Spring 2024 SOWK 487w Week 14 - Social Skill Instruction Group with with Youth in Schools
A presentation at Heritage at CBC Week 14 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 2024 Week 14 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 CASEL FRAMEWORK THE CASEL 5 Relationship Skills Collaborative for Academic, Social, and Emotional Learning (CASEL),
SelfAwareness The abilities to understand one’s own emotions, thoughts, and values and how they influence behavior across contexts SelfManagement •Integrating personal and social identities SOCIAL & EMOTIONAL LEARNING Social Awareness Responsible Decision Making •Identifying personal, cultural, and linguistic assets •Identifying one’s emotions •Demonstrating honesty and integrity •Linking feelings, values, and thoughts Relationship Skills •Examining prejudices and biases •Experiencing self-e cacy •Having a growth mindset •Developing interests and a sense of purpose ffi https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/ Collaborative for Academic, Social, and Emotional Learning (CASEL),
The abilities to manage one’s emotions, thoughts, and behaviors effectively in different situations and to Selfachieve goals and Awareness aspirations Social Awareness •Managing one’s emotions SelfManagement SOCIAL & EMOTIONAL LEARNING Relationship Skills https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/ •Identifying and using stress management strategies •Exhibiting self-discipline and selfmotivation •Setting personal and collective goals Responsible Decision Making •Using planning and organizational skills •Showing the courage to take initiative •Demonstrating personal and collective agency Collaborative for Academic, Social, and Emotional Learning (CASEL),
•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 in uences of organizations and systems on behavior fl https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/ SelfAwareness SelfManagement SOCIAL & EMOTIONAL LEARNING Responsible Social Decision Awareness The abilities to understand the Making perspectives of and empathize with others, including those Relationship from diverse backgrounds, Skills cultures, and contexts Collaborative for Academic, Social, and Emotional Learning (CASEL),
•Communicating e ectively •Developing positive relationships •Demonstrating cultural competency •Practicing teamwork and collaborative problem-solving •Resolving con icts constructively •Resisting negative social pressure •Showing leadership in groups •Seeking or o ering support and help when needed •Standing up for the rights of others ff fl ff https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/ The abilities to establish and Selfmaintain healthy Selfand supportiveAwareness Management relationships and to effectively SOCIAL & navigate settings EMOTIONAL LEARNING with diverse Responsible Social individuals and Decision Awareness groups Making Relationship Skills Collaborative for Academic, Social, and Emotional Learning (CASEL),
The abilities to make caring and constructive choices about personal behavior and social interactions across diverse Selfsituations SelfAwareness Management Social Awareness SOCIAL & EMOTIONAL LEARNING •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 Responsible Decision Making Relationship Skills https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/ fl •Demonstrating curiosity and openmindedness •Recognizing how critical thinking skills are useful both inside and outside of school •Re ecting on one’s role to promote personal, family, and community wellbeing •Evaluating personal, interpersonal, community, and institutional impacts Collaborative for Academic, Social, and Emotional Learning (CASEL),
SelfAwareness CASEL FRAMEWORK THE CASEL 5 https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/ Social Awareness SelfManagement SOCIAL & EMOTIONAL LEARNING Responsible Decision Making Relationship Skills Collaborative for Academic, Social, and Emotional Learning (CASEL),
WASHINGTON ADOPTED SEL STANDARDS HTTPS://WWW.K12.WA.US/STUDENT-SUCCESS/RESOURCES-SUBJECT-AREA/SOCIAL-EMOTIONAL-LEARNING-SEL
ALIGNMENT OF WASHINGTON SEL STANDARDS AND CASEL SEL COMPETENCE AREAS SelfAwareness WASHINGTON STATE STANDARDS SelfSelf-E cacy Management Social Awareness Social Social Management Engagement SocialAwareness SelfManagement CASEL 5 FRAMEWORK Responsible Decision Making Strong Alignment Relationship Skills Limited Alignment Social Awareness No Alignment fi ffi https://ospi.k12.wa.us/sites/default/ les/2023-02/wa-sel-alignment-508-1.pdf
WASHINGTON’S K-12 SEL STANDARDS AND BENCHMARKS Standard Standard 2—Self-Management: Individual can regulate emotions, thoughts, and behaviors. ffi fl Standard 3—Self-E cacy: Individual can motivate themselves, persevere, and see themselves as capable. Benchmark Benchmark 1A: Demonstrates awareness and understanding of one’s own emotions and emotions’ in uence 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 in uences, e.g., culture, family, school, and community resources and supports. 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. 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. fl Standard 1—Self-Awareness: Individual can identify their emotions, personal assets, areas for growth, and potential external resources and supports. FOR SELF
WASHINGTON’S K-12 SEL STANDARDS AND BENCHMARKS Standard Benchmark 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. fl Standard 6—Social Engagement: Individual can consider others and show a desire to contribute to the wellbeing of school and community. Benchmark 4B: Demonstrates an awareness and respect for similarities and di erences among community, cultural and social groups. Benchmark 4C: Demonstrates an understanding of the variation within and across cultures. Benchmark 5A: Demonstrates a range of communication and social skills to interact e ectively with others. Benchmark 5B: Demonstrates the ability to identify and take steps to resolve interpersonal con icts 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. 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. ff Standard 5—Social Management: Individual can make safe and constructive choices about personal behavior and social interactions. ff FOR SOCIAL
Early Elementary Late Elementary Middle School High School/Adult With adult assistance, I can I can use self-re ection to I can explain the di erent I can analyze how and why an recognize, identify, and name determine if my emotions and intensities of my emotions and emotion can trigger behaviors my emotions, feelings, and feelings are proportional to feelings. in di erent contexts. thoughts. the situation. I can identify and describe CAN IDENTIFY THEIR EMOTIONS, INDIVIDUALS With adult assistance, I can I can identify emotions and physical symptoms and ASSETS, AREAS FOR GROWTH, AND I can evaluate the impact that PERSONAL recognize how di erent feelings that contribute to or thoughts related to my EXTERNAL RESOURCES AND SUPPORTS. focusing intensely on my POTENTIAL emotions, feelings, and detract from my ability to solve emotions and feelings (e.g., emotions has on me. thoughts feel in my body. problems. hot, shoulders tight). I can examine possible I can identify thoughts that are I can demonstrate the ability to With adult assistance, I can outcomes associated with caused by emotions and analyze the e ectiveness of verbally express my emotions di erent ways of Environmental and Instructional feelings and how these actions I take to deal with my or feelings. communicating emotions and Condition for Learning: thoughts a ect my actions. emotions and feelings. Benchmark 1A—Demonstrates feelings. Provide students with nurturing awareness and understanding of I can demonstrate the ability to settings, curriculum or content, one’s own emotions and emotions’ analyze, critically think about, I can adjust my thoughts to and opportunities to practice in uence on behavior. With adult assistance, I can I can take a moment to re ect and understand the attitudes I re ect a growth mindset understanding when their own describe the di erence on whether I am using a xed hold that contribute to my meeting a goal or emotions. between a xed and a growth or growth mindset in my development of a xed or experiencing challenges in my mindset. interactions with others. growth mindset while dealing life. with challenges or meeting goals. fl fi ff fi ff fl ff ff fi ff ff fl fl ff STANDARD 1: SELF-AWARENESS
BENCHMARK 1A INDICATORS Early Elementary Late Elementary Middle School With adult assistance, I can I can use self-re ection to I can explain the di erent recognize, identify, and name determine if my emotions and intensities of my emotions and my emotions, feelings, and feelings are proportional to feelings. thoughts. the situation. I can identify and describe With adult assistance, I can I can identify emotions and physical symptoms and recognize how di erent feelings that contribute to or thoughts related to my emotions, feelings, and detract from my ability to solve emotions and feelings (e.g., thoughts feel in my body. problems. hot, shoulders tight). I can examine possible I can identify thoughts that are With adult assistance, I can outcomes associated with caused by emotions and verbally express my emotions di erent ways of feelings and how these or feelings. communicating emotions and thoughts a ect my actions. feelings. High School/Adult I can analyze how and why an emotion can trigger behaviors in di erent contexts. I can evaluate the impact that focusing intensely on my emotions has on me. I can demonstrate the ability to analyze the e ectiveness of actions I take to deal with my emotions and feelings. fl fi ff fi ff fl ff ff fi ff ff fl ff I can demonstrate the ability to analyze, critically think about, I can adjust my thoughts to With adult assistance, I can I can take a moment to re ect and understand the attitudes I re ect a growth mindset when describe the di erence on whether I am using a xed hold that contribute to my meeting a goal or between a xed and a growth or growth mindset in my development of a xed or experiencing challenges in my mindset. interactions with others. growth mindset while dealing life. with challenges or meeting goals.
EMBEDDED SOCIAL EMOTIONAL LEARNING VS EXPLICIT SOCIAL EMOTIONAL LEARNING
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 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
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