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Planned and Preventive Teaching Interactions. Module 3. If the teaching interaction is …. The process for replacing an inappropriate behavior with an appropriate one. The goal of the Boys Town model is to build on each youth’s strengths, and to remediate problems.

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Planned and preventive teaching interactions

Planned and Preventive Teaching Interactions

Module 3

Antrim Girls Shelter Module 3: Planned and Preventive Teaching


If the teaching interaction is
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


  • 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


And recognizing and describing behavior helps staff to
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


  • 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


Then how do we teach social skills

Then, how do we teach social skills … describe them specifically can enhance each component of the teaching interaction.

Antrim Girls Shelter Module 3: Planned and Preventive Teaching


Teaching social skills

Teaching Social Skills describe them specifically can enhance each component of the teaching interaction.

Planned and Preventive

Teaching

Antrim Girls Shelter Module 3: Planned and Preventive Teaching


Use social skill labels
Use Social Skill Labels describe them specifically can enhance each component of the teaching interaction.

  • 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


Why do planned and preventive teaching
Why do Planned and Preventive Teaching? describe them specifically can enhance each component of the teaching interaction.

  • 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


  • 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


Preventive teaching

Preventive Teaching behavior.

“an ounce of prevention”

Antrim Girls Shelter Module 3: Planned and Preventive Teaching


Preventive teaching1

Preventive Teaching . . . behavior.

Is anticipating the behaviors necessary for a particular situation, and practicing the behaviors in advance.

Antrim Girls Shelter Module 3: Planned and Preventive Teaching


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


Framework for success
Framework for Success development of new skills, to prevent problems from occurring, and to increase each youth’s opportunities 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


  • 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


Preventive teaching moments
Preventive Teaching Moments own areas of need.

Antrim Girls Shelter Module 3: Planned and Preventive Teaching


Antrim Girls Shelter Module 3: Planned and Preventive Teaching


Preventive teaching2
Preventive Teaching teach, and how to teach.

  • 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


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


Preventive prompt
Preventive Prompt before a situation in which a youth will actually need to use it.

  • 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


Planned teaching
Planned Teaching before a situation in which a youth will actually need to use it.

  • 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


Planned teaching1
Planned Teaching: before a situation in which a youth will actually need to use it.

  • 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


Practice
Practice before a situation in which a youth will actually need to use it.

  • 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


Bibliography
Bibliography before a situation in which a youth will actually need to use it.

  • 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


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