About Our Curriculum and Courses

Whole-Souled Success Programs

Transformative, Research-Based Intervention at Streets2Schools

At Streets2Schools, Inc., we are committed to breaking cycles of domestic violence, child endangerment, and emotional dysregulation through our Whole-Souled Success Programs and curriculum (Healy, 2020). Our model is grounded in research, trauma-informed practices, and a firm belief in every individual's capacity for real, sustainable change.

Our Purpose

The Whole-Souled Success Programs were designed with three clear goals:

  1. To eradicate domestic violence

  2. To promote self-regulation of thoughts and emotions

  3. To eliminate child endangerment and abuse

Using an interpersonal and cognitive-behavioral approach, participants are guided to develop, practice, and master the concepts, skills, and strategies necessary for lasting behavioral and cognitive change (Babcock et al., 2004 & 2016; Mason, 2021).

Key Features of Our Model

  • Domestic Violence Cycle → Love and Compassion Cycle
    Our programs move individuals from patterns of harm to patterns of healing, using the Love and Compassion Cycle (Healy, 2020) as a guiding framework.

  • Presetting Expectations
    Each session begins by clearly defining expectations and norms, helping participants stay grounded and avoid dysregulation during discussions (Cho & Cho, 2018).

  • Individualized and Differentiated Learning
    Even in a group setting, instruction is scaffolded (Wood et al., 1976) to meet each participant’s cognitive level. Concepts, skills, and strategies are introduced explicitly and sequentially to build confidence and mastery.

  • Participants move through key stages of learning (Bloom, 1956):

    • Knowing

    • Understanding

    • Applying

    • Synthesizing

    • Valuing

  • Gradual Release of Responsibility: "I Do, We Do, You Do"
    We implement the Gradual Release Model (Levy, 2007) to transition participants from guided instruction to independent application—helping new behaviors become internalized and automatic.

  • Facilitator Evaluation Scale©
    Weekly participant progress is assessed across five critical domains:

    • Attendance

    • Participation

    • Responsibility (Acceptance)

    • Attitude (Cognitive Change)

    • Skill Use (Behavioral Commitment)

This evidence-based evaluation tool allows for consistent tracking of participant growth (Healy & Kelly, 2016).

Theory-Driven Curriculum Development

Our programs integrate best practices from a wide range of respected psychological and educational frameworks, including:

  • Adult Learning Theory

  • Attachment Theory

  • Cognitive Behavioral Therapy (CBT)

  • Acceptance and Commitment Therapy (ACT)

  • Family Systems and Interpersonal Theory

  • Bloom’s Taxonomy of Learning Domains

  • Scaffolded Learning (Vygotsky, Wood, Bruner)

  • Trauma-Informed Care Models

  • Restorative Justice Principles

This comprehensive, multidisciplinary foundation ensures that our participants learn not only what to change but also how to change.

Research-Backed Success

Recent research supports our curriculum design and facilitation practices, demonstrating the effectiveness of integrated models in reducing recidivism and promoting long-term behavior change (Eckhardt et al., 2013; Zarling et al., 2015, 2019).

In 2024, a study led by Dr. Denise Healy provided groundbreaking dose-response findings on optimal intervention durations—helping further tailor our programs to maximize real-world success.

Why It Matters

At Streets2Schools, we don’t believe in "checking the box" for court compliance. We believe in transforming lives, healing relationships, and building safer communities—one individual at a time.

Through research-based methods, love and compassion, and rigorous professional training, we help participants move from surviving to thriving.