Loved the point of view they it is written from. I use the ideas from the book everyday in one way or another.

[Ian Napper · Rating 5 out of 5]

An excellent and nutrient-dense alternative approach to working with troubled youth. Filled with wisdom.

[Andrew Perrin · Rating 5 out of 5]

Read at the outset of my teaching career after having enjoyed attending a day of lectures by Dr. Brokenleg. It made all the difference.

[eleni · Rating 5 out of 5]

the keys to the universe

[Gwen · Rating 5 out of 5]

I highly recommend this book to anyone who works with kids. So much research-based wisdom!

[Thais · Rating 3 out of 5]

I am required to read this book for work this year. It is all about how american cultural views differ from Native American view of what characteristics we should be teaching our children. It claims that our american views miss at-risk kids and prevent them from having the opportunity to succeed. It has been interesting and I am 2/3 of the way through it. So far though, it just seems to tell me how we have failed but no actual suggestions of how I can live in the american culture but try and implement some of the values mentioned in this book. I hope the last 1/3 is going to help with that.

[Calla · Rating 2 out of 5]

Although I do not necessarily disagree with the author, I was disappointed by the poor incorporation of scholastic references THAT backed up his points. Each chapter was ended by pages of works and interviews, yet they rarely said why Brendtro's approach was better. Some were based on what "Native Americans" think but such sweeping claims that Native Americans all felt and behaved in a similar manner when it comes to child rearing and community was disappointing. Not a bad read or philosophy but it lacked the scholastic level required in the field studies of today.

[Chris Wejr · Rating 5 out of 5]

This is a must read for parents and educators. Looking through the lens of unmet needs of our students can provide us and our students with much more opportunity for success. The circle of courage looks at the 4 key needs for students to help them feel a part of their education. This book, along with Greene's "Lost at School" have further emphasized to me that we need to look at behaviours as skills and unmet needs rather than behaviour is simply a choice or a lack of motivation.

[Linda · Rating 5 out of 5]

“Finally, the pioneer of stress Psychology, Hans Selye concludes that altruism is the ultimate resource for coping with life’s conflicts, for in reaching out to help another, one breaks free from preoccupation with the self.”

One of my favorite excerpts of all time. Despite having been assigned this book for an internship seminar, I loved taking the time to read it. Inspiring, and presents a new perspective I’m happy to have come to adopt. Useful beyond when dealing with just the youth!

[Jan · Rating 4 out of 5]

I bought and read this book after listening to Dr. Martin Brokenleg speak at an inservice. He is deeply involved with youth development and works to validate the following principles within our lost youth. Every child should be able to say:
I am loved.
I can succeed.
I have power to make decisions.
I have purpose for my life.

An excellent read.

[Bradley · Rating 5 out of 5]

Great Read!

This book provides a high quality "from-the-ground-up" philosophy focused on child rearing as well as assisting young that are having troubles get their lives back on track. Great book for teachers, social workers, and parents alike. I rarely write reviews but this one is a solid foundation.

[Kevin · Rating 5 out of 5]

A book every teacher should read.

[Shera · Rating 4 out of 5]

Lots of helpful thoughts and insights to at-risk youth, especially with the influence of Native American culture and art.

[Em🧚🏻‍♀️]

Extremely slow to start, but I love the Native American insight and how they raise their children. Very intriguing.

[Crotched Mountain]

Some continuing ed :)
Alisha D.