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Social Responsibility Training (SRT) is a systematic, step-by-step classroom curriculum designed to alter how at-risk students think, make judgments and decisions about the right and wrong thing to do in situations, and promote actions and behaviors focused on changing negative relationships.

Social Responsibility Training teaches participants thinking, judgment, and life skills in a developmentally appropriate and systematic class process designed to enhance social, moral, and behavioral growth in a progressive fashion. 

Students enter SRT at any time during a semester and work at an individual pace to process exercises and tasks sequentially.  This procedure is flexible for referral, facilitates the learning process, and allows for the continuation of ongoing classes.  The program relies on class dynamics to create a positive peer culture that mirrors to an individual their personality characteristics that contradict those positive qualities.  This supports a process of self-examination and reflection not achieved by more directive or purely skill-based approaches.

During the course, the individual student becomes a member of a team whose goal is to assist one another in successful behavior change.  Participants are involved in teaching others new skills, communication, and working with others from diverse backgrounds. The program serves to advance the individual’s work-readiness and assists them in increasing interpersonal competencies in these areas.

Social Responsibility Training focuses systematically on six life issues:

  • Confrontation and assessment of self: Participants assess beliefs, attitudes, behaviors, and defense mechanisms;
  • Assessment of relationships: Includes planning to heal relationships that have been harmed;
  • Reinforcement of positive behavior and habits: Helping others raises awareness of moral responsibility;
  • Positive identity formation: Exploration of Real Self and positive goal setting;
  • Enhancement of self-worth: Actions that enhance self-respect and development of prosocial habits change how participants see themselves;
  • Decreasing hedonism: Participants learn to delay gratification and control of pleasure-seeking behavior.