:: Education

Title: A Focused Controlled Trial of the Burris SR® Model to Assess the Emotional, Behavioral, and Relationship Skill Gains of High School Administration, Teachers, Counselors, Coaches, Staff, and Students, and the Academic and Social/Behavioral Achievement Gains of Students
Company: THE Burris Life Coach Ltd.
Principal Investigator: Dr. Ron Clark
Program: Social and Behavioral Context for Academic Learning
Goal: To increase by 20% the emotional, behavioral, and relationship skill level of functioning of High School administration, teachers, counselors, coaches, staff, parents, and students, and a commensurate student academic achievement gain

Description:

Every teacher will tell you that intellectual development can be hampered by a student’s immature emotional development, and enhanced by a student’s mature emotional development. The implementation of a process that would allow high schools to measure, monitor, and improve the emotional development and academic progress of their students, however, has not been available until now.

In the past, studies to assess emotional development and academic behaviors in the context of academic learning have been limited to changing how material is presented, changing the material itself and many other techniques that strictly focus on academia, and give no consideration to the core emotional state and development of the student (and school administration, teachers, counselors, coaches, staff, and parents). This protocol is in place by virtue of the limitations of our education and mental health systems. The Subconscious Restructuring® (SR®) model is the first and only proven process to address a very significant gap in the assessment of behavior in the context of academic learning. By guiding the student (and administration, teachers, counselors, coaches, staff, and parents) through the process of how an emotional state and behavior come about, from the deepest level of the subconscious, the students (and administration, teachers, coaches, staff and parents) are then taken through a process that allows them to recognize, access and restructure their subconscious processes. SR® enhances emotional development, affords subconscious control, builds relationship skills, and, ultimately, maximizes academic achievement.

Purpose:

Implementation of the SR® model will include data collection instruments that measure the student’s Emotional State, a Behavior Control Checklist to measure whether or not the student understood the process, and a Relationship Satisfaction Scale that allows the students to grade their relationship with their teachers and parents, and their ability to communicate with them effectively in this relationship. It is hypothesized that student gains in Burris SR® instrument scores will correlate positively with student academic achievement gains. It is additionally hypothesized that school administration, teachers, coaches, staff and parents’ instrument score gains will also correlate positively with student’s academic achievement gains. Last, it is hypothesized that all school behavioral indicators such as behavioral problems, absenteeism, truancy, etc., will be enhanced by approximately the gains seen on the SR® instrument scores, and reflective academic achievement gains.

The SR® instrument data and academic achievement would additionally be correlated to data available at the schools with regard to gender, age, socioeconomic status and ethnicity, etc. Additional data on obesity, anorexia, bulimia, ADD, ADHD, PTSD, mental health status, attendance, truancy, and school behavioral problems will be included, depending on availability from the school.

Project Activities:

Implementation will begin with the Burris SR® Certification of school Administrators, Teachers, Counselors, Coaches, and Staff. After the SR® Certification of the school infrastructure personnel is completed, assessment tools and SR® workshops for the students will be implemented. Finally, SR® workshops for all parents will complete the initial implementation. Throughout the school year, as student behavioral problems and special needs situations arise, increased SR® emphasis will be placed on identified students, their teachers and parents.

Products:

Every School Administrator, Teacher, Counselor, Coach and Staff member will be licensed to print as many of the SR® Workbooks as they need for their students or parents.

Structured Abstract

Setting:

High Schools

Population:

Administrators, teachers, counselors, coaches, staff, parents, and students in grades 10 through 12.

Intervention:

After SR® Certification of administrators, teachers, counselors, coaches, and staff, this population will initiate the SR® process with the student population and their parents, guided by SR® staff. Once this infrastructure is built, it will become a permanent tool to empower and monitor the emotional state, behavior, and academic achievement of the students.