Planned and Preventive Teaching Interactions

1. Planned and Preventive Teaching Interactions Module 3 Antrim Girls Shelter Module 3: Planned and Preventive Teaching

2. If the teaching interaction is … The process for replacing an inappropriate behavior with an appropriate one. Antrim Girls Shelter Module 3: Planned and Preventive Teaching

3. The goal of the Boys Town model is to build on each youth’s strengths, and to remediate problems. • It’s a process of leaning. • Remember that most kids learn by modeling. Think about the models that many of them have had. Think about how long they’ve had to learn these behaviors. Learned behavior is hard to undo. • Often, their “reinforcement histories” have led to behaviors that provide immediate gratification, but turn out to be very destructive in the long run. • Because these youth have so much to learn and “unlearn’ in a relatively short time, the key to success is frequent, direct, skillful teaching. • It’s a teaching approach that lowers defenses and empowers children, so they are more likely to accept what we are saying to them. • Research has shown (Bedlington, Braukmann, Ramp, and Wolf, 1988) that the more teaching the Youth Care workers did, the better the youth liked the program and the less delinquency they reported. Antrim Girls Shelter Module 3: Planned and Preventive Teaching

4. And, recognizing and describing behavior helps staff to . . . • Recognize situations to praise. • Recognize situations to correct. • Recognize new behaviors to teach. • Communicate clear expectations. • Develop a positive relationship. Antrim Girls Shelter Module 3: Planned and Preventive Teaching

5. The ability to know what behaviors to perceive, how to describe them specifically can enhance each component of the teaching interaction. • It develops positive relationship because it shows that you are willing to pay attention to details. • Behavior is anything that a person says or does – body movements, facial expressions and verbal responses. Antrim Girls Shelter Module 3: Planned and Preventive Teaching

6. Then, how do we teach social skills … Antrim Girls Shelter Module 3: Planned and Preventive Teaching

7. Teaching Social Skills Planned and Preventive Teaching Antrim Girls Shelter Module 3: Planned and Preventive Teaching

8. Use Social Skill Labels • The social skill label helps conceptualize. • Accepting Decisions of Authority • Following Instructions • Choose the appropriate skill. • Specific behaviors help to determine skill • Teach using the skill label, not the task or behavior. Antrim Girls Shelter Module 3: Planned and Preventive Teaching

9. Why do Planned and Preventive Teaching? • Increases child’s chances for success. • Increases staff effectiveness and satisfaction. • Opportunity to reward child. • Enhances relationship building. • Staff perceived as fair. • Helps the child avoid future difficulties. Antrim Girls Shelter Module 3: Planned and Preventive Teaching

10. Preventive teaching takes place in the absence of negative behavior. • Social confidence and reduced anxiety in unfamiliar or new situations. • Sets clear expectations. • *Use frequently with new residents. • Basic Curriculum Skills of; Following Instructions, Accepting Criticism, Accepting NO, Asking Permission, and Accepting Consequences. • Remember, we are trying to make up for lost time, due to the lack of teaching in their lives. Antrim Girls Shelter Module 3: Planned and Preventive Teaching

11. Preventive Teaching “an ounce of prevention” Antrim Girls Shelter Module 3: Planned and Preventive Teaching

12. Preventive Teaching . . . Is anticipating the behaviors necessary for a particular situation, and practicing the behaviors in advance. Antrim Girls Shelter Module 3: Planned and Preventive Teaching

13. Preventive Teaching occurs frequently to promote the development of new skills, to prevent problems from occurring, and to increase each youth’s opportunities for success. Antrim Girls Shelter Module 3: Planned and Preventive Teaching

14. Framework for Success • Identify skills. • Plan instructional sessions. • Actually carry out the session. • Acknowledge shortcomings and accomplishments Antrim Girls Shelter Module 3: Planned and Preventive Teaching

15. Purposeful, deliberate teaching of skills to youth in their own areas of need. • Know your kids – Relationship is so critical! • Helps kid to see that we don’t treat them all the same. • Helps kid to see that the philosophy of the program is to teach skills which replace behaviors, rather than just catching them being bad. • Helps to mitigate the us vs. them mentality. Antrim Girls Shelter Module 3: Planned and Preventive Teaching

16. Preventive Teaching Moments Antrim Girls Shelter Module 3: Planned and Preventive Teaching

17. The key is knowing what to teach, when to teach, where to teach, and how to teach. • Can happen individually, in small groups, or with the entire group. • When might you have used a preventive teaching in the past week or so? Antrim Girls Shelter Module 3: Planned and Preventive Teaching

18. Preventive Teaching • Initial praise or empathy. • Statement of topic. • Rationale. • Describe desired behavior. • Acknowledgment? • Demonstration. • Practice. • Feedback. • Positive Consequence. • General Praise. Antrim Girls Shelter Module 3: Planned and Preventive Teaching

19. Pre-teaching is used to review how to use a skill just before a situation in which a youth will actually need to use it. Antrim Girls Shelter Module 3: Planned and Preventive Teaching

20. Preventive Prompt • Remind the youth of the skill. • Describe appropriate behavior. • Should serve as a brief reminder, just before a skill is needed. Antrim Girls Shelter Module 3: Planned and Preventive Teaching

21. Planned Teaching • Introduce the skill. • Describe appropriate behavior. • Give rationale. • Request acknowledgement. • Practice. • Provide practice feedback. • Positive consequence. • Follow-up sessions. Antrim Girls Shelter Module 3: Planned and Preventive Teaching

22. Planned Teaching: • Use when a youth is learning a new skill. • Generally used with basic skills. • Should take place in a neutral setting, and practice of scenarios should be realistic and relevant. Antrim Girls Shelter Module 3: Planned and Preventive Teaching

23. Practice • With a partner, select a social skill to teach. • Make sure you include all the steps to the preventive teaching model. • Then demonstrate your preventive teaching to the group. • Feedback. Antrim Girls Shelter Module 3: Planned and Preventive Teaching

24. Bibliography • The Explosive Child, R. W. Greene, Ph.D. • Meeting at the Crossroads, L. M. Brown and C. Gilligan • Women, Girls & Psychotherapy, C. Gilligan, A. G. Rogers, D L. Tolman, eds. • Raising Their Voices: The Politics of Girls’ Anger, L. M. Brown • In a Different Voice, C. Gilligan • Odd Girl Speaks Out, R. Simmons • Odd Girl Out: The Hidden Culture of Aggression in Girls, R. Simmons • Reviving Ophelia: Saving the Selves of Adolescent Girls, M. Pipher, Ph.D. • Ophelia Speaks, S. Shandler • Between Voice and Silence, J. M. Taylor, C. Gilligan, A. M. Sullivan • Teaching Social Skills to Youth, T. Dowd, M.A., J. Tierney, M.Ed. Antrim Girls Shelter Module 3: Planned and Preventive Teaching