Dr. Wiliam Fibkins philosophy rests on the notion that there is an urgent need to empower every member of the school community to intervene when they observe a community member headed for trouble and the margins of school life—an approach that requires administrators, counselors and student service professionals, teachers, students, support staff, and parents to be well trained to intervene.
It is a given in school life that every community member can face tough times and failure in both their home and school lives. Tough times that can provide major barriers to their success unless quick, thoughtful, and trusting intervention is easily available. Dr. Fibkins believes each member of the school can develop the skills, capacity, and will to become their brother’s and sister’s keeper, therefore not allowing "one" member to fall through the cracks.
His workshops, training programs, and conference presentations provide a rationale and "how to" approach for expanding the helping resources of each special group in the school so they can contribute to the well being of the school population; administrators, counselors and student service professionals, teachers, students, support staff, and parents.
It is a given in school life that every community member can face tough times and failure in both their home and school lives. Tough times that can provide major barriers to their success unless quick, thoughtful, and trusting intervention is easily available. Dr. Fibkins believes each member of the school can develop the skills, capacity, and will to become their brother’s and sister’s keeper, therefore not allowing "one" member to fall through the cracks.
His workshops, training programs, and conference presentations provide a rationale and "how to" approach for expanding the helping resources of each special group in the school so they can contribute to the well being of the school population; administrators, counselors and student service professionals, teachers, students, support staff, and parents.
Successful, caring, and welcoming schools are an essential part of building a culture that prides itself on helping each person be all they can be and making dreams become realities. Dr. Fibkins believes that to accomplish this goal we need to get everyone on board in the schools to encourage and support member’s dreams and hopes and allow opportunity to flourish and be nurtured.
He argues that no one special group can successfully respond to the academic, social, health and well being needs of every member of the school community. However Dr. Fibkins believes an intervention program with the mission of creating a community of helpers to provide outreach and support that is easily accessible to each person can dramatically reduce problems such as student failure, teacher ineffectiveness, parent child abuse, non-involvement of support staff, lack of personal counseling offered by guidance counselors, and administrator burnout.
It's a win-win situation for schools, many who now see their interventions systems overwhelmed by the growing personal and school problems of students, parents, and school staff, each group’s issues contributing to an overall negative school climate that endures without an expanded intervention process.
He argues that no one special group can successfully respond to the academic, social, health and well being needs of every member of the school community. However Dr. Fibkins believes an intervention program with the mission of creating a community of helpers to provide outreach and support that is easily accessible to each person can dramatically reduce problems such as student failure, teacher ineffectiveness, parent child abuse, non-involvement of support staff, lack of personal counseling offered by guidance counselors, and administrator burnout.
It's a win-win situation for schools, many who now see their interventions systems overwhelmed by the growing personal and school problems of students, parents, and school staff, each group’s issues contributing to an overall negative school climate that endures without an expanded intervention process.
