1 / 39

Intervention strategies

Intervention strategies. Constance J. Fournier, Ph.D. Goal and objectives. Goal: to review or develop new strategies for counseling in the school setting Objective: TLW select social competence strategies for the school setting

Download Presentation

Intervention strategies

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Intervention strategies Constance J. Fournier, Ph.D.

  2. Goal and objectives • Goal: to review or develop new strategies for counseling in the school setting • Objective: TLW select social competence strategies for the school setting • Objective: TLW be able to use active listening in a role play activity • Objective: TLW be able to use the stoplight strategy in a role play • Objective: TLW be able to share additional strategies with each other

  3. Levels of intervention • Prevention • General population • Age appropriate • Risk reduction • Self selection (older children) • Teacher referral • Areas that might be of concern later (parents divorcing; parent deployment; itinerant families) • Early intervention • Individual or small group • Similar issues (ADHD, test anxiety)

  4. Levels of Intervention • Treatment • Specific targeted therapy (e.g., Cognitive Behavioral therapy; protocol treatment for depression) • Medication • Other specific treatments

  5. Developing social competence • Identify children early (teachers are your resource) • Provide positive focused interventions • Look at rehabilitation instead of punishment • Promote caring relationships between adults and children • Encourage engaged learning in the classroom • Encourage family involvement • McNamara, K. Best practices in Promotion of Social Competence in the Schools, Best Practices in School Psychology

  6. Developing social competence • Identify children early • Teacher with experience can identify the children who are outside the typical range • Evaluate for depression, anxiety, ADHD, or other concerns • Help facilitate outside treatment as needed • Use your school nurse as an ally • Discipline referrals can be a good source of identification • Check with your school nurse

  7. Developing social competence • Provide positive focused interventions • Work on strengthening positive behaviors with positive reinforcement • Provide the safe place where the children can be appreciated • Let children be a referral source as well

  8. Developing social competence • Look at rehabilitation instead of punishment • Instead of punishing, look at developing positive replacement behaviors • Example: instead of punishing for talking inappropriately in class, assign the student as a tutor for another child • Example: instead of sending the child to the office for bad behavior, send for good behavior • use self-monitoring programs • Happy face monitoring • Tracking with graphs

  9. Self monitoring ideas • Happy face • : ) : ~ : | : (

  10. Explain the program to Don • Three people in a group, one is the counselor, one is the observer, and one is Don. • Observer: give feedback of what the counselor did well, and what they might do better • Don: ask questions when you don’t understand

  11. Self Monitoring ideas • Mark in the number of times a specific behavior has occurred • Raising hand before calling out

  12. Explain the program to Lydia • Three people in a group, one is the counselor, one is the observer, and one is Lydia. • Observer: give feedback of what the counselor did well, and what they might do better • Lydia: ask questions when you don’t understand

  13. Developing social competence • Promote caring relationships between adults and children • Have “I caught you being good” days where both children and adults can give out stickers. • Encourage positive talk among teachers in the lunch room. • Encourage times where adults can be seen as caring ( meeting with students before or after class; working with clubs; going to student events)

  14. Developing social competence • Encourage engaged learning in the classroom • The more engaged children are in learning, the less inappropriate behaviors will occur • Give teachers reinforcement for having engaged learning going on in their classrooms • Encourage student leadership • Encourage student input and choices

  15. Developing social competence • Encourage family involvement • Families come when they have to and when they want to • Make the ‘have to’ times positive and pleasant • Make opportunities for the ‘want to’ times • Make sure communication is accessible to parents • English and Spanish • Parent friendly language • Group Question: What does or can your school do to encourage parent interaction?

  16. Developing positive climate • Everyone contributes to learning • The bus driver and cafeteria workers are as important as the superintendent and principal in setting mood and climate • Achievement is key • Students need to believe they can and will learn • Students need to connect learning to experiences and to their future in a way that makes sense to them • Fairness • Fair is not equal, fair is what is needed

  17. Developing positive climate • Parent participation • More is better (math and science fair) • Caring and sensitivity • Each staff and faculty member shows consideration of parents, students, and each other • Building and grounds • Look as good as possible • Community clean up/beautification day • Shared resources

  18. Social skills training • Promoting skill acquisition • Modeling • Coaching • Rehearsal • Enhancing skill performance • Analog with peers, adults • Staged in vivo with peers and adults • In vivo assessed • Manipulating antecedents • Manipulating consequences

  19. Social Skills training • Reinforcing wanted behaviors • Training adults to specific positive praise • Giving wanted reinforcers • Using negative reinforcers for change (e.g., wants to be sent out of class, so allow positive visits to the office; wants attention of peers, so make a peer tutor • Using what the student wants instead of what you think they like

  20. Social skills training • Add to positive behaviors in the tool box for child • Reinforce new positive behaviors • Build on these behaviors for new situations • What has worked well in the past? • Who have you talked to that helped you in the past? • When can you do your best? • How can we set you up for success?

  21. Stoplight activity • Red--stop before you act • Yellow—think about your actions • Green—go ahead with the most appropriate action for the circumstances Draw Write

  22. Case of Annie • Annie has been referred to you by her teacher because she has been yelling at other students for ‘messing’ with her stuff. • Three people in a group, one is the counselor, one is the observer, and one is Annie. • Observer: give feedback of what the counselor did well, and what they might do better

  23. Case of Rafael • Rafael has been sent to you because of several incidents of yelling at peers and teachers. • Three people in a group, one is the counselor, one is the observer, and one is Rafael. • Observer: give feedback of what the counselor did well, and what they might do better

  24. Active listening • Listen actively • Reaffirm what you are hearing “So I hear you say that…” • Tell what you know about procedures • DON’T make promised you cannot keep • You can say “I am sorry this is happening to you.” “You will be fine.”

  25. Doing Groups • Young children • Small number • More didactic • Short amount of time • Keep personalities similar • Use programs already set • Source: Linda Reddy Group Play Interventions for Teaching Prosocial Skills • Available on Amazon.com

  26. Doing Groups • Older children • Time • Group composition • Theme versus process type • Stages • Open versus closed

  27. groups • Time • Need time to warm up—at least 40 minutes for a group to take place • Consider timing • Can’t be a same time—missing same class • Can’t always be before or after school • Can’t always be at lunch • Consider rotating schedule

  28. group

  29. gROUP • Group composition • Interview students first • Do they want to be there • What are they hoping to get out of group • Can they keep confidentiality—if not, don’t put in a group • Consider if the timing is right—may need individual counseling first • Stack the deck in your favor • Limit personality disorder types—none at first • Limit off task students to one or two

  30. Group • Composition • Keep similar age range • Keep genders separate • Keep problems in same ball park

  31. Group • Theme versus process type • Theme groups are for specific similar problems that are phase of life situations • Children of divorce • Children of deployed parents • Children with diabetes • Can have slighty wider range of ages • Can be mixed gender • Will often be part therapy and part didactic

  32. Process groups are for similar issues, but may be somewhat different based on individual • Students need to have trust in group • Need to be in same range of age, interests • Should probably be a closed group, or at least closed at times

  33. Groups • Stages • Initial group(s) • Resistance • Working • Ending

  34. groups • Initial groups • Introductions • Group rules • Confidentiality • Staying safe • Active listening • Staying positive • Apologizing for breaking rules in writing • Ease in activities • What is a woman • What is a man

  35. Groups • Resistance • Necessary part of the process if you want buy in • Goofing around • Not participating • Being superficial • Distractions • Joking • Be consistent about what the group is for • Use I statements • Use actions that can start conversations (family portrait) • Close open groups during this time

  36. Groups • Working • Sharing ideas and feelings • Giving advice • Using homework for beginning and end • Can have a theme • Be sure everyone is heard • “Greek chorus” if needed

  37. Groups • Ending • Voluntary as much as possible • Saying goodbye to each group member by stating what they learned from them • Each group member says what they learned from that student • Student affirms what they will be doing to carry on the spirit of the group

  38. question • How many do you think would be good in a group for the age that you work with? • Share your numbers and rationale • If you have done groups, what works well with scheduling

  39. conclusion • You make a difference. • Find mentoring/partners • Action plan • Create your own personal team of Mental Health Specialists and Partners in your school • Consider school nurse, health education teachers, PE teachers and coaches • Also have the usual team • Touch base in a regular way • Consider staffing of at risk students

More Related