Case Studies

Respect 360 is implemented by a diverse range of youth developers to help achieve a variety of outcomes. Here are some of our partners’ stories.

Advisory & School Culture

Young Women’s College Prep Charter School of Rochester (YWCP)

“The Respect Institute has provided a framework that empowers our students to realize their personal power, harness their energy, and focus on what they are passionate about. Our advisory program is constructed around The Respect Basics, and these basics frame the work of our school and are helping our students develop the belief in self and resilience that will propel them to, and sustain them, in college.”  –Dr. Jennifer Gkourlias, Founding Principal, YWCP

The issue: YWCP is an all-girls public charter school founded in 2012, serving vulnerable girls in a city that has a high school graduation rate of only 43 percent. The school’s founding principal knew that to achieve the intended academic strides, YWCP needed to develop the whole girl and create connections with caring adults. To create a school culture of belonging supported by a social-emotional development framework, YWCP set out to create a daily advisory program for its inaugural seventh grade class. But the school struggled to find a relevant advisory curriculum and professional development for advisors, a majority of whom were also first-year teachers, that was trauma-informed, built resiliency, and was nimble to meet the daily needs of girls. Ultimately, YWCP wanted advisory to be the cornerstone of the culture of the entire school, creating a safe space for girls to learn and grow.

The solution: YWCP partnered with The Respect Institute (Ri) to create a national Respect Lab. Based on Ri’s research about the critical differenced between self-esteem and self-respect, Ri revised its curriculum to create Respect 360, a new toolkit with 375 group and individual coaching activities that would become the framework of YWCP’s advisory program. During three professional development sessions, including a Respect Rally, advisors practiced The Respect Basics with each other and the girls, learned how to create a Respect Pact to establish norms in their advisories, and explored how trauma impacts youths’ development and best practices to respond. In addition, YWCP integrated restorative practices within the advisory program and classroom management schema. Advisors piloted the toolkit to help Ri make it more responsive, such as being able to select an activity card to deal with hot topics, like bullying, as they were raised. Advisors used a monthly roadmap to complete at least six Respect 360 sessions and learned how to coach girls, hold a trusting space, and engage them as peer leaders of their group.

The implementation plan: 3 PDs, 1 Respect Rally to kick-off the year, 6 Respect 360 activities per month in advisory (48 total)

The outcomes: In a study of 7th and 8th grade students (2013-2014 school year), 85 girls reported the following outcomes:

  • When asked, “What is the purpose of advisory?” a majority defined that the purpose was to create a safe space to get support, learn about themselves and each other, and create more caring connections.
  • 72% reported “I trust my advisor.”
  • 76% said “I set boundaries with others to make sure I reach my life and academic goals.”
  • 73% said “I feel I am an important person who can positively impact our world.”
  • When asked, “The Respect Basic I’m strongest at is…” the top responses were Tell Your TRUTH (28%) and Follow Your PASSIONS (17%).
  • When asked, “The Respect Basic I need to practice more is…” the top responses were Trust Your GUT (25%) and Get HELP (18%).

Next steps: YWCP has partnered with Ri to evolve its advisory program. For the 2014-2015 school year, it will be a daily 30-minute program in the morning to increase girls and their influencers self-care at the start of the school day. As the school scales to include 9th grade, the partners will focus on improving girls strength at practicing The Respect Basics, particularly Trust Your GUT and Get HELP, to boost their positive decision-making abilities and resiliency. Also, they will focus on increasing the capacity of advisors to create a trusting connection with girls more rapidly, incorporate trauma-informed and restorative best practices more seamlessly throughout the school, and to more deeply practice The Respect Basics themselves so they can model them more effectively for students.

Young Offenders Title 1 Education & Work Readiness

New York State Department of Corrections and Community Supervision (NYDOCCS)

“I learned to model coaching for inmates when they have problems. Although I have seen some very successful coaching/counseling of offenders, I was impressed with the institute’s techniques. Having experienced The Respect Institute training, I feel hopeful that I can use these tools within our new work environment and with the under 21-year-olds offenders.” –NYDOCCS Training Participant

The issue: After the state of New York combined its corrections and community supervision departments into one department, NYDOCCS, the departmental goals expanded. They now include teaching offenders the need for discipline and respect, the importance of a mature understanding of a work ethic, assisting all staff by providing the training and tools needed to perform their duties while enhancing their skills, and to offer career development opportunities for all staff. In addition, the department is committed to establishing a structured environment that fosters respect through communication. The department partnered with Ri to train its Education Supervisors, Education Counselors, Special Education and Title 1 Teachers and Vocational Instructors to integrate respect-building tools into their work, meetings, and classroom settings in order to build self-respect and positive resiliency in their under age 21 students on the inside. The ultimate goal for the students is to obtain academic and life skills to help them better succeed when they are released and return to work or enroll in college/career training.

The solution: The changes in the department meant that staff roles and responsibilities were shifting and therefore additional staff were invited to attend the initial training in 2013. Between 2013-2015, nearly 200 NYDOCCS staff were trained how to integrate Respect 360 into the Title 1 academic experience and social-emotional services for young offenders (age 16 to 21).

Training plan: 2-day professional development focused on how to: use Respect 360 tools in their roles, lead Respect 360 sessions and use Respect Basics Coaching skills in group and one-on-one settings, integrate the tools into other lesson plans, build resiliency, understand the value of being trauma-informed providers, and how to prevent or address their secondary trauma (compassion fatigue). Live trainings were followed up by ongoing eTraining support and coaching.

“Please know your training has assisted me in growing into a better co-worker/professional and a more student-centered teacher.” – NYDOCCS Title 1 Teacher

Roadmaps and innovative implementations: During the first year after the initial training, Title 1 educators, special education teachers, counselors and group facilitators from 25 of New York’s Department of Corrections facilities have implemented Respect 360 in the following ways:

  • Youth Assistance Program. Offenders lead a prevention program for visiting, vulnerable high school students who participate in Respect 360 sessions to introduce them to a new definition of respect: I matter. You matter.
  • Peer-led program. An adult inmate over age 21, led a weekly Respect 360 program for students ages 16-21.
  • Journal program. A Title 1 classroom teacher used the Respect 360 journal prompts to engage students at the beginning of her 3-hour classroom module each day.
  • Special education program.  A special education instructor at a maximum security facility teaches students The Respect Basics using activities, discussion and feedback. He integrated The Respect Basics into other core curriculum such as relationship models, anger-management models (ART) and Techniques in Crisis Intervention and tied his behavioral intervention approaches to the Respect Basics.
  • Classroom management. Numerous staff are using the Respect Pact and The Respect Basics activities to improve their caring, respect-based connection with students and to build students capacity for mutual respect so they can better reach their academic goals during class.

“After completing and sharing there journal assignments, I saw a shift. They were seeing each other as human beings.” – NYDOCCS Title 1 Teacher

The outcomes: During the training activities, Ri received more than 300 responses from participants related to best practices they use to build respect, behaviors they would like to see from inmates, disrespect they’ve witnessed or experienced among young adult offenders, and how they wanted to integrate Respect 360 tools into their work. Participants’ responses mapped to the following Respect 360 tools presented:

  • Respect Pact (26%)
  • Respect Basics Coaching Cards (21%)
  • Definition of Respect: I matter. You matter. (16%)
  • Definition of Respect: Look again (13%)
  • Respect Levels of Listening (13%)

Next steps: NYDOCCS is currently collecting additional data to evaluate what Respect 360 tools are being used in staffs’ work, and what is effective and not effective in their application. In addition, Ri and NYDOCCS are looking at expanding the training and program to other facilities, specifically those serving women. Ri is also utilizing the feedback to make Respect 360 more relevant to veteran juvenile justice youth influencers who have limited windows of time to make an impact and are working within a complex ecosystem filled with highly traumatized, dis-empowered youth.

Teen Pregnancy Prevention

Planned Parenthood Mar Monte (PPMM)

“As youth and young adult influencers, we look forward to creating a culture of self-respect not only for our programs and services, but also for our team. Using the Respect 360 Toolkit allows PPMM to build upon our participants’ resiliency and perseverance to create a positive and thriving environment.” –Julie Smith-Reid, Director of Education Services, PPMM

 

 

 

The issue: PPMM’s Education Department serves thousands of young people and adults each year in the Silicon Valley. Their programs range from 15-minute interactions, to 60-minute health education sessions and all the way up to yearlong intensive case management and support for teen parents. Regardless of the length of the interaction, PPMM is committed to their clients receiving the education and services they need and that they feel valued and supported in the process. The combination of limited resources and high needs means that PPMM educators require supports for themselves as well as their clients.

The solution: PPMM partnered with Ri to create a staff-development training for education department staff to practice building their own self-respect and self-care practices. In addition, they learned how to incorporate the Respect 360 toolkit into their work with clients.

The implementation plan: 1 PD with follow-up coaching and support.

The outcomes: After the training, 15 education staff reported:

  • 100% feel it is valuable to use the Respect 360 toolkit to achieve the overall goals of PPMM and the goals of their specific program.
  • 91% learned new group facilitation and individual coaching skills in the training.
  • 90% committed to completing the Influencer Prep Steps (card #7 in Respect 360 toolkit) and practicing The Respect Basics for themselves.

Next steps: PPMM is a partner in Ri’s Clinton Global Initiative commitment to reach 10,000 girls and young women with respect-building tools by the end of 2015. PPMM is currently tracking data for the 15 education staff trained and the programs they support.

Before this program, my definition of respect was being caring to others. Now respect is a way of being and practicing ‘people matter’.

Elijah, 10, Harlem

Our faculty was trained to use Respect 360 and we’ve have modified the lessons to use in a 6-week ‘Respect Mini-Series’ during our weekly homeroom meetings. We’re planning on implementing lessons in our homerooms every year as part of a school-wide goal to increase respect among our students.

Amy Gose, guidance counselor, BLESSED TRINITY HIGH SCHOOL in Georgia

Today my definition of respect is to listen to what someone is saying, and I matter. You matter.

Chatel, 10, Harlem