Spring 2023 SOWK 487w Week 13 - Social Skill Instruction Group with with Youth in Schools
A presentation at Heritage University at CBC Week 13 in in Pasco, WA 99301, USA by Jacob Campbell
DR. JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY SOCIAL SKILL INSTRUCTION Group with Youth in Schoos Spring 2023 Week 13 SOWK 487w
WEEK 13 AGENDA Overview of Working in Bridges Program Overview of SEL Implementation of ART Moral Reasoning Ideas for Working with Adolescents and Social Skills
WHAT IS EBD Externalizing behaviors Internalizing behaviors Low incidence disorders EBD IS QUALIFIED AS AN “EMOTIONAL DISTURBANCE” AS A CONDITION EXHIBITING ONE OR MORE SPECIFIC EMOTIONAL AND/OR BEHAVIORAL DIFFICULTIES OVER A LONG PERIOD OF TIME AND TO A MARKED DEGREE, WHICH ADVERSELY AFFECTS EDUCATIONAL PERFORMANCE.
PSYCHO-EDUCATIONAL CLASSROOM MODEL Therapeutic model uses a group milieu Focused on helping students understand behavior, how it impacts them, and developing strategies for changing behaviors
ff ff Reducing Restrictiveness vs. Increasing Restrictiveness UNIQUE ASPECTS OF THIS CLASSROOM - High ratio of sta to students Special training for sta A variety of schedule options are provided to meet the students individualized needs Focus on managing and addressing behaviors inside of the Bridges Classroom as much as possible to keep kids in school. Coordination of outside services and providers for students. Inclusion of a social worker and mental health perspective in educational process
CLASSROOM STRUCTURES ACADEMIC INSTRUCTION SPECIALLY DESIGNED SOCIAL SKILL INSTRUCTION TRACKING BEHAVIOR GROUP WORK PROGRESSIVE LEVEL SYSTEM TOKEN ECONOMY POSITIVE REINFORCEMENT
CONTINUUM OF STRATEGIES TO ADDRESS BEHAVIOR Providing positive reinforcement Planned ignoring Proximity control Reteaching Coming back to the group Loss of privileges Positive notes home and reporting problems ADDRESSING BEHAVIORS IN THE CLASSROOM Changes in schedule Tasks and expectations not going away Finding plans to keep them in school Coordinating with outside services ADDRESSING THE BEHAVIOR THROUGH ADMINISTRATIVE DISCIPLINE
SelfAwareness Social Awareness SelfManagement SOCIAL & EMOTIONAL LEARNING Responsible Decision Making Relationship Skills Collaborative for Academic, Social, and Emotional Learning (CASEL),
EMBEDDED SOCIAL EMOTIONAL LEARNING VS EXPLICIT SOCIAL EMOTIONAL LEARNING
WASHINGTON ADOPTED SEL STANDARDS HTTPS://WWW.K12.WA.US/STUDENT-SUCCESS/RESOURCES-SUBJECT-AREA/SOCIAL-EMOTIONAL-LEARNING-SEL
AGGRESSION REPLACEMENT TRAINING
GROUP NORMS fi
Respect Safety Participation Con dentiality
THINKING ERRORS AKA: COGNITIVE DISTORTIONS 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 THESE SAME STYLES OF THINKING CAN ALSO LEAD US TO POSITIVE DECISIONS. AKA: COGNITIVE DISTORTIONS Style of Thinking Self-Centered Thinking Assuming the Worst Blaming Others fl Minimizing/mislabeling Positive/Pro-social Okay Because I am not going to rob a bank with you You are using Thinking Ahead to stay because I don’t want to get in trouble. You do out of a situation that may lead to whatever you want. trouble. If I drink and drive, I will die. You are using Thinking Ahead and may save your own life. If there weren’t so many drug dealers in my If it is a factual statement, then you neighborhood, it would be a safer place to are not trying to blame someone else. live. It is no big deal to get a u 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 “YOUR FATHER IS LATE AGAIN,” REGGIE’S MOTHER TELLS REGGIE ONE NIGHT AS HE SITS DOWN TO DINNER. REGGIE KNOWS WHY; HE PASSED HIS FATHER’S CAR ON THE WAY HOME FROM SCHOOL. IT WAS PARKED OUTSIDE THE MIDTOWN BAR AND GRILL. REGGIE’S MOTHER AND FATHER HAD ARGUED MANY TIMES ABOUT HIS FATHER’S STOPPING OFF AT THE BAR ON HIS WAY HOME FROM WORK. AFTER THEIR LAST ARGUMENT, HIS FATHER HAD PROMISED HE WOULD NEVER DO IT AGAIN. “I WONDER WHY YOUR FATHER IS LATE,” REGGIE’S MOTHER SAYS. “DO YOU THINK I SHOULD TRUST WHAT HE SAID ABOUT NOT DRINKING ANY MORE? DO YOU THINK HE STOPPED OFF AT THE BAR AGAIN?” REGGIE’S MOTHER ASKS HIM. WHAT SHOULD REGGIE SAY OR DO?
MORAL REASONING Problem Situation: “Real” Problem De nition: Name fi Group Decision Reggies Problem 1 2 3 4 5
TECHNIQUES UTILIZED WITH INVOLUNTARY GROUPS - 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 (Rooney & Chovanec, 2017)
STRENGTHS BASED GROUP WORK WITH CHILDREN AND ADOLESCENTS 1 Form groups based on member felt needs and wants, not diagnoses 2 Structure groups to welcome the whole person, not just the troubled parts 3 Integrate verbal and nonverbal activities 4 Decentralize authority and turn control over to group members 5 Develop alliances with relevant other people 6 Maintain a dual focus on individual change and social reform 7 Understand and respect group development as a key to promoting change ff (Maleko , 2017)
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 Discuss the importance of social skills PHASE1: PRE-SOCIAL SKILL PRACTICE STRATEGIES Identify and de ne targeted social skills Model appropriate social behavior PHASE 2: PRACTICE PHASE 3: POST-PRACTICE fi (Kumm et al., 2021, p. 100) Implement social skills practice strategies Monitor Data analysis Maintain, intensify, or fade the social skill practice strategies
Week 13 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
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