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ERIC Number: EJ941209
Record Type: Journal
Publication Date: 2011
Pages: 6
Abstractor: ERIC
Reference Count: 18
ISSN: ISSN-1089-5701
The Circle of Courage[TM] in Transition Planning
Espiner, Deborah; Guild, Diane
Reclaiming Children and Youth, v20 n2 p44-49 2011
Young people with learning and behaviour disabilities often leave school without transition planning. When planning does occur, there is generally a discrepancy between the goals of students, parents, and professionals. Students requiring higher levels of support may not even be included in the planning process and transition plans are often incoherent and uncreative. Transition is more likely to succeed if young people and their parents are able to contribute meaningfully and have a degree of control over the process. This article follows transition planning with Andrew, a student in Mount Richmond Special School in Auckland, New Zealand. While he has special educational needs, the planning format can apply to any youth. The Circle of Courage philosophy and graphic facilitation were combined to develop a student-centred transition plan. The Circle of Courage is itself a visual presentation that highlights four principles of positive youth development: Belonging, Mastery, Independence, and Generosity. These universal growth needs provide a format for setting goals as young people share their dreams and visualize their futures. The approach is designed to ensure that the young person, the family, and "whana" (the Maori term for extended family) were at the centre of the planning process and were heard, so the resulting plan would represent their aspirations and goals. Student-centred planning accentuates young people's control by fully involving them in decision making. (Contains 3 figures.)
Reclaiming Children and Youth. PO Box 57 104 N Main Street, Lennox, SD 57039. Tel: 605-647-2532; Fax: 605-647-5212; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand