Working with Students

Assessment/Planning/Goals/Evaluating/Group work

The Beginning Phase

Tuning In- A Vivid Guided Process Skill set- Solution Focused Questions Methods- Guided Imagery, Projective Play, Drawing,

Cognitive Maps, ObservationObservation- Set of Process Guidelines

Skill set- participant/non-participant Tools- data, cognitive maps, notes

Joining- A facilitated process Skill set- visibility, mutual aid Tools- Tuning in, observing, brainstorming

Goal Setting- On-going circular process Skill set- multiple sources, ownership Tools- Measurable goals, contracts

Tuning In

Solution Focused Questions Checks out the meaning of the

subjective experience of the client Explores the impact of the experience Facilitates the client’s identification of

positive coping and other strengths in the experience

Explores the initiative for change

Observation

Process of watching & being present without taking part of situation. Clarifies target behaviors or situations to be

observed Choose multiple sites & time periods

consistent with issues of concern Includes both structured & unstructured

observations opportunities Clarifies goals Pays attention to context and its role

Joining“Social problems are complex and they can rarely if ever be grasped by one individual. Initiating and maintaining changes requires the joint efforts of all those who have stake in the outcome. This process of joining allows the presenting problems to be reframed as well as the unit of attention to be defined, in preparation for the work to be done.” Identifies and interviews key informants Brainstorms/pool resources Ends each contact with a mutual plan

Goal Setting

A process of mutual inquiry & discovery that involves consumers in helping to define problems and identify strengths, and therefore, in deciding how problems should be resolved. Selects mapping tool appropriate for

student’s age & development Gives positive feedback about

strengths observed during mapping

Assessment

Methods for tuning into subjective experiences Guided imagery Storytelling Observations Play Games Journals Role-play

Mapping Tools Ecomap Genogram Life history grid Hand full of

balloons Three wishes Tell me a story

Development

Assessment

Psychosocial diagnosis-interviewing,observation,testing,life history gridCognitive-Behavioral Assessment- integrate behavioral techniques into practice (A-B-C)System Assessment Model- person-environment context/functioning

Assessment (con’t)

Life Model- ecological- person & their environment (stress/coping/adaptation/competence/autonomy/social networks & organizations)Family Systems- whole family functioning

Goals

Needs- nonacademic needs that impede student’s functioning in school fall into 4 basic themes: Motivation Behavior Social skills Self-image

Objectives

Goal-student will increase compliance to academic responsibilityOff task behavior With social work intervention, student will

learn the importance of listening and being on task

Measure- charting, observation

Poor school attendance With social work intervention, student will

decrease abscences to (2) a month Measure- attendance record

Groups

Anger managementLoss (Death/Divorce/Foster Care)Social SkillsOrganizationADHDDealing with racial/cultural issuesFriendship/Getting along with othersDrug & Alcohol UseTrauma

Group Process

Permission from parentTiming with teacher/schoolLength/PlaceGroup dynamics (group ready/peer interaction)Topic/ActivitiesMeasure/EvaluateTermination

Group Ideas

GamesMusicGuided ImageryVideosExercisesStoriesStory-telling