Ramapo for Children
Overview
Ramapo for Children, an NCCRS member since January 2000, founded in 1922, is a private, not-for-profit capacity building and direct service organization that works on behalf of children with a wide range of emotional, behavioral, and learning problems. Ramapo’s philosophy is built around the simple belief that all people want the same things: to learn, to feel valued, and to experience success. Ramapo supports children who are at risk of being marginalized or alienated from their families, schools, and communities as a result of behaviors related to disability and/or trauma. As Ramapo has evolved as an organization, their expertise has been concentrated in two distinct areas - direct service programs in Rhinebeck and capacity building for schools and other organizations on a national level.
Ramapo’s direct service work includes the following programs at Ramapo’s Rhinebeck campus:
- Camp Ramapo - a residential summer camp in Rhinebeck, NY that serves over 550 children with social, emotional, or learning challenges annually
- Staff Assistant Experience (SAE) - a transition-to-independence program for young adults navigating learning differences, autism, and/or mental health challenges in which participants practice vocational and life skills in an inclusive residential community.
- Ramapo Retreats - short-term, adventure-based experiences for groups of youth and adults which utilize cooperative games, initiatives, and ropes course activities to help participants practice successful communication, teamwork, and leadership
- Ramapo Day Camp – inclusive, traditional summer day camp for local youth ages five to twelve
- Alternative Classrooms – four middle and high school classes which provide a unique and highly supportive learning environment through partnerships with Dutchess and Ulster County BOCES
Additionally, Ramapo operates two direct service programs in the Town of Rhinebeck
- Northern Dutchess Day Care Center – quality childcare and individualized early childhood education for children 18 months to five years.
- School Age Child Care at Chancellor Livingston Elementary School – an inclusive and engaging before- and after-school program for grade school children
Ramapo’s capacity building work, now performed on a national level, consists of three initiatives:
- Ramapo Training: professional development for educators, youth workers, and caregivers, offering tools and strategies for supporting success, fostering safe, trauma-informed environments, and providing structures for restorative justice in schools
- Youth Development Institute: (was absorbed by Ramapo in 2020) works with more than 150 organizations annually, focused on serving in-school and out-of-school youth. YDI’s work is grounded in its Framework for Positive Youth Development, which is based on decades of research and practical experience and reflects young people's core developmental needs.
- National School Climate Center: a national leader in promoting safe, supportive learning environments in schools around the country that nurture social and emotional, civic, and academic growth for all students.
Both their direct service and capacity building programs provide them with a unique opportunity to support the professional growth and development of emerging leaders and professionals. Both the Ramayear and Camp Ramapo programs offer immersive experiences for young professionals interested in psychology, special education, experiential learning, facilitation or social work. Their many partnerships with CBO’s and schools in the New York region and nationally offer opportunities for them to provide academic opportunities for youth workers, paraprofessionals and young adults working with youth in school, community based and out-of-school time settings.
Students and admissions representatives please note: NCCRS does not provide transcripts. Transcript requests and inquiries should be directed to the organization offering the courses, examinations or apprenticeship. See the Source of Official Student Records in the sidebar near the top right side of this page.
Titles of all evaluated learning experiences
Source of Official Student Records
Former Name
Descriptions and credit recommendations for all evaluated learning experiences
- [Formerly Field Experience in Special Education (SPE 300)]
50 hours (9 weeks) and 450 hours of supervised field work.
June 2021- Present.
Upon successful completion of the course, students will be able to: explain origins and foundational principles of positive youth development; apply knowledge and implement best practices in youth development to supervised field experience; identify and implement practices for building relationships with children; identify, model and teach social emotional skills such as self-awareness, self-management and self-expression; recognize triggers and their impact on learning; implement de-escalation strategies and restorative practices; analyze field experiences through positive youth development lens using journal entries; read and respond to journal entries, videos and activities; reflect on the nature and meaning of interactions with children; engage in constructive self-assessment of strengths and areas for growth in relation to working with children; evaluate program activities for best practices of positive youth development; and create their own lesson plans aligned with principles of youth development.
Major topics include child and adolescent development, recreation, educational psychology, restorative justice and child and youth development.
In the lower division baccalaureate/associate degree category OR in the upper division degree category, 6 semester hours in Therapeutic Recreation, Camp Counseling, Outdoor Recreation, Group Dynamics, Psychology, or as an elective in Education, Physical Education, Recreation, or as a general elective (6/21).
30 hours (15 weeks) and 150 hours supervised field experience.
June 2021- Present.
Upon successful completion of the course, students will be able to: define origins and foundational principles of positive youth development; apply knowledge and implement best practices in youth development to supervised field experience; identify and implement practices for building relationships with children; identify, model and teach social emotional skills such as self-awareness, self-management and self-expression; recognize triggers and their impact on learning; implement de-escalation strategies and restorative practices; analyze field experiences through positive youth development lens using journal entries; read and respond to journal entries, videos and activities; reflect on the nature and meaning of interactions with children; engage in constructive self-assessment of strengths and areas for growth in relation to working with children; evaluate program activities for best practices of positive youth development; and create their own lesson plans aligned with principles of youth development.
Major topics include child and adolescent development, recreation, educational psychology, restorative justice and child and youth development.
In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Therapeutic Recreation, Camp Counseling, Outdoor Recreation, Group Dynamics, Psychology, or as an elective in Education, Physical Education, Recreation, or as a general elective (6/21).
Upon successful completion of this learning experience, students will be able to: connect knowledge and implement best practices in inclusion and special education to 150 hours of supervised field experience; identify and implement practices for building relationships with children; explain the importance of relationship building for creating inclusive and trauma attuned environments; identify, teach and model social skills such as self-regulation and self-expression; observe and record children’s behavior using journal entries; create adaptations based on observations for children with special needs including Autism Spectrum Disorder; describe principles of child growth, development and neurodiversity; read and respond to journal entries, videos and activities, reflect on the nature and meaning of interactions with children with special needs; engage in constructive self-assessment of strengths and areas for growth in relation to working with children.
- (Formerly Promoting Positive Behavior; Formerly Managing Difficult Behavior)
Upon successful completion of this learning experience, students will be able to: Connect knowledge and implement best practices in inclusion and special education to 30 hours of supervised field experience; identify and implement practices for building relationships with children; explain the importance of relationship building, modeling and structure for creating inclusive environments; identify, implement and reflect upon strategies for working one on one with children with special needs, in particular Autism Spectrum Disorder; observe and record children’s behavior using journal entries; create adaptations based on observations for children with special needs; read and respond to articles, videos and activities; reflect on the nature and meaning of interactions with children with special needs; engage in constructive self-assessment of strengths and areas for growth in relation to working with children.
Course participants must be actively involved in an educational or recreational program during the time they are enrolled in the course. They are expected to read four articles selected from professional literature and respond to a selected article. Participants also maintain a dialogue journal, which includes observations and recording of children's behavior, behavior management situations, questions and concerns about their work, and personal reflections on the nature and meaning of their interactions with children. During the field experience component, course participants apply the skills and strategies presented in the course. Using the readings from the course and interactions with children, participants also submit a written report to their supervisors that discusses their perceptions of the course materials, readings, and how the field experience changed their behavior. The report also includes examples of behavior management skills used, what they learned about themselves as a manager of children's behavior, and how they have modified their goals working with special needs children, based on their insights. Topics covered include skills and strategies associated with being a positive leader, building relationships, structuring situations, being an effective coach, and proactive intervention. These strategies are supported by research in change theory and involve building a knowledge base, observing models and examples, reflecting on practice, changing practice, and gaining and sharing expertise. Attendance at a local conference is mandatory in order for students to receive credit for the course. NOTE: For those individuals recommended for graduate-level credit, an annotated bibliography of approved referenced articles which support issues discussed or related issues of interest to the individual is also assigned. This course is offered in multiple formats: Classroom-based, hybrid and remote. Credit should not be awarded more than once. See 'Introduction to Creating Inclusive Communities for Youth (SPE 100C).'
In the lower division baccalaureate/associate degree category, OR in the upper division baccalaureate degree category, or in the graduate degree category, 1 semester hour as a supervised field experience in Education, Special Education, Recreation, Psychology, Educational Psychology, Child Development, Sociology, Social Work, or Child Study/Youth Development (6/21).
50 hours (9 weeks) and 450 hours of supervised field experience.
June 2021 - Present.
Upon successful completion of the course, students will be able to: define origins and foundational principles of positive youth development; apply knowledge and implement best practices in youth development to supervised field experience; identify and implement practices for building relationships with children; identify, and model social emotional skills such as self-awareness, self-management and self-expression; recognize triggers and their impact on learning; describe and implement de-escalation strategies and basics of restorative practices; analyze field experiences through positive youth development lens using journal entries; read and respond to journal entries, videos and activities; engage in constructive self-assessment of strengths and areas for growth in relation to working with children; and evaluate and reflect upon program activities for best practices of positive youth development.
Major topics include child and adolescent development, recreation, educational psychology and child and youth development.
In the lower division baccalaureate/associate degree category, 3 semester hours in Education, Psychology, Youth Development, Interdisciplinary Studies, or as a general elective (6/21).
Minimum 30 hours of supervised field experience and 16 hours of classroom instruction (8 2-hour classes) over 8 weeks.
June 2021- Present.
Upon successful completion of the course, students will be able to: define origins and foundational principles of positive youth development; apply knowledge and implement best practices in youth development to supervised field experience; identify and implement practices for building relationships with children; identify, and model social emotional skills such as self-awareness, self-management and self-expression; recognize triggers and their impact on learning; describe and implement de-escalation strategies and basics of restorative practices; analyze field experiences through positive youth development lens using journal entries; read and respond to journal entries, videos and activities; engage in constructive self-assessment of strengths and areas for growth in relation to working with children; and evaluate and reflect upon program activities for best practices of positive youth development.
Major topics include child and adolescent development, recreation, educational psychology and child and youth development.
In the lower division baccalaureate/associate degree category, 1 semester hour in Education, Psychology, Youth Development, Interdisciplinary Studies, or as a general elective (6/21).
- (Formerly Special Topics in Promoting Positive Behavior)
30 hours of supervised fieldwork experience (5 weeks) and 15 hours of academic coursework (5 days).
October 2016 - Present.
Upon successful completion of the course, students will be able to: discuss a wide range of proactive behavior management skills for therapeutically assessing and meeting needs of children; use the lens of unmet needs and lagging skills to understand behaviors perceived as difficult; identify specific techniques for utilizing the Ramapo toolbox to meet needs and teach skills; identify ways to incorporate youth voice and choice; utilize non-verbal communication; provide movement, sensory and relaxation breaks; create individual behavior plans; manage impulsive behavior and promote healthy risk-taking; Identify and prevent triggers; and de-escalate conflict through therapeutic approaches to intervention.
This course provides all students with a framework for understanding challenging behaviors through Ramapo for Children’s lens of unmet needs and lagging skills. Major topics include: non-verbal communication, behavior management plans, therapeutic approaches to intervention,special education law, and recent trends in approaches to children with disabilities. Students read and respond to professional texts and videos, participate in on-line discussion boards, and complete two performance tasks including one case study.
In the upper level baccalaureate degree category, 3 semester hours in Education, Psychology, Sociology, or Therapeutic Recreation (10/16) (6/21 revalidation).
