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, Observation Observation- 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 grid Cognitive-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 responsibility Off 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 management Loss (Death/Divorce/Foster Care) Social Skills Organization ADHD Dealing with racial/cultural issues Friendship/Getting along with others Drug & Alcohol Use Trauma
Group Process Permission from parent Timing with teacher/school Length/Place Group dynamics (group ready/peer interaction) Topic/Activities Measure/Evaluate Termination
Group Ideas Games Music Guided Imagery Videos Exercises Stories Story-telling