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Check Out The Bibliotherapy Guide

This guide was created by Naomi Colliver, Counselor, Lincoln Elementary School.  She used it in small groups of students that were identified by teachers as needing extra help in understanding and applying any of the eighteen character attributes.  The guide includes suggested books for each of the attributes, discussion questions/activities, and an exit slip (or take away activity). You can find it in Products/Supplemental.

Attributes:  Respect; Responsibility; Rules; Goals; Volunteer; Empathy; Gratitude; Tolerance; Healthy Living; Moderation; Honesty; Wisdom; Optimist; Perseverance; Courtesy; Survival; Mindfulness; Transformation

View them all in Products.

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Testimonials: See What Others Are Saying about Core Life in Schools

Testimonials

See what others are saying about the impact Core-Life is having in our community
already.
  • “Implementing the Core Life Program at Lincoln Elementary School has provided our students with lifelong lessons that foster the importance of positive character traits.  Learning these traits will facilitate success in their futures as students and productive citizens.”  School Counselor and Principal, Lincoln Elementary School
  • “Core Life engages students in life long lessons and encourages positive reinforcement in our classrooms, school, and communities.”  4th grade teacher, Sherman Elementary School
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Definitions of Core Life Attributes

The Core Life materials are grade specific and can be implemented school wide,  by grade,  or by classroom.  Developed by teachers, each grade’s content covers the 18 following attributes in developmentally appropriate ways:

Attribute Definition
Respect (noun) Expressing a feeling of honor, appreciation, and  admiration towards someone

 

Responsible (adj.) Dependable; able to be trusted and relied upon
Rules (noun) A statement that tells you what is or is not allowed
Goal (noun) A purpose or objective that one strives to achieve
Volunteer (verb)  To offer oneself for a service willingly and without pay
Empathy (noun) The ability to understand and share another person’s experiences, emotions, and feelings

 

Gratitude (noun) A feeling of thankfulness or appreciation
Tolerance (noun) The willingness to accept feelings, behavior, or beliefs that are different from your own

 

Healthy Living (noun) Choosing nutritious food, staying active, and avoiding toxic substances to be healthy inside and out

 

Moderation (noun) Staying safely away from excesses or extremes
Honesty (noun) Being fair and truthful; not lying, cheating, or stealing
Wisdom (noun) Having experience, knowledge, and good judgment
Optimist (noun) A person who is hopeful about how things will turn out
Perseverance (noun) Having the self-discipline to continue a task in spite of many difficulties

 

Courtesy (noun) Polite behavior that shows respect for others
Survival (noun) the state or fact of continuing to live or exist, typically in spite of an accident, ordeal, or difficult circumstances

 

Mindfulness (noun) A way of thinking that nurtures happier and healthier living
Transformation (noun) The belief that you can learn from or become smarter if you work hard and keep trying

The importance of enabling youth to function successfully within their learning and living environments cannot be understated.  According to the National Institute on Drug Abuse, it is important to start preparing children to avoid the adoption of unhealthy behaviors by building their social and emotional skills as early as preschool. They outline 16 developmentally-appropriate principles on their website:  https://www.drugabuse.gov/publications/preventing-drug-abuse-among-children-adolescents-in-brief/prevention-principles

Principles 6 and 7 are listed below:

“PRINCIPLE 6 – Prevention programs can be designed to intervene as early as preschool to address risk factors for drug abuse, such as aggressive behavior, poor social skills, and academic difficulties.30, 31

PRINCIPLE 7 – Prevention programs for elementary school children should target improving academic and social-emotional learning to address risk factors for drug abuse, such as early aggression, academic failure, and school dropout. Education should focus on the following skills:8, 15

  • self-control;
  • emotional awareness;
  • communication;
  • social problem-solving; and
  • academic support, especially in reading.;”
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Core Life at Lincoln Elementary

Core Life has been implemented at Lincoln Elementary in Dayton, Kentucky since 2015.  Over time, they have expanded the implementation of the program in many ways.  They began with the 3rd and 4th grade materials and saw amazing results. Teachers became quickly engaged and tailored the program to their unique setting and programming.  They realized the need to begin earlier and their K-2nd grade teachers wrote the lesson plans for their respective age groups.

Large Core Life posters were created and they still hang throughout the school to emphasize the importance of the character attributes.