Testimonials

"Dino has been on the phone with an employee in Michigan for an hour teaching him say what's wrong and make it right so that he can start getting along with other employees. He is a second language learner who gets frustrated with not knowing the language well and he is walking him through how to express feelings."

Renée Savant, Parent and Teacher

"I think the most important part of 'Say What's Wrong and Make It Right' is that students learned that they were capable of solving their own problems and took responsibility for their own actions. As a principal for twenty-one years and being at four very different schools, my staffs and students applied these conflict resolution practices with great success."

Chris Gregg, Educational Consultant

"As an elementary-school counselor for seven years and now in my eighth year at middle school, I am a passionate proponent of Karen Taylor-Bleiker's communication and problem-solving program 'Say What's Wrong and Make It Right!' I have taught it to hundreds of students, both school-wide and in conflict resolution sessions, and can say unreservedly: 'The process works. It changes kids/ And it has a lasting and positive impact'."

"We adults working with students spend so much of our time throughout the day attempting to 'solve kid's problems.' Unfortunately, when adults do all the work, students don't develop assertiveness skills, the ability to truly listen to their peers, or the ability to communicate in a positive and meaningful way with others. 'Say What's Wrong & Make It Right' is the absolute best way I have found to allow kids to acquire all of these skills."

M.Kathleen Hoffman, M.S., School Counselor with the Tustin Unified School District

Congratulations! Everyone can benefit from this wonderful (and simply usable) idea. Hope to follow and stay involved with the progress of your message and website! Love, Alice

Alice Keto, Teacher

"Say What's Wrong and Make It Right" was used in my son's school some 28 years ago. I watched as students transformed from a tattletale environment to one of empowerment and communication. Our children learned how to use this wonderful tool and we watched the excessive adult intervention reduced drastically. I asked Karen and DeeDee if they would present the program at the California Educational Conference for the Deaf, and they eagerly agreed. This program was also effective for students who are deaf and hard of hearing, as well as for students with other disabilities. More importantly all of our students learned at a very young age that it was okay to say what's wrong and make it right.

Barbara Martin

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