Michael E. Kaufmann

Though I was a bright and willing child, by elementary school I already showed difficulty keeping up with other children. I had to repeat the second grade and then the fourth grade. My mathematical skills were far below those of my classmates, and, despite countless tutors, I could not master even simple arithmetic. Socially, I was a shy loner and did not get along well with my peers. The stress of my poor academic performance increased over the years, impacting my daily life and placing pressure on my parents.

The school psychologist offered a vague diagnosis of "immaturity" and "laziness," and no official intervention was suggested other than more discipline. So the trouble continued. In hindsight, I suspect that a learning disability, or perhaps even attention deficit disorder, might have played a part in my struggles. It is no exaggeration to say that I was at risk academically, socially, and personally. I was in need of help. My life could easily have deteriorated, as too many such lives do, into self-destructive behavior and unfulfilled promise.

In his book Innovative Interventions in Child and Adolescent Therapy (1988), Charles E. Schaefer gathered the work of several child psychologists who were exploring alternative paths to reaching young people. In this volume, Jerrold Brandell explained the role of storytelling in child psychology, Helen Payne wrote of the use of dance movement therapy with troubled youth, and Judi Weiser told of her work with photography and adolescent clients. These professionals used adjunct activities to spark interest and to build bridges to children who were often unreachable in traditional ways.

In a garden, each plant requires a particular type of soil, varying amounts of water, different intensities of light, and a specific mix of nutrients if it is to thrive. A successful gardener must be flexible, knowledgeable about these needs, and willing to offer each plant the right conditions. An English rose, a Baobab tree, and a cactus cannot grow in the same soil; each requires alternative conditions in order to thrive.

The issue’s final section, Encouraging Creative Alternatives, begins with Gordon Hodas’s analysis of the use of music with angry youth. Therapeutic poetry writing is the next alternative, offered by authors Karenlee Clarke Alexander and Linda Shaw-Benson; Janetta Fleming and her co-authors explore the educational and therapeutic uses of quilt making; and Isabel Abrams presents the many benefits horticultural programs can bring to youth. The issue’s last article describes an alternative therapy that is reaching youth worldwide. Nicole Dagnino and Sophie Naudeau report on the organization Enfants Refugies du Monde (Refugee Children of the World) and how it uses play therapy to reach thousands of refugee children who have been forced to grow up too fast.

Guest Editor Michael E. Kaufmann is the Director of Education and Communication for the North American Riding for the Handicapped Association (NA RI-IA). Previously, he served as Director of Education for the American Humane Association (AHA) and the American Society for the Prevention of Cruelty to Animals (ASPCA). He is a noted speaker on the subject of animal-assisted therapy from the educator ‘sperspective and has published extensively on the human/animal bond, specifically the correlation between animal abuse and child abuse. Michael was one of the founding members of the Equine Facilitated Mental Health Association (EFMHA) and has served on various professional committees of the Delta Society. He has implemented and directed animal programs for the YMCA and regularly consults with organizations starting animal-based education/therapy programs.

Expanding the Circle of Caring

Lyndal M Bullock

Alan launched Reaching Today’s Youth as a forum for developing community circles of caring among those working with and for youth. The journal has included all voices in the discussion of timely issues — children and youth, those working directly with them, and leading researchers —with an emphasis on practical, strengths-based approaches to creating supportive and successful environments. Authors have included such leading advocates and thinkers as Archbishop Desmond Tutu, Jonathan Kozol, William Glasser, Alfie Kohn, Linda Lantieri, James Garbarino, Barbara Huff, Martin Seligman, and countless others. Reaching Today’s Youth has also been proud to publish articles from others on the front lines — practitioners, children, and their families.

I wish Alan the best as he continues his efforts on behalf of children and youth through the HOPE Foundation, a nonprofit organization that is dedicated to supporting educational leaders across disciplines as they strive to create environments that ensure the social, emotional, and academic success of all young people. Created in 1989 as the NES Foundation and renamed in 1998, the HOPE Foundation (Harnessing Optimism and Potential through Education) can be reached at communitiesofhope@communitiesofhope.org, 3925 Hagan Street, Suite 105, P0. Box 906, Bloomington, IN 47402-0906, phone 812-355-6000, fax 812-323-8140.