Use your TRIBE (Trust, Relationship, Innovation, Belonging, Empowerment) Lessons in meeting students where they are

Format

Individual Presentation

First Presenter's Institution

Nebraska Wesleyan University

First Presenter’s Email Address

tmartin@nebrwesleyan.edu

First Presenter's Brief Biography

Tanya Martin, Ed.D., is an assistant professor of education and department chair at Nebraska Wesleyan University. She has spent decades working with youth in juvenile detention and residential programs on equity in education opportunities. Dr. Martin also provides consulting on alternative education programming, special education, and staff training on safety and managing risk for youth in out of home placements. Tanya has over thirty years in education and is the recipient of the 2010 Nebraska Council for Exceptional Children Educator of the Year & the University of Nebraska Alumni Award in 2013. Both awards recognize exceptional work in education. Current teaching and partnering with RADIUS Omaha and other organizations that work with juvenile offenders, as well as personal experiences as a survivor of workplace active shooter give her a unique perspective on how to work with youth and adults give her a perspective that is both engaging, and authentic

Submitter

I am submitting this proposal as one of the presenter(s)

Location

Percival

Strand #1

Hands: Safety & Violence Prevention

Strand #2

Heart: Social & Emotional Skills

Relevance

Heart: How to use social emotional learning of Trust, Relationship, and Belonging in classrooms

Hands: Educating high risk juvenile offenders using restorative practices, risk/needs of youth and lessons learned the 1st year of programming

Brief Program Description

Education is the bridge and a barrier between a student and their hope for the future. This session will focus on how to use the of Trust, Relationships, Innovation, Belonging, and Empowerment can be guiding pillars when working with juvenile offenders in education. The presenter will share lessons learned in the first year of school programming with a high-risk population of students. Attendees will leave with ideas of how to use TRIBE in their own unique settings and a template of risk/needs and how to determine where to start with a student in an educational setting that present has high-risk.

Summary

Nationally youth 17 and younger accounted for 9.9 percent of arrests for violent crime(including homicide) in 2022 up from 8.7 percent in 2021 (OJJDP 2024). This session will focus on how a program for juvenile offenders was designed around Trust, Relationships, Innovation, Belonging, and Empowerment. There have been lessons learned in the first year of educating youth in their own community who have serious offense charges in the juvenile court system but have the desire to change their lives and behavior patterns which include attending and thriving in a school setting. This presentation will discuss how the restorative practices model and implementation of restorative circles and restorative questioning can help foster classroom belonging and the formation trust and relationships. The presentation will also discuss how the TARGET trauma informed model has changed the treatment modality from a detention juvenile offer mindset to trauma informed and resiliency minuet amongst students and staff. This presentation will share the peaks and valleys of working with a high-risk population during the first year of school operations and will offer a unique perspective when working with juvenile offenders by provided attendees a risk and needs template for easily prioritizing the risk/needs of youth in a school setting using research from the Office of Juvenile Justice and Delinquency Prevention, piloted in the RADIUS Omaha program.

Evidence

Costello, B., Wachtel, J., & Wachtel, T. (2010). Restorative circles in schools: Building Community and enhancing learning. International Institute for Restorative Practices.

Costello, B., Wachtel, J., & Wachtel, T. (2019a). The restorative practices handbook: For teachers, Disciplinarians, and administrators. International Institute for Restorative Practices.

Ford, J. D., & Hawke, J. (2012). Trauma affect regulation psychoeducation group and milieu intervention outcomes in juvenile detention facilities. Journal of Aggression, Maltreatment & Trauma, 21(4), 365-384. DOI:10.1080/10926771.2012.673538

https://ojjdp.ojp.gov/model-programs-guide/literature-reviews/risk_needs_assessments_for_youths.pdf

Learning Objective 1

Participants will be able to distinguish between restorative justice and restorative practices

Learning Objective 2

Participants will understand the risk factors facing youth who face recidivism in juvenile justice

Learning Objective 3

Participants will understand how to use (TRIBE) with students and professional teams

Keyword Descriptors

Restorative Practices, TRIBE, Juvenile Justice, Risk/Needs

Presentation Year

2025

Start Date

3-3-2025 2:45 PM

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Mar 3rd, 2:45 PM

Use your TRIBE (Trust, Relationship, Innovation, Belonging, Empowerment) Lessons in meeting students where they are

Percival

Education is the bridge and a barrier between a student and their hope for the future. This session will focus on how to use the of Trust, Relationships, Innovation, Belonging, and Empowerment can be guiding pillars when working with juvenile offenders in education. The presenter will share lessons learned in the first year of school programming with a high-risk population of students. Attendees will leave with ideas of how to use TRIBE in their own unique settings and a template of risk/needs and how to determine where to start with a student in an educational setting that present has high-risk.