What’s a limen, anyway?
It’s a threshold. A transition. A doorway, where we pass from one thing to the next. A limen can be obvious. Like passing through a door, or going up a set of stairs. Or it can be subtle and nearly imperceptible, or even abstract. Like going from anxious thoughts to a calm state of mind.
Crossing a limen is about making change. Entering new spaces. Transitioning. Growing and reaching new levels.
Limened (lim·en·ed) is a resource for supporting educators to address a range of challenges faced by students every day to cross the threshold from student struggle to student success. Limened provides guides, resources, and other information for a variety of needs, such as behavior, school safety, social emotional learning, mental wellbeing and trauma-informed schools.
When we’re facing big challenges in schools, we need approaches and practices that work. We can’t afford to spend our precious time and resources on things that are ineffective, or even harmful. So Limened prioritizes practices that are more likely to work for us. Practices with sound evidence behind them.
Evidence-based Practice Guides
Limened practice guides include a simple scale to rate the evidence in support of a practice:
Peer-reviewed research shows this practice does not work or has harmful effects
Peer-reviewed study or studies show positive outcomes, but no systematic review or meta-analysis is available
HINT OF LEMON
A meta-analysis, systematic review, or evidence-based practice review shows the practice is promising
An evidence-based practice review that considers the nature of evidence identifies it as an evidence-based practice
Note: the evidence rating is a simplification to give an idea of the evidence available for a practice. It’s based on my opinion of the current published peer-reviewed research available to me at the time. For a deeper dive into how to identify evidence-based practices, see the Limened Guide to Evidence-based Practice (pending).
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Dr. Chris Sweigart
Chris A. Sweigart, Ph.D., has an extensive background of work with at-risk youth facing serious challenges from mental health and behavior disorders and academic failure to homelessness and involvement with the criminal justice system. Chris currently trains, coaches, and supports educators across 15 Kentucky school districts to address a range of challenges faced by students.
Chris has served previously as a director of outreach for a community youth center for at-risk youth, program coordinator for a housing and mentoring program for homeless young adults and youth with disabilities, teacher of adolescent students with emotional and behavioral disorders, and postdoctoral fellow at the University of Louisville where he previously received his doctorate in Curriculum and Instruction and Special Education. Chris has also taught undergraduate and graduate courses around special education, behavior intervention, and research for the University of Louisville, University of Kansas, and Asbury University.