The Restorative Learning Model (RLM) is a therapy embedded educational framework developed by Dr. A. C. Young. RLM utilizes the classroom instructional process to strengthen student academic, cognitive and behavioral development to maximize whole child success. The RLM Framework uses standard-connected, relevant launch activities and circle discussions, to deepen student understanding of the learning objective.
A crucial component of RLM includes circle discussions which infuse strategies from various therapies such as: Cognitive Behavioral Therapy, Dialectical Behavioral Therapy, Applied Behavioral Analysis, to build student behavioral response skills. RLM teaches students how to respond to academic, social, emotional, and behavioral scenarios by asking four critical questions: 1. What is the problem (Knowledge)? 2. What are the influencing factors of the problem (Relationship and Relevant Environment)? 3. How can the problem be resolved (Application)? 4. Who and/or what will be
impacted by the resolution (Implication)?
The RLM Therapy will promote positive academic and behavioral outcomes by helping students develop habits to process, question, resolve and reflect on scenarios.
The Restorative Learning Model (RLM) Educational Therapy is a process designed to yield results overtime. RLM focuses on building community through dialogue and is designed as an evolutionary model. Since a large portion of the model is contingent on student comfort, level of trust and safety in practice; teachers, school administrators and district/ justice leaders must be committed to a full implementation cycle before expecting data outcomes. The RLM is chiefly concerned with ensuring students are well.
The RLM framework aligns to the three-part framework and centers on a structure for engagement at each phase. Strategies from evidence based behavior therapies are embedded throughout the instructional process to guide, discuss, and intervene as appropriate.
RLM incorporates tenets from various behavioral therapies into the instructional process to engage emotions, identify thinking patterns and develop positive behaviors overtime. RLM utilizes associated skills and processes within the educational framework to strengthen cognitive, academic and behavioral responses overtime.
RLM Training is led by Dr. A.C. Young and offered four times a year. Successful candidates will initially receive an RLM Apprentice Credential which requires a year of monitoring, data collection, and cohort reflection. Following a year of apprenticeship, candidates may apply for the RLM Practitioner Credential. This credential enables candidates to train other professionals and serve as leaders and champions of this crucial work. Interested candidates may begin the process below: