Foundations of Torey Hayden’s Relationship-Driven Classroom Practice with Troubled Children

Abstract

This paper discusses the relationship-driven classroom practice of Torey Hayden, a teacher of children with emotional and behavioral difficulties, and author of eight books chronicling her day-to-day work in special education and child psychology. Seven philosophical principles which underpin and inform all action taken in her relationship-driven classroom model are delineated: 1) relationships are a process, not a goal; 2) there is a difference between a person and the person’s actions; 3) no one chooses to be unhappy; 4) misbehavior is a teaching opportunity; 5) everyone can change; 6) personal change is very difficult; and 7) the world is complex. A consilience of evidence supporting the use of a relationship-driven methodology with troubled children is presented. Final thoughts on Hayden’s relationship-driven classroom are offered.

Keywords

• Torey Hayden
• special education
• child psychology