At the heart of good documentation is the information needed to provide exceptional care. As professionals serving others, it’s essential that documentation be clear, concise, and accurate. Join us for a Roundtable Discussion on guidelines for perfecting documentation as well as strategies for staff input.
Pro-ACT Gets Results in the Classroom
Establishing a student-centered, non-restraint culture means teachers and para-educators need tools and skills that allow them to engage with students in positive ways and kids need to feel safe enough to learn. Pro-ACT principles have been getting results in classrooms throughout the U.S. for four decades. The process of culture change takes vision as well as commitment, but the results can be outstanding. Improved student learning and increased teacher satisfaction are just two measures. See the actual restraint reduction results two schools saw after implementing Pro-ACT training as part of an overall commitment to shifting culture.
In October, Focus on Emotional Wellness
Trauma doesn’t only affect your clients–prolonged stress in the workplace can have the same effects on your staff. Self-care is vital in human service professions because healthy staff can provide more effective care. In observance of Emotional Wellness month, take time to manage stress with mindfulness, meditation, or other restorative activities!
Not All Programs Are The Same
A published study shows that Pro-ACT devotes more time than any other training program to crisis prevention, not crisis response. Pro-ACT’s attention to reducing the potential for crisis is consistent with an objective of developing staff and increasing safety while reducing the use of restraint. View the study
Pro-ACT Influence on Escape & Avoid Behaviors
Research conducted by Erin Van Acker, M.Ed. in consort with Kim Warma, M.Ed. and Richard Van Acker, Ed.D., shows the influence of Pro-ACT training in the reduction of escape and avoidance behaviors in a classroom.
E. Van Acker’s work focused on the use of two specific practices. First was the teachers’ implementation of specific plans for managing their own emotional responses to a child’s behavior. Second was the delivery of two clearly identified and equally acceptable alternatives for the student. The complete study and outcome information is available for your review.