Theory of Change
Emotionally Responsive Intent
Staff and Leadership will improve their individual capacities to…
Be Present, which looks like an improved ability to understand others' behavior
Reflect, which is reflected in more fully adopting ways of thinking that support self-reflection, increased use of self-reflection, and a deeper sense of purpose in one's work.
It also shows up as greater confidence in knowing when one needs support and what will best meet their individual needs for love, belonging and appropriate power.
Connect, which is evident in more frequently attempting to take the perspective of others and improved confidence in one's ability to do emotionally responsive things such as helping others to feel heard and understood.
Bounce Forward, which shows up as improved resilience.
Advance Relationships
Engagements that fulfill the universal human needs of love, belonging, and appropriate power.
Advancing relationships shows up as more frequently acting in emotionally responsive way like recognizing and acknowledging the emotions expressed by others as well as greater confidence in recognizing when others need support and how best to meet their needs for love, belonging, and appropriate power.
It also looks like creating and using emotionally responsive strategies to support others’ mental well-being and more often taking actions that strengthen reflective partnership with colleagues and leaders, such as modeling self-awareness and vulnerable sharing.
In leadership, advancing relationships shows up as increasing behaviors that promote staff capacity for resilience and the ability to more deeply ground every part of their organization in emotionally responsive intent.
Learning Environment
Relationship-centeredness is emphasized throughout the environment. People, Place, and Program
In an emotionally responsive environment, all relationships, practices, and even physical spaces are centered on connection, with attunement to mental health promotion, prevention, and intervention.
The environment supports strong reflective partnerships, where individuals’ own reflective capacity aligns with how they experience it in others and where leadership support for resilience strengthens staff resilience.
A relationship-centered culture is also evident through retention of emotionally responsive staff as well as fewer suspensions and expulsions in educational settings.
Emotional Development
Improved mental health protective factors that support resilience, executive functioning and emotional, social and cognitive skills.
Improved emotional development in children shows up as growth in healthy emotional connections with adults (attachment), ability to use independent thought and actions to meet their own needs (initiative) and gaining control of bodily functions, managing powerful emotions and maintaining focus and attention (self-regulation). These protective factors are the foundation of children's future mental well-being and executive functioning skills such as: focus, emotional control and goal setting.
When sustained over time (Kindergarten through 5th grade) this healthy emotional development translates into behaviors related to resilience, social-emotional competence, and school success.
Early Learning Progress
Improved learning outcomes
Improved learning outcomes show up as growth in developmental areas such as communication, problem solving, and numeracy as measured by various early childhood assessments (e.g., DIAL - Developmental Indicators for the Assessment of Learning, ASQ - Ages and Stages Questionnaire and Teaching Strategies GOLD).
When sustained over time, this translates to positive academic growth outcomes in Kindergarten through 5th grade.