Curriculum

Helping Students Reach Their Potential

DISCOVER WHAT A STUDENT IS DRIVEN BY

We believe that each individual is born with unique desires, interests, purpose, and/or preoccupations. A student's counselor's first priority is to help the student discover and cultivate those topics, trades, interests and skills that most closely connect to and resonate with their deepest self. Our methods in discovering these priorities will depend on the ability and preparedness of the student to act for themselves, and the counselor's ability to discern what the student needs. 

Sometimes this process takes time. We will devote whatever time and resources are required to help students to find an area that resonates and interests their attention.

HELP STUDENTS TO LEARN TO ACT FOR THEMSELVES

A counselor's next goal is to assess developmental needs of each student, and to place them on a spectrum. This spectrum is a reflection of their ability to independently act for themselves.

 

Once the student is assessed, the counselor prescribes a curriculum.

 

This prescription may not seem to related directly to the desirable subjects expressed by the student, but the purpose is to provide the necessary undergirding structure with pursuit of those subjects in mind.

The four categories are as follows, in descending order:

Everyone Has Some Ability to Act For Themselves

Every student has some ability to act independently. As the student demonstrates aptitude and capacity, counselors are encouraged to make the related and relevant resources of the institute openly available to these prepared and seeking participants.

However, if the counselor senses that there are lacking elements or improvements to be made in certain areas of the student's life, the counselor's job is to assess and prescribe the necessary elements to provide for that important learning to occur.

One of the resources we offer and encourage all students to participate in is our creativity development course. This course is accessible to students of all levels of capacity and engagement, and is not restricted in any way to any interested student.

Many Students Have Been Trained to Rely On Certain Structures

Some students are accustomed to structures that imply or control the students in ways that impede the student's ability to truly act for themselves. These limitations may be in their lack of purpose or meaning, physical limitations, theoretical knowledge, or emotional struggles. 

The counselor's job is to make relevant suggestions to address any and all of these needs, and then to account for each student's progress and use of these resources.

Our curriculum is designed to adequately match the previous educational systems students are accustomed to while weaning them off those ideas that undermine their potential to act for themselves.

Some Students Need More Fundamental Help With Routines and Transitions

Some times students have not received adequate exposure and opportunity to learn fundamental skills and habits. These students often struggle with issues surrounding neglect, addiction, self control, personal hygiene, and social skills. We have designed a system to assist students who lack abilities in these areas in order to help them get from where they are to where they wish to be.

Severe Neglect or Abuse Can Create Issues That Students Cannot Overcome Alone

Many students have experienced trauma or abuse that prevents them from regulating their emotions. We provide resources within our curriculum to help those who wish for it to be able to overcome deep and difficult emotional struggles.

CURRICULUM PRESCRIPTION

Once the counselor has assessed the desires and goals of the student, as well as the placement of the student on the spectrum described above, the counselor will draw up a personalized curriculum for each student. Each enrollee's schedule may look a bit different, but it will be catered to the specific needs of that student.

Each student will be enrolled in an appropriate level of engagement with the relevant skill, trade, or art, determined or influenced by the desires and interests of the student. The level of participation will be directly tied to the assessment made by the counselor and accounting for the professional opinion of the master craftsperson who will instruct the student.

As the student engages in their desired art, craft, skill, or industry in conjunction with the other elements of their personalized curriculum, he or she will grow in ability and confidence. As the student demonstrates a fuller capacity to act for themselves, the curriculum will adapt to their growing abilities, and prescriptions will give way to their unique, independent, and distinctive desires.