The following table is collated and summarized by Dr. Judy Jaunzems-Fernuk. Some components are powered by AI technology. The organization and combination of these ideas are the copyright of Dr. Judy Jaunzems-Fernuk, as they relate and connect to The Human Curriculum™

The Human Curriculum™ is a framework that shares various modalities and strategies for leading and learning in classrooms that honour and value the humans at the heart of the work. For a PDF of this table, please email judy@prairieskyeducation.ca

Therapeutic and Healing Centered Classroom (Leadership & Learning) Approaches	Corresponding Mental Health Theory & Development  (Modalities)
Attachment; Relationship Based	John Bowlby, Mary Ainsworth, Gordon Neufeld
Implementing strategies to build strong, positive relationships with students, such as greeting each student at the door, taking time to listen to their concerns, and showing empathy towards their feelings and experiences.   Building Strong Teacher-Student Relationships: emphasizing the importance of secure attachment relationships between children and their caregivers. This involves showing empathy, being attentive to students’ emotional needs, and creating opportunities for connection and bonding.   Creating Emotionally Safe Spaces: help students feel emotionally safe and secure. This may involve setting clear expectations for behavior, promoting a sense of belonging and acceptance, and responding to students’ emotional needs with sensitivity and understanding and teaching boundaries.   Promoting Social-Emotional Learning (SEL): Integrate SEL curriculum and practices into teaching to help students develop essential skills such as self-awareness, empathy, and relationship-building. This may include teaching emotion regulation strategies, conflict resolution skills, and fostering a culture of kindness and respect in the classroom.   Encouraging Emotional Expression: create opportunities for students to express their feelings through art, writing, or class discussions; validate and acknowledge students’ emotions; teach healthy emotional vocabulary and coping strategies.   Partnering with Families: By working together, teachers and families can create consistency and continuity in supporting children’s emotional well-being and academic success.	Attachment theory was developed by John Bowlby and expanded upon by Mary Ainsworth. They emphasized the importance of secure attachments in early childhood for healthy emotional development and relationships later in life.   Gordon Neufeld’s work focuses on understanding attachment dynamics and promoting emotional safety and well-being in children.
Ideals Rooted in Meaning & Purpose / Logo-Therapy	Viktor Frankl
Engaging students in discussions and activities that help them explore their personal values, goals, and aspirations. Encouraging them to reflect on the meaning and purpose behind their actions and decisions.	Logo-therapy was developed by Viktor Frankl, a psychiatrist and Holocaust survivor. It focuses on finding meaning and purpose in life, even in the face of suffering and adversity.
Values, Beliefs; World-views; Culture, Nature, & Connection	Martin Brokenleg, Robin Wall-Kimmerer, Herman Mitchell
Incorporating diverse perspectives and cultural experiences into the curriculum, fostering an inclusive and respectful classroom environment where students feel valued and understood. Some ways to incorporate this includes:   Cultural healing and wellness practices that integrate traditional healing methods and holistic approaches to well-being into the school setting. These practices may include mindfulness, meditation, herbal remedies, or traditional healing ceremonies that are rooted in students’ cultural backgrounds. By honoring students’ cultural traditions and values, schools can promote holistic health and healing that encompasses the mind, body, and spirit.   Cultural identity exploration activities, which help students explore and celebrate their cultural heritage, traditions, and values. Teachers can incorporate literature, music, art, and other cultural artifacts from diverse cultural backgrounds into the curriculum to broaden students’ perspectives and foster appreciation for cultural diversity. These activities empower students to develop a positive sense of identity and belonging, while also promoting empathy and understanding of others’ cultural experiences.   Cultural healing circles draw upon indigenous healing traditions and practices to promote healing, resilience, and community building in schools. These circles provide a safe space for students to share their stories, express themselves creatively, and connect with their cultural heritage. Cultural healing circles may incorporate elements such as storytelling, music, art, and traditional ceremonies to support students’ emotional well-being and cultural identity.	This therapeutic modality integrates principles of ecology, indigenous wisdom, and cultural connectedness to promote holistic well-being.   Martin Brokenleg’s Circle of Courage model emphasizes the importance of belonging, mastery, independence, and generosity in fostering resilience among youth.   Robin Wall-Kimmerer’s work highlights indigenous perspectives on reciprocity, stewardship, and interconnectedness with the natural world.   Herman Mitchell’s work focusse on Land-based principles: Embracing Rhythms of the Earth (“Cree teachings are written all over the landscape, we muct learn how to observe, listen, and breathe in the natural world”
Choice Theory (Quality Schools & Restitution) Reality Therapy	William Glasser
Providing students with opportunities to make choices and take responsibility for their actions. Encouraging them to reflect on the consequences of their choices and empowering them to make positive changes.	Choice theory and reality therapy were developed by William Glasser, a psychiatrist. They emphasize personal responsibility, choice, and the importance of meeting basic psychological needs for well-being.
Needs Based	Martin Brokenleg, William Glasser, Diane Gossen, Abraham Maslow, Dan Siegel, Bruce Perry
Recognizing and addressing the various needs of students, such as the need for belonging, autonomy, competence, and safety. Creating a supportive and nurturing classroom environment that promotes social-emotional well-being.	This modality draws from various theorists and psychologists, including William Glasser, Martin Brokenleg, Abraham Maslow, Daniel Siegel, and Bruce Perry. It emphasizes the importance of addressing fundamental human needs for learning, growth, and well-being.
Classroom Belief System (Community):	Alfie Kohn, bell hooks, and Howard Gardner
Establishing a shared set of values and expectations within the classroom community. Encouraging collaboration, mutual respect, and empathy among students and teachers.   I believe I value I need I am I can I will	The concept of a classroom belief system rooted in community draws upon principles of social constructivism and socio-emotional learning theories. researchers such as Alfie Kohn, bell hooks, and Howard Gardner have written extensively on the importance of creating inclusive and supportive learning communities. They emphasize the role of educators in promoting collaboration, empathy, and equity within the classroom, highlighting the transformative power of community-oriented teaching practices in enhancing student engagement, achievement, and well-being.
Motivational Interviewing	William R. Miller, Stephen Rollnick
Using open-ended questions and reflective listening techniques to help students explore their motivations, goals, and barriers to success. Guiding them towards positive change by emphasizing their strengths and intrinsic motivations.	Motivational interviewing is a collaborative, goal-oriented communication style aimed at eliciting behavior change by helping individuals explore and resolve ambivalence. Developed by psychologists William R. Miller and Stephen Rollnick, this approach acknowledges that individuals may feel conflicted about making changes and seeks to enhance intrinsic motivation by evoking their own reasons for change. Monty Roberts shares similarities of Equine Training to Motivational Interviewing and provides many links from the animal kingdom to that of humans – he calls this ‘Join Up’ (if you love horses, humans, and healing-centered practices seek him out).
Restitution	Diane Gossen
Encouraging students to take ownership of their mistakes and make amends through restorative practices, such as apologizing, repairing harm, and rebuilding trust within the classroom community.	Restitution is a proactive approach to discipline and conflict resolution that focuses on repairing harm and restoring relationships. Developed by educator Diane Gossen, restitution emphasizes accountability, empathy, and problem-solving skills. Instead of punitive measures, restitution encourages individuals who have caused harm to take responsibility for their actions, make amends, and rebuild trust within the community.
Goal Setting Therapy	Edwin Locke and Gary Latham
Purpose Enhancing: Assisting students in setting realistic and meaningful goals that align with their values and aspirations. Providing support and encouragement to help them stay focused and motivated towards achieving their goals.   By involving students in the goal-setting process and providing feedback and support, teachers help them develop a sense of agency, resilience, and intrinsic motivation. Goal setting encourages students to take ownership of their learning, monitor their progress, and celebrate their achievements, ultimately fostering a growth mindset and lifelong learning habits.	Goal setting theory, developed by psychologists Edwin Locke and Gary Latham, emphasizes the importance of setting clear and specific goals in motivating individuals to achieve desired outcomes. According to this theory, goals that are challenging yet attainable can enhance performance and persistence by directing attention, mobilizing effort, and fostering self-regulation.
Acceptance & Commitment	Steven C. Hayes
Teaching students mindfulness and acceptance strategies to cope with difficult emotions and thoughts. Encouraging them to identify their values and take committed action towards living a meaningful life. Acceptance and commitment strategies foster resilience, self-regulation, and a sense of purpose, enabling students to navigate challenges and thrive in diverse learning environments.	Acceptance and Commitment Therapy (ACT), developed by psychologist Steven C. Hayes and colleagues, is a mindfulness-based approach to psychotherapy that emphasizes acceptance of one’s thoughts and feelings and commitment to values-based action. ACT teaches individuals to develop psychological flexibility by learning to accept inner experiences without judgment, identify core values, and take committed action aligned with those values, even in the presence of discomfort or adversity.
Cognitive Behavioural Therapy	Aaron T. Beck, Albert Ellis
Helping students recognize and challenge negative thought patterns and beliefs that may contribute to anxiety, depression, or other mental health issues. Teaching them coping skills and problem-solving techniques to manage stress and improve resilience.   In the classroom, CBT principles can be applied to promote positive thinking patterns, emotional regulation, and problem-solving skills among students. Teachers can help students recognize and challenge negative thoughts and beliefs that may contribute to academic stress, anxiety, or low self-esteem. By teaching cognitive restructuring techniques and providing opportunities for behavioral experimentation and rehearsal, teachers empower students to develop resilience and self-efficacy in managing academic challenges and interpersonal conflicts. CBT-based interventions foster a growth mindset, enhance self-awareness, and equip students with lifelong coping skills for academic and personal success.	Cognitive Behavioral Therapy (CBT) is a widely used evidence-based psychotherapy approach that focuses on how thoughts, beliefs, and behaviors influence emotions and well-being. Developed by psychologists Aaron T. Beck and Albert Ellis, CBT aims to identify and challenge unhelpful cognitive distortions and develop adaptive coping strategies to change patterns of thinking and behavior
Dialectic Behavioural Therapy	Marsha M. Linehan
Teaching students emotion regulation skills, interpersonal effectiveness, distress tolerance, and mindfulness techniques to improve their mental health and relationships with others. . In the classroom, DBT principles can be applied to support students’ emotional regulation and social-emotional learning. Teachers can teach DBT skills such as mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness to help students cope with academic stressors, navigate interpersonal conflicts, and build healthy relationships. By providing a structured and supportive environment for skill development and practice, teachers empower students to effectively manage their emotions, communicate assertively, and engage in prosocial behaviors. DBT-based interventions promote resilience, self-awareness, and adaptive coping strategies, enhancing students’ overall well-being and academic performance.	Dialectical Behavior Therapy (DBT) is a cognitive-behavioral approach developed by psychologist Marsha M. Linehan. DBT combines principles of cognitive therapy with mindfulness practices to help individuals regulate emotions, manage distress, and improve interpersonal relationships. DBT emphasizes the dialectical balance between acceptance and change, encouraging individuals to acknowledge their experiences while working towards positive behavior change
Compassion Informed Activities	Gabor Mate / Kirsten Neff
Incorporating activities that promote empathy, kindness, and understanding towards oneself and others. Fostering a culture of compassion and support within the classroom community can include: mindful breathing exercises to promote relaxation and emotional regulation; compassion meditation to cultivate empathy and kindness towards oneself and others; reflective journaling prompts to encourage self-reflection and self-awareness; gratitude practices to foster appreciation and perspective-taking; collaborative projects or service-learning opportunities to promote empathy and social responsibility. Restorative circles or restorative justice practices to facilitate dialogue, understanding, and conflict resolution. Random acts of kindness initiatives to promote prosocial behavior and community building.   By prioritizing their own well-being and modeling self-compassion to students, teachers create a culture of care and support in the classroom that benefits both educators and students alike.	While not necessarily associated with any one specific theorist or psychologist, compassion-informed practices draw upon principles of compassion-focused therapy and mindfulness-based approaches to promote empathy, kindness, and understanding in educational settings.   Gabor Maté’s Compassionate Inquiry is an approach to trauma healing that combines mindfulness, compassion, and curiosity to explore the root causes of suffering and promote self-awareness and acceptance. Compassionate Inquiry encourages individuals to investigate their beliefs, emotions, and behaviors with kindness and non-judgment.     Kristin Neff has developed specific programs and resources aimed at promoting self-compassion, recognizing the unique challenges and stressors faced in schools. Self-Compassion emphasizes the importance of self-care, boundary-setting, and self-compassion practices that enhance their well-being: mindfulness, self kindness, and the notion of common humanity.
Narrative Therapy	Michael White, David Epston
Incorporate narrative practices by encouraging students to reflect on their personal stories, challenges, and strengths. Involve activities such as storytelling, journaling, or creating autobiographical projects. Exploring and reshaping narratives can develop a sense of self, agency, and resilience.	Narrative therapy is a collaborative and respectful approach to counseling and psychotherapy that views individuals as the experts of their own lives. Michael White and David Epston developed this approach, which focuses on exploring the stories people tell about themselves and their experiences. Narrative therapy seeks to externalize problems, allowing individuals to separate themselves from their difficulties and explore alternative narratives that empower them to rewrite their stories in more meaningful and adaptive ways.
Solution-Focused Brief Therapy	Steve de Shazer, Insoo Kim Berg
Apply solution-focused techniques by helping students identify their strengths, resources, and goals. Instead of focusing solely on problems, teachers ask questions that promote solution-building and encourage students to envision a positive future. This approach empowers students to identify practical steps they can take to overcome obstacles and achieve success. Teachers can use SFBT techniques such as: Scaling questions to assess students’ motivation and progress towards goals. Miracle questions to help students envision their desired outcomes and identify steps to achieve them. Exception-seeking questions to explore times when students have successfully managed challenges or achieved their goals. Goal-setting and action planning to collaboratively develop strategies for addressing academic, behavioral, or personal challenges. Strengths-based feedback and recognition to reinforce positive behaviors and achievements.	Solution-Focused Brief Therapy (SFBT) is a strengths-based, goal-oriented approach to psychotherapy developed by therapists Steve de Shazer and Insoo Kim Berg. SFBT focuses on identifying and amplifying clients’ existing strengths and resources to create positive change in their lives. Instead of dwelling on problems or past issues, SFBT emphasizes solution-building and future-oriented thinking.
Mindfulness-Based Stress Reduction	Jon Kabat-Zinn
Integrating mindfulness practices into the classroom can help students develop self-awareness, emotional regulation, and attentional control. Teachers can incorporate brief mindfulness exercises, such as mindful breathing or body scans, at the beginning or end of class to promote relaxation and focus. Additionally, teachers can cultivate a mindful atmosphere by modelling present-moment awareness and non-judgmental acceptance of experiences and events.	Mindfulness-Based Stress Reduction (MBSR) is an evidence-based program developed by Jon Kabat-Zinn, a pioneer in the field of mindfulness. MBSR combines mindfulness meditation, body awareness, and yoga to reduce stress, manage pain, and enhance well-being. The program emphasizes present-moment awareness, non-judgmental acceptance, and compassion towards oneself and others.
Play Therapy	Virginia Axline, Garry Landreth, Stuart Brown
Promote social-emotional learning and creativity. Incorporate playful activities, such as games, role-playing, or art projects, to help students express themselves, build relationships, and develop problem-solving skills. Creating a safe and supportive play environment allows students to explore and take risks through their thoughts and feelings in a non-threatening way.	Play therapy is a therapeutic approach that utilizes play to help children express themselves, explore their feelings, and resolve emotional difficulties. Virginia Axline and Garry Landreth are notable figures in the field of play therapy, each contributing to its theory and practice. Play therapy provides children with a safe and supportive environment to process their experiences, build coping skills, and develop healthy relationships.
Expressive Arts Therapy	Natalie Rogers, Shaun McNiff
Incorporating expressive arts activities, such as drawing, painting, music, or drama, into the curriculum can provide students with alternative ways to communicate and process their experiences. Teachers can offer opportunities for creative expression and reflection, allowing students to explore their emotions and perspectives through various artistic mediums. This approach fosters self-discovery, self-expression, and emotional healing within the classroom context.	Expressive Arts Therapy is a form of psychotherapy that utilizes various art forms, including visual arts, music, dance, drama, and poetry, to promote self-expression, creativity, and emotional healing. Natalie Rogers and Shaun McNiff are influential figures in the field of expressive arts therapy, advocating for its use as a powerful tool for personal growth and transformation.
Strengths-Based Approaches	Martin Seligman, Donald O. Clifton
Emphasizing students’ strengths and positive attributes can enhance their self-esteem, motivation, and resilience. Teachers can implement strengths-based practices by providing feedback that highlights students’ achievements, talents, and efforts. Encouraging students to identify and leverage their strengths in academic tasks and extracurricular activities promotes a sense of competence and well-being.	Strengths-Based Approaches focus on identifying and leveraging individuals’ strengths, talents, and positive attributes to promote well-being, resilience, and success. Martin Seligman, known for his work in positive psychology, and Donald O. Clifton, founder of the CliftonStrengths assessment, are influential figures in the development of strengths-based approaches. Instead of focusing solely on deficits or weaknesses, strengths-based approaches emphasize recognizing and nurturing the inherent strengths and capabilities of individuals.
Trauma-Informed Practices	Judith Herman, Bessel van der Kolk
Recognizing the impact of trauma on students’ learning and behavior, teachers can adopt trauma-informed approaches that prioritize safety, trust, and empowerment. This involves creating a predictable and supportive classroom environment, implementing trauma-sensitive teaching strategies, and fostering positive relationships with students. By understanding and responding to the needs of traumatized students with sensitivity and compassion, teachers can promote healing and academic success. Strategies include: grounding, emotion regulation, and cultivating resilience.	Judith Herman is a psychiatrist and trauma expert known for her ground breaking work on understanding and treating trauma. Her work outlines the psychological impact of trauma and emphasizes the importance of creating safe environments for healing and recovery.   Bessel van der Kolk: Author of “The Body Keeps the Score,” is a psychiatrist and trauma researcher renowned for his work on understanding the neurobiology of trauma and developing trauma-informed interventions. His work explores the ways in which trauma affects the body and brain and offers insights into effective trauma treatment approaches.
Somatic Experiencing & Polyvagal Theory	Peter Levine, Stephen Porges, Deb Dana
Teachers can incorporate somatic experiencing techniques into the classroom to help students regulate their nervous systems and manage stress. This may include brief mindfulness exercises, deep breathing techniques, or simple movements to promote relaxation and self-awareness. By encouraging students to notice and track their bodily sensations without judgment, teachers support them in developing self-regulation skills and coping strategies for managing emotional arousal.	Somatic Experiencing is a body-centered approach to trauma healing developed by Peter Levine. It focuses on releasing the physiological effects of trauma stored in the body through techniques such as grounding, tracking bodily sensations, and pendulation (moving between states of activation and relaxation). Polyvagal Theory, developed by Stephen Porges and expanded by Deb Dana, explores how the autonomic nervous system regulates our physiological state in response to stress and safety cues. It posits that the vagus nerve plays a central role in three hierarchical states: the ventral vagal state (social engagement and calm), the sympathetic state (fight or flight), and the dorsal vagal state (shutdown or immobilization). This theory emphasizes the importance of feeling safe for healthy social interactions and mental health, suggesting that our body’s response to threats is deeply connected to our ability to connect with others and maintain emotional well-being.
Neurosequential Model of Therapeutics / Education / Self-Regulation	Bruce Perry, Stuart Shanker
Teachers can apply the principles of the Neurosequential Model of Therapeutics in the classroom by considering students’ developmental stages and individual differences in their response to trauma. This may involve adapting teaching strategies and classroom environments to support students’ regulation, attachment, and cognitive functioning. By providing a nurturing and predictable learning environment that meets students’ developmental needs, teachers can promote resilience and facilitate their academic and social-emotional growth   Examples from Shanker’s work include: Mindfulness Corners: In one corner of the classroom, there’s a designated space with comfortable cushions and soft lighting. This is the Mindfulness Corner, where students can go to engage in brief mindfulness exercises whenever they feel overwhelmed or anxious. The teacher leads short mindfulness sessions at the beginning and end of each day to introduce students to techniques like deep breathing and body scans.   Emotion Regulation Board: Near the classroom door, there’s an Emotion Regulation Board with colorful charts and visuals representing different emotions. Each student has a small magnet with their name on it that they can move to indicate how they’re feeling throughout the day. The teacher encourages students to check in with the board whenever they experience strong emotions, helping them identify and label their feelings.   Sensory Break Area: In another corner of the classroom, there’s a Sensory Break Area equipped with sensory tools and materials such as stress balls, fidget spinners, and textured objects. Students can visit this area during independent work time or transitions to regulate their sensory input and refocus their attention. The teacher provides guidance on how to use the sensory tools effectively and encourages students to take breaks as needed.   Choice Time Activities: Throughout the day, the teacher incorporates choice time activities that promote self-regulation skills. For example, during free play or creative time, students can choose from a variety of calming activities such as drawing, coloring, or listening to soft music. By giving students autonomy and allowing them to select activities that help them regulate their emotions and energy levels, the teacher empowers them to take ownership of their self-regulation journey.   Reflective Journals: At the beginning or end of each day, students spend a few minutes reflecting on their self-regulation experiences in their journals. They write about times when they felt calm and focused, as well as moments when they struggled to regulate their emotions or behaviors. The teacher reads and responds to the students’ reflections, providing feedback and reinforcement for their efforts.	Bruce Perry’s Neurosequential Model of Therapeutics (NMT) is a developmentally-informed approach to trauma treatment that emphasizes understanding the neurobiological effects of trauma on the brain’s development and functioning. NMT integrates principles of neurobiology, attachment theory, and trauma-sensitive interventions to support healing and recovery   The NMT/E takes a bottom-up approach to education, focusing on addressing students’ physiological and emotional needs before cognitive learning can occur. By prioritizing students’ safety, regulation, and emotional well-being, educators create a foundation for academic learning and cognitive development. The NME is trauma-informed, recognizing the impact of adverse experiences on brain development and learning. Educators using the NME understand that students who have experienced trauma may have dysregulated stress responses and may require additional support to feel safe, connected, and ready to learn. Therefore, the model emphasizes creating safe, predictable, and nurturing environments that promote resilience and healing.   By implementing Shankers Self-Regulation ideas in the classroom, the teacher creates a supportive environment where students can develop and practice essential self-regulation skills. This approach emphasizes mindfulness, emotion regulation, sensory integration, and student autonomy, ultimately promoting a positive learning experience for all students.
Collaborative Problem Solving  & Collaborative and Pro-active Solutions	Stuart Ablon, Ross Greene
Therapeutic interventions aimed at addressing challenging behaviors in children and adolescents, particularly those with social, emotional, or behavioral difficulties. These approaches prioritize collaboration between educators, caregivers, and students to identify and address the underlying causes of problem behaviors, rather than focusing solely on punitive consequences.   By implementing CPS and CPS in classrooms, educators can create a supportive and collaborative environment that fosters the social, emotional, and academic development of all students, particularly those facing behavioral challenges. These approaches promote empathy, problem-solving skills, and positive relationships, ultimately leading to more positive outcomes for students and a more inclusive classroom community.   Strategies include:   Identifying Lagging Skills and Unsolved Problems: Instead of viewing challenging behaviors as intentional or manipulative, CPS and CPS recognize that these behaviors stem from lagging skills and unsolved problems. These could include difficulties with flexibility, frustration tolerance, problem-solving, or communication.Collaborative Problem-Solving Meetings: Teachers, students, and relevant caregivers come together to collaboratively identify and address the specific problems contributing to challenging behaviors. These meetings focus on understanding the student’s perspective, brainstorming solutions, and developing plans to support the student’s needs.Teaching and Reinforcing Alternative Skills: CPS and CPS emphasize teaching and reinforcing alternative skills to replace challenging behaviors. This may involve explicitly teaching social and emotional skills, problem-solving strategies, and coping mechanisms that empower students to manage their emotions and interactions more effectively.Flexibility and Adaptability: These approaches prioritize flexibility and adaptability in responding to individual student needs. Educators are encouraged to adjust their approach based on ongoing feedback, monitor progress, and make necessary modifications to intervention plans.	Stuart Ablon and Ross Greene are both clinical psychologists who have developed influential therapeutic approaches for working with children and adolescents with behavioral challenges.   Ross Greene is the founder of Lives in the Balance, an organization dedicated to helping children with behavioral challenges. Greene developed the Collaborative and Proactive Solutions (CPS) model, which is similar to Ablon’s CPS approach. This model also emphasizes collaboration and problem-solving but focuses specifically on identifying and addressing the lagging skills and unsolved problems that contribute to challenging behaviors in children and adolescents.   Both Ablon and Greene’s approaches have gained widespread recognition and have been implemented in various settings, including schools, clinics, and residential treatment centers, to support children and adolescents with social, emotional, and behavioral difficulties. Their work has influenced the fields of child psychology, education, and mental health, providing valuable insights and strategies for professionals working with youth populations.