Using the Structured Dialogue Method (SDM) as a Model for Violence Prevention and Health Promotion
Miscommunication leads to complication. This research project examines the value and utility of implementing a culturally responsive, informed pedagogical tool for parents, teachers, and school administrators in early childhood education known as the Structured Dialogue Method (SDM). SDM is an innovative, evidence-based engaging model designed to enhance higher-level critical thinking, communication and analytical skills and provide parents and teachers with valid tools and skillsets for informal and formal dialogue. The SDM is situated within several ancient and contemporary African cultural traditions of oral communication and has been studied in a variety of educational contexts including K-12 STEM education, undergraduate course design, and community settings in the U.S. and abroad. This community based participatory research project will examine the SDM as a model for violence prevention and health promotion in Guilford County, NC by training teachers and parents to use it in the context of a newly founded K-2 charter school seeking to implement restorative practices in education.
Team Guilford County
Charnelle Shephard is an Educational Consultant with school leadership experience in elementary, middle, and high school in Greensboro, North Carolina. With training in alternative education and pedagogy she serves as a community and school advocate in Guilford County.
Brian Carey Sims is Executive Director at Jomoworks, an education management consulting firm specializing in University / K-12 partnership development.
Dawn X. Henderson, PhD is the Co-Director of the Collective Health and Education Equity Research (CHEER) Collaborative and a Research Associate in the Center for Faculty Excellence at the University of North Carolina Chapel Hill. Her research includes a broad scope of investigating social and organizational factors that increase the inclusion and empowerment of racially diverse youth populations in education and social justice praxis in the undergraduate classroom.