What is the practice?
The Take Charge Curriculum has been defined as an integrated self-determination promotion approach that includes student coaching, mentorship, peer support, and parent support (Powers et al., 1998).
In the studies used to establish the evidence base for using Take Charge Curriculum to teach self-determination skills including:
- Achieving goals (Powers et al., 2012; Geenen et al., 2013)
- Participating in group mentoring workshops (Powers et al., 2012; Geenen et al., 2013)
Where has it been implemented?
During unscheduled school class periods, before school, after school (n = 2)
Where is the best place to find out how to do this practice?
References used to establish this evidence base:
Powers, L. E., Geenen, S., Powers, J., Pommier-Satya, S., Turner, A., Dalton, L. D., Drummond, D., Swank, P., & Research Consortium to Increase the Success of Youth in Foster Care (2012). My Life: Effects of a longitudinal, randomized study of self-determination enhancement on the transition outcomes of youth in foster care and special education. Children and Youth Services Review, 34, 2179-2187.
Geenen, S., Powers, L. E., Powers, J., Cunningham, M., McMahon, L., Nelson, M., Dalton, L. D., Swank, P., Fullerton, A. & Research Consortium to Increase the Success of Youth in Foster Care. (2013). Experimental study of a self-determination intervention for youth in foster care. Career Development and Transition for Exceptional Individuals, 36, 84-95.
