Upload
abel-spencer
View
222
Download
2
Tags:
Embed Size (px)
Citation preview
TIPSTeaching Interpersonal Problem
Solving
TIPSTeaching Interpersonal Problem
Solving
CEP 866
Allison Lackie Priscilla RiojasBrooke SeyffertMegan Wilson
CEP 866
Allison Lackie Priscilla RiojasBrooke SeyffertMegan Wilson
Context of the ProblemContext of the Problem
Relevant Statistic Shure & Spivack (1982) - of the students involved in ICPS, 75%
of the students who completed the program became socially adjusted as compared to only 35% of the students not involved
Eriksonian Viewpoint Industry vs. Inferiority
Middle School X Sixth grade students coming from 4 elementary schools Integration into a new school can bring challenges in terms of new
peer relationships At our school common problem behaviors consist of aggression,
antisocial behaviors, and social isolation
Relevant Statistic Shure & Spivack (1982) - of the students involved in ICPS, 75%
of the students who completed the program became socially adjusted as compared to only 35% of the students not involved
Eriksonian Viewpoint Industry vs. Inferiority
Middle School X Sixth grade students coming from 4 elementary schools Integration into a new school can bring challenges in terms of new
peer relationships At our school common problem behaviors consist of aggression,
antisocial behaviors, and social isolation
TIPS ProgramTIPS Program
Theoretical Framework Problem Solving Appraisal
Rooted in Cognitive Theory Teaching students how to think for themselves Researchers have found that the belief in one’s own problem solving
abilities affects motivation, behavior, thoughts, and actions towards stressful or problem situations (Heppner et al., 2004)
If students have the ability to approach problems with self confidence and a belief that they have control over the outcomes, then they will be more likely to think of many solutions and chose the appropriate solution for themselves.
3 Major Categories of the PSI Problem Solving Confidence Approaching or Avoiding Problems Personal Control
Theoretical Framework Problem Solving Appraisal
Rooted in Cognitive Theory Teaching students how to think for themselves Researchers have found that the belief in one’s own problem solving
abilities affects motivation, behavior, thoughts, and actions towards stressful or problem situations (Heppner et al., 2004)
If students have the ability to approach problems with self confidence and a belief that they have control over the outcomes, then they will be more likely to think of many solutions and chose the appropriate solution for themselves.
3 Major Categories of the PSI Problem Solving Confidence Approaching or Avoiding Problems Personal Control
TIPS ProgramTIPS Program
Buffering Model Problem Solving skills buffers the negative effects of
stress
Research has shown that a person’s ability to solve problems is related to their environment and resources (Heppner et al., 2004)
Buffering Model Problem Solving skills buffers the negative effects of
stress
Research has shown that a person’s ability to solve problems is related to their environment and resources (Heppner et al., 2004)
External Stress
Interpersonal Problem
Solving Skills
Antisocial
Aggression
Social Isolation
Example Student Click on the picture to view a short film created
for the TIPS program.
Example Student Click on the picture to view a short film created
for the TIPS program.
TIPS ProgramTIPS Program
Population: Middle School X, children who just transitioned from a K-5 school to a middle school. Children start the program in October after faculty and/or caregiver referrals.
Mission Statement: The goal of our intervention is to enhance critical school competencies through teaching effective interpersonal cognitive problem solving skills. We will help children recognize what a problem is and learn ways to generate, evaluate, and apply many problem solving solutions.
Population: Middle School X, children who just transitioned from a K-5 school to a middle school. Children start the program in October after faculty and/or caregiver referrals.
Mission Statement: The goal of our intervention is to enhance critical school competencies through teaching effective interpersonal cognitive problem solving skills. We will help children recognize what a problem is and learn ways to generate, evaluate, and apply many problem solving solutions.
TIPS ProgramTIPS Program
6 Week ProgramMeeting once a week for hour-long session
Booster session 2 months after end of program
4 Counselors 1 counselor per 10 students who have been identified as
having interpersonal social problems
6 Week ProgramMeeting once a week for hour-long session
Booster session 2 months after end of program
4 Counselors 1 counselor per 10 students who have been identified as
having interpersonal social problems
Week OneWeek One
Goal: Group Cohesion
Explain purpose of the program to the students
Group Introduction Getting to know one another Ice Breaker: Name Game
Administer Pre-Test: PSI Problem Solving Inventory 4th grade reading level
Goal: Group Cohesion
Explain purpose of the program to the students
Group Introduction Getting to know one another Ice Breaker: Name Game
Administer Pre-Test: PSI Problem Solving Inventory 4th grade reading level
Week One Cont.Week One Cont.
Getting to Know You Activity: Cross the Line Ex: “Cross the line if you have siblings.” “Cross the line if you
have ever been blamed for something that you didn’t do.”
Ending: Reflective Journaling Do you think you will enjoy this group? Why or why not? What do you hope to learn in this group?
Getting to Know You Activity: Cross the Line Ex: “Cross the line if you have siblings.” “Cross the line if you
have ever been blamed for something that you didn’t do.”
Ending: Reflective Journaling Do you think you will enjoy this group? Why or why not? What do you hope to learn in this group?
Week TwoWeek Two Goal: Define Emotions
Check In - Ice Breaker If you were a toy what would it be and why?
Establish Group Rules and Consequences Work together as a group
Take turns writing the rules, students raise hands to offer
suggested rules they believe are important
Goal: Define Emotions
Check In - Ice Breaker If you were a toy what would it be and why?
Establish Group Rules and Consequences Work together as a group
Take turns writing the rules, students raise hands to offer
suggested rules they believe are important
Week Two Cont.Week Two Cont.
Activity: Play-Doh Activity Mold representations of emotions (happy, sad, angry, etc.). Share with group your creation If there is confusion between emotions, discuss the difference Generate discussion around emotions that are common in their
lives Ending: Reflective Journaling
How did you feel sharing your molds? If you did not share, explain why and what you think others might have felt/thought since you did not share.
How do you feel about this group (the members, rules, activities, etc.)?
Activity: Play-Doh Activity Mold representations of emotions (happy, sad, angry, etc.). Share with group your creation If there is confusion between emotions, discuss the difference Generate discussion around emotions that are common in their
lives Ending: Reflective Journaling
How did you feel sharing your molds? If you did not share, explain why and what you think others might have felt/thought since you did not share.
How do you feel about this group (the members, rules, activities, etc.)?
Week ThreeWeek Three
Goal: Define a problem Check In: Weather Report
Today I’m feeling sunny, cloudy with a chance of rain, stormy, etc. Review the rules
Children participate in re-stating rules Activity: Movie Clips of Interpersonal Problems
1 Antisocial, 1 Withdrawn Define the problem shown in the clips Link problems from clips to own interpersonal problems
Ending: Reflective Journaling Describe a current problem you are having with someone else (classmate,
teacher, parents, etc.)
Goal: Define a problem Check In: Weather Report
Today I’m feeling sunny, cloudy with a chance of rain, stormy, etc. Review the rules
Children participate in re-stating rules Activity: Movie Clips of Interpersonal Problems
1 Antisocial, 1 Withdrawn Define the problem shown in the clips Link problems from clips to own interpersonal problems
Ending: Reflective Journaling Describe a current problem you are having with someone else (classmate,
teacher, parents, etc.)
Week FourWeek Four
Goal: Identifying solutions and then alternative solutions Check In: Stranded on an Island
What three things would you take if you were stranded on an island?
Review the rules briefly Activity: Problem Scenarios on Poster Board
In pairs, walk around to different scenarios presented on big poster boards
Ex: You were offered a cigarette what are different ways to respond?
Ex: Someone pushes you in the halls, what can you do? Generate discussion regarding the solutions offered by the students Discuss the importance of generating alternative solutions
Goal: Identifying solutions and then alternative solutions Check In: Stranded on an Island
What three things would you take if you were stranded on an island?
Review the rules briefly Activity: Problem Scenarios on Poster Board
In pairs, walk around to different scenarios presented on big poster boards
Ex: You were offered a cigarette what are different ways to respond?
Ex: Someone pushes you in the halls, what can you do? Generate discussion regarding the solutions offered by the students Discuss the importance of generating alternative solutions
Week Four ContWeek Four Cont
Homework Assignment: Identify and apply one alternative solution to a problem you have. We will discuss the solutions you came up with next week.
Ending: Reflective Journaling From the examples today, which problems do you feel
comfortable approaching? Which ones would you avoid, if any?
Why would you avoid a problem?
Homework Assignment: Identify and apply one alternative solution to a problem you have. We will discuss the solutions you came up with next week.
Ending: Reflective Journaling From the examples today, which problems do you feel
comfortable approaching? Which ones would you avoid, if any?
Why would you avoid a problem?
Week FiveWeek Five
Goal: Thinking about Consequences Check In: Discussing “The Solution to a Problem”
homework assignment Review the rules briefly
Activity: Matching Solutions to Problems 2 students given a problem on a piece of paper Everyone else given solutions on pieces of paper
Goal: Thinking about Consequences Check In: Discussing “The Solution to a Problem”
homework assignment Review the rules briefly
Activity: Matching Solutions to Problems 2 students given a problem on a piece of paper Everyone else given solutions on pieces of paper
Week Five Cont.Week Five Cont.
All students will be working together when matching their solutions to the problems
Talking about the consequences of each solution Ex: I hit my brother, Solution: I apologize, Solution: I bribed him
not to tell our parents This activity builds on prior weeks work
Ending: Reflective Journaling What would your emotional reaction be to one of the problems we
discussed earlier? How do you think your emotions would hurt or help in solving a
problem?
All students will be working together when matching their solutions to the problems
Talking about the consequences of each solution Ex: I hit my brother, Solution: I apologize, Solution: I bribed him
not to tell our parents This activity builds on prior weeks work
Ending: Reflective Journaling What would your emotional reaction be to one of the problems we
discussed earlier? How do you think your emotions would hurt or help in solving a
problem?
Week SixWeek Six Goal: Practicing interpersonal problem solving skills
Integrating everything that has been taught up to this week Check In: People Scavenger Hunt
Like a Bingo Card, children talk to peers and find people who have experienced items on the card and collect their signatures
Ex: I’ve had a fight with my best friend - Mary Ex: I fixed a problem by talking instead of physical fighting - Alejandro
Items specific to problem solving Activity: Role Playing Problem Solving Scenarios
Student created,in pairs Students act out their problem and solution, and then consequences to the
solution chosen Perform to the whole group Debrief activity
Discuss problem solving confidence for related problems in the future Do students feel better at solving interpersonal problems at this point?
Goal: Practicing interpersonal problem solving skills Integrating everything that has been taught up to this week
Check In: People Scavenger Hunt Like a Bingo Card, children talk to peers and find people who have
experienced items on the card and collect their signatures Ex: I’ve had a fight with my best friend - Mary Ex: I fixed a problem by talking instead of physical fighting - Alejandro
Items specific to problem solving Activity: Role Playing Problem Solving Scenarios
Student created,in pairs Students act out their problem and solution, and then consequences to the
solution chosen Perform to the whole group Debrief activity
Discuss problem solving confidence for related problems in the future Do students feel better at solving interpersonal problems at this point?
Week Six Cont.Week Six Cont.
Administer Post-Test: PSI
Students get to take home their Reflective Journals
End with an Ice Cream Party Guardians invited This will be after the hour session has concluded
Administer Post-Test: PSI
Students get to take home their Reflective Journals
End with an Ice Cream Party Guardians invited This will be after the hour session has concluded
Evaluating TIPSEvaluating TIPS
Students’ problem solving ability was assessed by administering the Problem Solving Inventory
Problem Solving Inventory done as a Pre-Test and a Post-Test Allowed us to see the change based on our intervention
Caregiver and Faculty evaluations Pre and Post
Reflective Journals also used as an informal evaluation of the program
Students’ problem solving ability was assessed by administering the Problem Solving Inventory
Problem Solving Inventory done as a Pre-Test and a Post-Test Allowed us to see the change based on our intervention
Caregiver and Faculty evaluations Pre and Post
Reflective Journals also used as an informal evaluation of the program
ReferencesReferences
Heppner, Witty, & Dixon (2004). Problem-solving appraisal and human adjustment: A review of twenty years of research using the problem solving inventory. The Counseling Psychologist, 32(3), 344-428.
Shure, M.B., & Spivack, G. (1982). Interpersonal problem-solving in young children: A cognitive approach to prevention. American Journal of Community Psychology, 10(3), 341-356.
Heppner, Witty, & Dixon (2004). Problem-solving appraisal and human adjustment: A review of twenty years of research using the problem solving inventory. The Counseling Psychologist, 32(3), 344-428.
Shure, M.B., & Spivack, G. (1982). Interpersonal problem-solving in young children: A cognitive approach to prevention. American Journal of Community Psychology, 10(3), 341-356.