Counseling Tools For Resource Teachers Joseph Gumina, Ph.D. CPMC Kalmanovitz Child Development Center October 6, 2016 Presented to the San Francisco Archdiocese Resource Teachers

Goals… To learn about strategies from the Collaborative Problem Solving Framework (Greene, 2016) To learn about simple conversation methods from Motivational Interviewing (Rollnick, et al 2016) To review some basic behavioral reinforcement principles, to consider their strengths and limitations To reflect on how we relate to “challenging students” and to consider the relevance of the methods discussed for one student in particular To build community with other resource teachers

For Discussion What types of student behaviors do I find most challenging to deal with/respond to as resource teacher? What do I do when I am at an impasse with a student (my best responses and responses that don’t seem to help)? How do I think about challenging behaviors in general?

Collaborative Problem Solving Dr. Ross Greene A move away from reinforcement and punishment (focused on unsolved problems and not on challenging behavior per se) Prioritizes getting input from the student Strives to generate a list of solutions agreeable to the adult and the student “Good Faith Assumptions” about hard behavior

“Kids do well when they can…” Doing well is preferable, doing well requires more than motivation Key concept – INCOMPATIBILITY EPISODE Skills (Lagging, Typical, Advanced) Demands (expectations adults or situations place on kids)

What challenging behaviors do students exhibit during resource time? Easy to come up with WHATs? How do we make sense of the challenging behavior? How can we reduce our reflections about challenging students to discrete solvable problems?

The Approach… The Empathy Step - I’ve noticed that…What’s up? - Drilling (not grilling) Define the Adult Concern Step - Narrate adult perspective, urgency, hope, etc., not hypotheses or solutions The Invitation Step - I wonder if there is a way... - Mutually Satisfying Solutions Brainstormed, selected, tried and reviewed

“Drilling Strategies” 1) Use reflective listening 2) Use Who, What, Where, When questions 3) Ask about variability in performance 4) Ask the student what they are thinking in the midst of the unsolved problem 5) Break the unsolved problem down into component parts

“Drilling Strategies” continued 6) Make a discrepant observation in response to the student statement 7) Track and table first concerns mentioned and ask for more concerns 8) Summarize (as transition to Defining the Adult Concern Step)

Skills Practice Teacher, Student, Observer Teacher to initiate conversation about unsolved problem Student to articulate concerns (being semi-cooperative) Researcher record observations Example Scenarios: I’ve noticed that you’re having difficulty with writing practice, I’ve noticed that we’re having difficulty starting on meeting on time, I’ve noticed that you’re having difficulty sitting still, etc.

References http://livesinthebalance.org Greene, Ross W. (2014). The Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, "chronically Inflexible" Children. New York: HarperCollins Publishers Greene, Ross W. (2014). Lost at School: Why Our Kids with Behavioral Challenges Are Falling Through the Cracks and How We Can Help Them. New York: Scribner Greene, Ross W.(2016). Lost and Found: Helping Behaviorally Challenging Students (and, While You're at it, All the Others). San Francisco: Jossey-Bass Greene, Ross W. (2016). Raising Human Beings: Creating a Collaborative Partnership with Your Child. New York: Scribner, 2016.

Motivational Interviewing Stephen Rollnick and William Miller Addictions Medicine Field and Resistance to Change Study of Ambivalence as part of change process The Righting Reflex Change Talk and Sustain Talk

What potential factors might be on either side of a resource student’s ambivalence What reasons for changing xyz might be compelling? What reasons for status quo are compelling? What outcomes or values are motivating for the student?

Motivational Conversation Can we talk to students in such a way that they actually become the ones who argue for a change??? OPEN ENDED QUESTIONS AFFIRMATIONs REFLECTIONS SUMMARIES

Evoking Change Talk Ask evocative questions, ask for elaboration: How might you do this? Concern of others: You mentioned that your parents are stressing out about how homework is going. Looking back or forward: Last semester we seemed to get homework going okay, how were we able to do that? Give Feedback: You are not allowed to participate in xyz until you’re all caught up, and you have a lot to do…What would be one thing that we could get started on now?

Listen For Change Talk Using the OARS can stimulate change talk: Desire Ability Reasons Need Commitment Action Taking Steps

References http://www.motivationalinterviewing.org Miller W. & Rollnick S. (2013). Motivational Interviewing, Helping People Change. New York: Guilford Press Naar-King, S. & Suarez M. (2011). Motivational Interviewing with Adolescents and Young Adults. New York: Guildford Press. Rollnick S., et al (2016). Motivational Interviewing in Schools, Conversations to Improve Behaviors and Learning. New York: Guilford Press Herman, K, et al. (2014). Motivational Interviewing in Schools, Strategies for Engaging Parents, Teachers and Students. New York: Springer Publication Company Reinke, W. et al. (2011). Motivational Interviewing for Effective Classroom Management, The Classroom Check Up. New York: Guildford Press

Behavior Focused Approaches Yale Child Study Center Positive Opposite Rehearsal/Reinforced Practice Prompting Eliciting Applying Reinforcement: Feedback, Warmth, Symbolic Credit Factors that inform suitability of behavior focused approach

Have a great school year! guminaj@sutterhealth.org