Spring 2025 SOWK 487w Week 14 - Social Skill Instruction Group with Youth in Schools

title: Spring 2025 SOWK 487w Week 14 - Social Skill Instruction Group with Youth in Schools date: 2025-04-22 10:15:14 location: Heritage University tags:

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Week 14 is focused on group work with youth in a school-based setting. One significant function social workers can have in school is assisting with instruction and acquiring social and emotional learning (SEL) skills. Jones et al. (2021) is an in-depth report on SEL in school and can provide insight into what it is. In addition, social workers often lead groups to work on social skills with youth, and Kumm et al. (2021) give a few examples of how we can implement social skill instruction. During class, we will be looking at several ideas. These include the following.

  • Overview of Working in Bridges Program
  • Overview of SEL
  • Implementation of ART Moral Reasoning
  • Ideas for Working with Adolescents and Social Skills

Week 14 Agenda

  • Overview of Working in Bridges Program
  • Overview of SEL
  • Implementation of ART Moral Reasoning
  • Ideas for Working with Adolescents and Social Skills

Grouping for EBD

  • Externalizing behaviors
    • First thought as behaviors that are “out of control”—aggressive behaviors expressed outwardly, usually toward other persons
    • Typical examples are hyperactivity, a high level of irritating behavior that is impulsive and distractible, and persistent aggression.
    • Three common problems associated with externalizing behavior hyperactivity aggression delinquency
    • Remember that ADHD and emotional or behavioral disorders often occur in combination
  • Internalizing behaviors
    • Internalizing behaviors are typically expressed by being socially withdrawn. Examples of internalizing behaviors include
    • Depression and Anxiety
  • Low incidence disorders
    • Some disorders occur very infrequently but are quite serious when they do occur. Consider schizophrenia

Psycho-educational Classroom Model

The other way we sometimes frame what this classroom is.

  • Therapeutic model uses a group milieu
  • Focused on helping students understand behavior, how it impacts them, and developing strategies for changing behaviors

Unique Aspects of this Classroom

Reducing Restrictiveness vs. Increasing Restrictiveness

Unique from a general education or a pull-out resource setting, Bridges is a highly structured and individualized environment. In other non-self-contained settings, when students demonstrate problematic behaviors, staff generally begin to increase interventions and restrictiveness to attempt to change the behaviors. In contrast, when students are placed into Bridges, they are placed into the most constrained environment and given the highest set of interventions. As students exhibit positive behavior, the amount of intervention and restrictiveness decreases. The following are some of the other aspects of our classrooms:

  • High ratio of staff to students (2 Certificated, 2 Paras)
  • Special training for staff (CPI, LSCI, Reeducation, Consultation, Weekly PLC focused on classroom structures/student needs)
  • A variety of schedule options are provided to meet the student’s individualized needs
  • Focus on managing and addressing behaviors inside the Bridges Classroom as much as possible to keep kids in school.
  • Coordinate outside services and providers for students.
  • Inclusion of a social worker and mental health perspective in the educational process

Classroom structures

The Bridges classroom has many structures that make it unique and that are best practices for changing behavior.

Two of the pillars of our program are

  • Positive reinforcement (verbal, tangible, intangible)
  • Group work (group meetings, full value contract, instruction)

We also focus on

  • Tracking behavior (Review360, every hour, show point sheets, daily communication with families)
  • Token economy
  • Specially designed social skill instruction (WhyTry, social / group games, various activities, work-related skills)
  • Progressive level system with privileges
  • Academic instruction

Continuum of Strategies to Address Behavior

Addressing Behaviors in the Classroom -> Addressing the Behavior through Administrative Discipline

  • Providing positive reinforcement
  • Planned ignoring
  • Proximity control
  • Reteaching
  • Coming back to the group
  • Loss of privileges
  • Positive notes home and reporting problems
  • Changes in schedule
  • Tasks and expectations are not going away
  • Finding plans to keep them in school
  • Coordinating with outside services

What is SEL

The following video is a good primer for SEL and how we might think about it.

[Whole Group Activity] Watch CASEL 2021 video

Reference

CASEL (2021, June 23) SEL 101: What are the core competencies and key settings? YouTube. <https://youtu.be/ouXhi_CfBVg?si=I7XcFoTGZRv9RScw

The CASEL 5 (1 of 7)

The CASEL 5 is a set of interrelated areas of competence for social emotional learning. It is made up of the following:

  • self-awareness
  • self-management
  • social awareness
  • relationship skills, and
  • responsible decision-making

Collaborative for Academic, Social, and Emotional Learning (CASEL, n.d.)

The CASEL 5 (2 of 7) Self Awareness

Self awareness is a an important competency youth need to learn.

It can be defined as:

The abilities to understand one’s own emotions, thoughts, and values and how they influence behavior across contexts

Components include:

  • Integrating personal and social identities
  • Identifying personal, cultural, and linguistic assets
  • Identifying one’s emotions
  • Demonstrating honesty and integrity
  • Linking feelings, values, and thoughts
  • Examining prejudices and biases
  • Experiencing self-efficacy
  • Having a growth mindset
  • Developing interests and a sense of purpose

(CASEL, n.d.)

The CASEL 5 (3 of 7) Self Management

The ability for students to manage themselves is another competency

It can be defined as:

The abilities to manage one’s emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations

Components include:

  • Managing one’s emotions
  • Identifying and using stress management strategies
  • Exhibiting self-discipline and self-motivation
  • Setting personal and collective goals
  • Using planning and organizational skills
  • Showing the courage to take initiative
  • Demonstrating personal and collective agency

(CASEL, n.d.)

The CASEL 5 (4 of 7) Social Awareness

A youths ability to understand and recognize social cues and norms through social awareness is another competency.

It can be defined as:

The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts

Components include:

  • Taking others’ perspectives
  • Recognizing strengths in others
  • Demonstrating empathy and compassion
  • Showing concern for the feelings of others
  • Understanding and expressing gratitude
  • Identifying diverse social norms, including unjust ones
  • Recognizing situational demands and opportunities
  • Understanding the influences of organizations and systems on behavior

(CASEL, n.d.)

The CASEL 5 (5 of 7) Relationship Skills

Related to social awareness, a youths ability to have positive relationships as another important competency.

It can be defined as:

The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups

Components include:

  • Communicating effectively
  • Developing positive relationships
  • Demonstrating cultural competency
  • Practicing teamwork and collaborative problem-solving
  • Resolving conflicts constructively
  • Resisting negative social pressure
  • Showing leadership in groups
  • Seeking or offering support and help when needed
  • Standing up for the rights of others

(CASEL, n.d.)

The CASEL 5 (6 of 7) Responsible Decision Making

Decision making and and critical thinking is the last competency that CASEL describes:

It can be defined as:

The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations

Components include:

  • Demonstrating curiosity and open-mindedness
  • Learning how to make a reasoned judgment after analyzing information, data, and facts
  • Identifying solutions for personal and social problems
  • Anticipating and evaluating the consequences of one’s actions
  • Recognizing how critical thinking skills are useful both inside and outside of school
  • Reflecting on one’s role to promote personal, family, and community well-being
  • Evaluating personal, interpersonal, community, and institutional impacts

(CASEL, n.d.)

The CASEL 5 (7 of 7) Review

In thinking about all of these, how do you think you can imagine teaching about these these in a school setting.

[Small Group Activity] Discuss with groups of 3 or 4 how could be implemented

  • What might it look like to implement instruction related to these areas?
  • How can these competencies be embedded into daily routines, classroom culture, or existing curriculum?
  • What challenges might arise when promoting these competencies with students from diverse backgrounds or with differing needs?
  • How can school social workers collaborate with educators and families to support the development of SEL competencies?

[Whole Group Activity] Debrief group ideas

Reference

CASEL (n.d.) What is the CASEL framework? https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/

Washington Adopted SEL Standards

I want to share about the specific standards that Washington has adapted.

If you end up doing school social work, the SEL resource is a great too.

Alignment of Washington SEL Standards and CASEL SEL Competence Areas

The first thing we need to recognize is that there are differences between the two frameworks. Washington State has an additional competency. The following chart is based on a report by AIR and OSPI that demonstrates where the two frameworks have alignment.

They describe: Strong alignment means that at least half of the Washington Benchmarks have at least one alignment point with a CASEL Subcompetency and at least half of the CASEL Sub competencies have at least one alignment point with a Washington Benchmark

Reference

American Institutes for Research, & Washington Office of Superintendent of Public Instruction (2023) Alignment of Washington SEL Standards and CASEL SEL Competence Areas. https://ospi.k12.wa.us/sites/default/files/2023-02/wa-sel-alignment-508-1.pdf

Washington’s K-12 SEL Standards and Benchmarks (1 of 4) For Self

OSPI frames the standards and benchmarks in two categories. For Self and For Social. The first three standards are for self.

Standard 1—Self-Awareness: Individual can identify their emotions, personal assets, areas for growth, and potential external resources and supports.

  • Benchmark 1A: Demonstrates awareness and understanding of one’s own emotions and emotions’ influence on behavior.
  • Benchmark 1B: Demonstrates awareness of personal and collective identity encompassing strengths, areas for growth, aspirations, and cultural and linguistic assets.
  • Benchmark 1C: Demonstrates self-awareness and understanding of external influences, e.g., culture, family, school, and community resources and supports.

Standard 2—Self-Management: Individual can regulate emotions, thoughts, and behaviors.

  • Benchmark 2A: Demonstrates the skills to manage one’s emotions, thoughts, impulses, and stress in constructive ways.
  • Benchmark 2B: Demonstrates responsible decision-making and problem-solving skills.

Standard 3—Self-Efficacy: Individual can motivate themselves, persevere, and see themselves as capable.

  • Benchmark 3A: Demonstrates the skills to set, monitor, adapt, persevere, achieve, and evaluate goals.
  • Benchmark 3B: Demonstrates problem-solving skills to engage responsibly in a variety of situations.
  • Benchmark 3C: Demonstrate awareness and ability to speak on behalf of personal rights and advocacy.

Washington Office of Superintendent of Public Instruction (OSPI, 2023)

Washington’s K-12 SEL Standards and Benchmarks (2 of 4) For Social

The second three are for social.

Standard 4—Social Awareness: Individual can take the perspective of and empathize with others from diverse backgrounds and cultures.

  • Benchmark 4A: Demonstrates awareness of other people’s emotions, perspectives, cultures, languages, histories, identities, and abilities.
  • Benchmark 4B: Demonstrates an awareness and respect for similarities and differences among community, cultural and social groups.
  • Benchmark 4C: Demonstrates an understanding of the variation within and across cultures.

Standard 5—Social Management: Individual can make safe and constructive choices about personal behavior and social interactions.

  • Benchmark 5A: Demonstrates a range of communication and social skills to interact effectively with others.
  • Benchmark 5B: Demonstrates the ability to identify and take steps to resolve interpersonal conflicts in constructive ways.
  • Benchmark 5C: Demonstrates the ability to engage in respectful and healthy relationships with individuals of diverse perspectives, cultures, language, history, identity, and ability.

Standard 6—Social Engagement: Individual can consider others and show a desire to contribute to the well-being of school and community.

  • Benchmark 6A: Demonstrates a sense of school and community responsibility.
  • Benchmark 6B: Demonstrates the ability to work with others to set, monitor, adapt, achieve, and evaluate goals.
  • Benchmark 6C: Contributes productively to one’s school, workplace, and community.

(OSPI, 2023)

Washington’s K-12 SEL Standards and Benchmarks (3 of 4) Example of Standard 1 Benchmark 1A Overview

We won’t go through each standard/benchmark. I want to share the type of information you can find and how it helpful.

Standard 1: Self-Awareness Definition: Individuals can identify their emotions, personal assets, areas for growth, and potential external resources and supports.

Benchmark 1A—Demonstrates awareness and understanding of one’s own emotions and emotions’ influence on behavior.

Environmental and Instructional Condition for Learning: Provide students with nurturing settings, curriculum or content, and opportunities to practice understanding their own emotions.

Pretty clear how it can be understood.

(OSPI, 2023)

Washington’s K-12 SEL Standards and Benchmarks (4 of 4) Example of Standard 1 Benchmark 1A Indicators

What I think is the most helpful is the actual indicators. Again, there is a chart for each of benchmark and it relates it by developmental stage.

When I was developing social skill curriculum, I would look at these, and build activities backward. The content for Benchmark 1A Indicators:

Early Elementary Late Elementary Middle School High School/Adult
With adult assistance, I can recognize, identify, and name my emotions, feelings, and thoughts. I can explain the different intensities of my emotions and feelings. I can use self-reflection to determine if my emotions and feelings are proportional to the situation. I can analyze how and why an emotion can trigger behaviors in different contexts.
With adult assistance, I can recognize how different emotions, feelings, and thoughts feel in my body. I can identify and describe physical symptoms and thoughts related to my emotions and feelings (e.g., hot, shoulders tight). I can identify emotions and feelings that contribute to or detract from my ability to solve problems. I can evaluate the impact that focusing intensely on my emotions has on me.
With adult assistance, I can verbally express my emotions or feelings. I can identify thoughts that are caused by emotions and feelings and how these thoughts affect my actions. I can examine possible outcomes associated with different ways of communicating emotions and feelings. I can demonstrate the ability to analyze the effectiveness of actions I take to deal with my emotions and feelings.
With adult assistance, I can describe the difference between a fixed and a growth mindset. I can take a moment to reflect on whether I am using a fixed or growth mindset in my interactions with others. I can adjust my thoughts to reflect a growth mindset when meeting a goal or experiencing challenges in my life. I can demonstrate the ability to analyze, critically think about, and understand the attitudes I hold that contribute to my development of a fixed or growth mindset while dealing with challenges or meeting goals.

Reference

Washington Office of Superintendent of Public Instruction (2023) Social Emotional Learning Standards, Benchmarks and Indicators. https://ospi.k12.wa.us/sites/default/files/2023-08/selstandardsbenchmarksindicatorslongform_0.pdf

Embedded Social Emotional Learning vs. Explicit Social Emotional Learning

in engaging in SEL education, it is also good to consider explicit vs embedded SEL

Explicit SEL

  • Direct instruction of SEL concepts (e.g., weekly lessons or curriculum)
  • Often uses a structured program (e.g., Second Step, PATHS, RULER) but can be individual created

Embedded SEL

  • SEL principles are integrated into everyday academic instruction and classroom routines
  • Staff model skills like empathy, self-regulation, and collaborative problem-solving
  • Uses natural opportunities (e.g., conflict resolution during group work) to reinforce skills
  • Promotes generalization of SEL skills across settings

Aggression Replacement Training

While ART’s moral reasoning day isn’t something I did in K-12 school often (although we did it a few times). We often talked about what they call the thinking errors.

[Whole Class Activity] 10 volunteers (participants), one volunteer co-facilitator, and other observers. Facilitate moral reasoning daily as listed below. Students do not necessarily need to take on a part, but answer honestly, or they can act as a persona.

  1. Review Rules for Discussion (Post Rules and Review them…)
  2. Introduce/Review Thinking Errors. (See pgs. 98 & 99)
  3. Have a group member read the Problem Situation aloud.
  4. Establish the “real” problem so that all group members clearly understand the situation.
  5. Relate the Problem Situation to the lives of the group members.
  6. Establish Moral Maturity by eliciting mature responses first, reconstructing less mature responses, and listing them on an easel pad, chalkboard, or whiteboard, preferably on one side of a T-chart.
  7. If less morally mature responses cannot be reconstructed to seem more mature, list them second on the other side of the T-chart. Provide no reinforcement for less mature reasoning.
  8. Encourage more mature group members and use the list of mature reasons on the chart to challenge the less mature reasoning of group members.
  9. Provide perspective-taking opportunities by having youth who disagree examine each other’s reasoning for thinking errors.
  10. Provide role-taking opportunities for group participants. (e.g., How would you feel if you were…? What would you do if you were…?)
  11. When possible, seek to make more mature answers and reasons for those answers a group decision.
  12. Praise the group and individuals within the group for positive decisions and mature reasoning.

Group Norms

[Whole Group Activity] Review group norms

  • Respect
  • Safety
  • Participation
  • Confidentiality

Thinking Errors: AKA Cognitive Distortions (1 of 2) Overview

[Whole Group Activity] Review Thinking Errors

Definition: Thinking Errors or Cognitive Distortions lead us to trouble when we use them to make sense of our poor choices and antisocial behavior. We also end up with consequences that we do not like.

  • Self-centered Thinking: Thinking about only your own needs or interests, not caring about others. One example is saying “If I lie to people, it is nobody’s business but mine.”
  • Assuming the Worst: Acting as if the worst outcome in a situation is the only possible outcome. Thinking people are out to get you. One example is saying, “I might as well lie, people won’t believe me if I tell the truth.”
  • Blaming Others: Not accepting responsibility for your choices and consequences. Making it seem like someone forced you to act how you did. Saying someone else is responsible. One example is saying, “People make me lie when they ask too many questions.”
  • Minimizing/mislabeling: Thinking Errors or Cognitive Distortions lead us to trouble when we use them to make sense of our poor choices and antisocial behavior. We also end up with consequences that we do not like.

Thinking Errors: AKA Cognitive Distortions (2 of 2) Positive Possibility

[Whole Group Activity] Review Positive Aspect of Thinking Errors

These same styles of thinking can also lead us to positive decisions.

Style of Thinking Positive/Pro-social Okay Because
Self-Centered Thinking I am not going to rob a bank with you because I don’t want to get in trouble. You do whatever you want. You are using Thinking Ahead to stay out of a situation that may lead to trouble.
Assuming the Worst If I drink and drive, I will die. You are using Thinking Ahead and may save your own life.
Blaming Others If there weren’t so many drug dealers in my neighborhood, it would be a safer place to live. If it is a factual statement, then you are not trying to blame someone else.
Minimizing/mislabeling It is no big deal to get a flu shot, the needle just hurts for a second. You are using a Reminder to help to calm yourself down.

Reggie’s Problem Situation from ART

[Whole Group Activity] Have a group member read the Problem Situation aloud.

Processing the Scenario

[Whole Group Activity] Process through the activity

  • Establish the “real” problem so that all group members clearly understand the situation.
  • Relate the Problem Situation to the lives of the group members.
  • Draw the chart on the board
    • Establish Moral Maturity by eliciting mature responses first, reconstructing less mature responses, and listing them on an easel pad, chalkboard, or whiteboard, preferably on one side of a T-chart.
    • If less morally mature responses cannot be reconstructed to seem more mature, list them second on the other side of the T-chart. Provide no reinforcement for less mature reasoning.
    • Encourage more mature group members and use the list of mature reasons on the chart to challenge the less mature reasoning of group members.
    • Provide perspective-taking opportunities by having youth who disagree examine each other’s reasoning for thinking errors.
    • Provide role-taking opportunities for group participants. (e.g., How would you feel if you were…? What would you do if you were…?)
    • When possible, seek to make more mature answers and reasons for those answers a group decision.
    • Praise the group and individuals within the group for positive decisions and mature reasoning.

Processing the Activity

[Whole Group Activity] Solicit feedback about the experience.

  • What did you think of the process
  • Did you see anything during the scenario

The following are some possible things to do in this type of group

  • Relate problems to real-life experiences to increase relevance and engagement.
  • Elicit and list mature responses first to model higher-level thinking.
  • Avoid reinforcing immature reasoning while still validating participation.
  • Leverage peer influence by encouraging youth to respectfully challenge one another’s reasoning.
  • Use perspective-taking and role-taking to foster empathy and insight.
  • Facilitate group consensus when possible to promote shared accountability.
  • Praise growth and reflection to reinforce positive group norms.

Techniques Utilized with Involuntary Groups

The following are some techniques that are frequently used with involuntary clients.

  • Emphasizing choices already made
  • Emphasize choice
  • Limited, clear requirements
  • Clarifying roles
  • Avoid emphasis on blaming
  • Positive future focus
  • Clarifying non-negotiable requirements
  • Clarifying rights and limitations
  • Rewarding acknowledging responsibility

Reference

Rooney, R., & Chovanec, M. (2017). Chapter 14 - Involuntary groups. In C. D. Garvin, L. M. Gutierrez, & M. J. Galinsky (Eds.), Handbook of Social Work with Groups (pp. 237-254). The Guilford Press.

Strengths-Based Group Work with Children and Adolescents

  • Principal 1: Form groups based on members’ felt needs and wants, not diagnoses
    • Felt needs are individual wants, desires, and areas of concern, both for the group and the individual
  • Principal 2: Structure groups to welcome the whole person, not just the troubled parts
    • Think of ACES research and managing persons who have been through trauma
  • Principal 3: Integrate verbal and nonverbal activities
    • Allow creativity and movement
    • Loved statement “Group work practitioners must, for once and for all, learn to relax and to abandon the strange and bizarre belief that the only successful group consists of people who sit still and speak politely and insightfully” (p. 233)
  • Principal 4: Decentralize authority and turn control over to group members
    • Life space intervention (similar to LSCI)
  • Principal 5: Develop alliances with relevant other people
    • Connections with those outside of the group can be very productive.
  • Principal 6: Maintain a dual focus on individual change and social reform
    • Help self and help others
  • Principal 7: Understand and respect group development as a key to promoting change
    • Group processes

Reference

Malekoff, A. (2017). Chapter 15 - Strengths-based group work with children and adolescents. In C. D. Garvin, L. M. Gutierrez, & M. J. Galinsky (Eds.), Handbook of Social Work with Groups (pp. 255-270). The Guilford Press.

Intervention Strategies to Practice Social Skills for Students with EBD

  • Peer-mediated practice and mentoring
  • Role-playing
  • Social stories
  • Video modeling

(Kumm et al., 2021)

Phases Of Providing Social Skill Instruction

Phase 1: Pre-Social Skill Practice Strategies

  • Discuss the importance of social skills
  • Identify and define targeted social skills
  • Model appropriate social behavior

Phase 2: Practice

  • Implement social skills practice strategies
  • Monitor

Phase 3: Post-Practice

  • Data analysis
  • Maintain, intensify, or fade the social skill practice strategies

Reference

Kumm, S., Reeder, J., & Farrell, E. (2021). Social skills practice strategy opportunities for students with EBD. Beyond Behavior, 30(2), 97-106. https://doi.org/10.1177/10742956211020832