Counseling 448: Intervention and Advocacy
with Children
Rosemary A. Thompson, Ed.D., LPC, NCC, NCSC
Spring 2004
Friday, 4:15-7:00 p.m.
Course description (catalogue)
This
course will provide an overview of how human services counselors assist
children in a variety of settings.
Emphasis will be placed on advocacy, supportive work, and short-term
crisis intervention. The social,
emotional, and cognitive needs of youth will also be addressed
Purpose
·
To review the normal developmental stages and developmental
tasks of childhood.
·
To understand stressors, buffers, and the dynamics of
resiliency in at-risk youth.
·
To delineate social, emotional, and cognitive deficits
manifested in dysfunctional behavior. To develop an appreciation and deep
respect for children and their families.
·
To develop attitudes and skills necessary for effective
advocating for children.
·
To develop and design psychoeducational group interventions
for children.
·
To understand how to implement basic therapeutic skills with
children and their families.
·
To become comfortable working with children in a therapeutic
relationship.
·
To understand the factors involving a therapeutic
relationship and their applications in a variety of contexts - school, community,
or agency.
·
To know and understand additional factors integral to the
therapeutic relationship such as consultation with parents and teachers.
·
To be aware of the ethical and legal issues regarding
children and the human services provider.
·
To develop one's own style of helping through introspective
individual appraisal.
·
To develop skills at leading or facilitating various
psychoeducational group activities.
Course competencies
·
State one's view of helping with regard to children.
·
Provide sources of personal gain to the helper from engaging
in the helping process.
·
Describe the essential nature of helping in terms of need
fulfillment and responsible independence.
·
Provide three dimensions of a helping process with children,
i.e., to enhance their social, emotional, and cognitive skills.
·
Differentiate counseling intentions, interventions and
therapeutic factors.
·
Develop a cognitive map of one's helping process when
counseling children.
·
List ten principles for referral of helpers to other persons
or agencies.
·
List steps for building or renewing a support system.
·
Describe one's own helping theory in relation to the needs
of children.
·
Describe solution focused counseling.
·
Describe multimodal interventions with children.
Required Textbooks:
Nurturing an Endangered Generation:
Empowering Youth with Critical Social, Emotional, and Cognitive Skills
Author: Rosemary A. Thompson
Taylor & Francis Publishers,
e-Mail: bkorders@taylorandfrancis.com
Helping Youth Think Better, Feel
Better, Relate Better: A Skillbook
to Maximize Human Potential
Author: Rosemary A. Thompson
EduQuest Distributors,
757-721-1117
Course requirements
Course Requirements and Student
Responsibilities: Assignments are as follows:
1.
PERSONAL PROFILE: Provide the following
information:
(1) Name
and a picture of yourself (See me/See you)
(2) Address
(3) phone
number
(4) The
last four digit of your SS#
(5) Career
aspirations
(6) A
recent accomplishment:
(7) What
are your three most important goals
(8) Something
that is unique about you
We will be using these on the air to create
a distance learning community in our class.
As a helping professional we will be able to gain an understanding of
your peers and share in some of your universal goals
2.
3.
LEARNING COUNSELING AND INTERVENTION SKILLS
WITH CHILDREN. Learning to be an effective counselor with
children involves much more than assimilating effective skills. The primary objectives of this course are for
you to develop these skills along with a cognitive understanding of the
concepts and principles behind the skills.
Therefore, a major portion of the time spent in class will be devoted to
demonstration, individual assessment and feedback of counseling and the helping
process from the perspective of helping children.
4. CLASS DISCUSSION. Opportunities for reactions
and discussion of your independent readings will also be provided and included
in class participation. Focus topics
also will provide opportunities for class discussion. I encourage didactic discussion
between all of us. When you respond or
ask a question please state your name and your site. You’ll find that sharing your perspective
with others to be both a rewarding and enlightening experience.
5. Attendance
100% attendance is expected. Your presence and participation in each class
session is vital for your learning. Class attendance and participation will be
an important part of learning in this course. Students are expected to arrive
on time, attend entire class meetings, and actively participate in discussions and
demonstration activities.
A student who misses more than two classes and does
not actively contribute cannot obtain a grade of “A.” A student who misses more
than three classes, and does not actively contribute cannot obtain a grade of “B.”
A student who misses more than three classes and does not actively contribute
cannot obtain a grade of “C,” and a student who misses more than four classes
and does not actively contribute cannot obtain a grade of “D.” Exceptions will be made only with a doctor’s note.
6. Grading
The grade for this course will be determined by the
following evaluation criteria:
(1) Your performance on two tests (mid-term and
final exam-40% each = 80% total);
(2)
Evaluation of your The
Psychoeducational Life Skill Instructional Session Plan for Youth. The Psychoeducational Life Skills Session Plan = (20%).
A detailed example of this paper is provided at the end of
this syllabus. This is a practical paper
(10 pages typed and doubled spaced) that focuses on teaching children and adolescents
an important social, emotional, or cognitive such as anger management, conflict resolution, decision
making, problem solving, or assertiveness to name a few. All of these skill using the text: Helping Youth Think Better,
Feel Better, Relate Better: A Skillbook
to Maximize Human Potential. Please make a copy of your paper
for yourself.
Class meetings will include a combination of lecture,
class discussion, play therapy demonstration, workshop exercises and
psychoeducational activities. Be prepared
to participate and discuss experiential learning. Class notes will be available on
my own website: www.school-counselors.com. For the notes click on
“counselors” and to review the power point presentations after class click on
“hot topics.”
Accommodating students with special learning needs
“In accordance with university policy
students with documented sensory and/or learning disabilities should inform the
instructor so that their special needs may be accommodated.”
Honors Pledge
Each student is expected to abide by the
honor system of
“I pledge to support the honor system of
Instructor name, office location, contact information
Rosemary A. Thompson, Ed.D., NCC, LPC
Supervisor of Guidance and
Adjunct Professor Department of Educational Leadership and Counseling
Education-on campus Saturday 4:00 p.m.- 7:30 p.m. Also, available on-line anytime.
Office hours
On-line/Anytime
at thompson
@pinn.net Please do not hesitate
to contact me if you have any concerns or questions. I check my e-mail everyday. I will also be available anytime by cellular
phone 757- 619- 2984 at anytime.
Cell:
(757) 619-2984
Fax: (757) 547-1346
e-mail: rtompso@odu.edu
thompson@pinn.net (on-line anytime)
website: www.school-counselors.com
Course sequencing and pre-requisites
COUN 341: Introduction to Human Services
Counseling; COUN 343:Human Services Counseling Methods
1.
Topical
outline and Reading Requirements
Presentation Notes
(Note: Subject to change by the professor)
- Helping Youth Think Better, Feel Better, Relate
Better 1/16/04
- &
- Enhancing Life Skills 1/23/04
- &
- Developmental Stages and Significant Stressors to
Child Development 1/30/04
- &
- Fostering Resilience in Children 2/6/04
- Meeting the Mental Health Needs of Children 2/13/04
- &
- The influence of the Media on Children
2/20/04
- &
- Intervention Needs for Exceptional Populations
2/27/04
- Mid-term Examination 3/5/04
- Spring Break 3/12/04
- Coping with Grief and Loss: Implications for
Children and Adolescents 3/19/04
- &
- Children and Families: Nurturing and Dysfunctional Aspects
3/26/04
- &
- Children and Divorce: Intervention and Advocacy for Children
4/02/04
- &
- Using Puppets and Play Therapy with Children 4/9/04
- Children in Step Families; Interventions and Advocacy for Children
4/16/04
- &
- Counseling Intervention Techniques Appropriate
for Children 4/23/03
- Final Examination 4/30/04
______________________________________________________________
Example of a
Psychoeducational Life Skill Paper
The Requirements for the Paper involves two
components:
(1) Identify
a population that you want to work with from your textbook (e.g.,
Underachieving children, depressed children, substance abusing children,
children who have unintended pregnancies, children who are violent or need
conflict resolution skills, abused children, or a population of your own
choosing).
Do some research on the latest
statistics on this population and identify the skills that they need.
(2) Then
follow the Life Skill Remediation Model below and compile your simulation for
your targeted population, i.e., what skill and follow the six steps listed
below:
The skill repertoire of youth and adults can be enhanced
using a Psychoeducational Life Skills Remediation Model. Teaching a life skill group session follows a six-step learning model: (1) teach an overview of the
skill; (2) model the skill for participants; (3) discuss the skill that was
modeled and how it can be used in daily life;(4) practice the skill by role
playing;(5) provide group feedback to participants to reinforce positive
aspects of the role play; and (6) assign ownwork to practice applying the skill
outside of the group.
Modeling, feedback, role-playing, instruction, situation
logs, and ownwork assignments are used to reinforce desired behavior. The term "ownwork" is used rather
than homework to reinforce one's own responsibility for changing behavior. The term homework is often associated with
isolated drudgery. The Psychoeducational Life Skill Remediation Model is a more
comprehensive and systematic approach to the remediation and enhancement of
interpersonal and intrapersonal effectiveness. It is practiced in a group
setting and involves a combination of cognitive and experiential components.
This comprehensive
skill delivery system emphasizes a psychoeducational life skill remediation
model to is provided by a counselor where: (a) the client's difficulties are
seen as gaps in knowledge or experiences rather than viewing maladaptive
behavior through a deficit lens; and (b) the client is active in the design of
his or her life skill development and management plan. An experiential group approach rather than a didactic
one-on-one approach have continued to demonstrate to be the most successful way
to diminish self-defeating behavior, particularly among youth. The
instructional psychoeducational intervention techniques are derived from social
learning theory. Social skills are
acquired primarily through learning (e.g., by observing, modeling, rehearsing, and providing feedback) and are maximized
through social reinforcement (e.g., positive responses from one’s social
environment). Essentially, social,
emotional, and cognitive skill deficits social can be remedied through direct
instruction, and modeling. Behavioral rehearsal and coaching reinforce
learning. Clients need these prerequisite skills to defeat dysfunctional
behaviors and enhance their resiliency during stressful events.
The Psychoeducational Life Skill
Intervention Process
The psychoeducational group leader assumes the role of director,
teacher, model, evaluator, encourager, motivator, facilitator, and protector.
Role playing within the Psychoeducational Life Skill Intervention Model provides opportunities: (1) to try out
rehearse and practice new learning in a safe setting; (2) to discover how
comfortable new behaviors can become; (3) to assess which alternative actions
work best; and (4) to practice and repractice new learning by reality
testing. Essentially, intellectual
insight alone is not sufficient to change self-defeating behavior, nor can an
isolated didactic dialogue between client and therapist serve to integrate new
social, emotional, or cognitive skills into the client's behavioral repertoire.
Role-playing is a fundamental force of self-development
and interpersonal learning.
A Demonstration of the Six Step
Process to the Psychoeducational Life Skill Intervention Model
Steps are outlined according to what the group leader should
say and do to help youth integrate social, emotional, and cognitive skills into
his/her behavioral repertoire. Training
sessions are a series of action-reaction sequences in which effective
skill behaviors are first rehearsed (role-play), and then critiqued (feedback). Groups should be small (6-10) members; with
gender and races mixed) and should cover one skill in one or two sessions. Every member of the group role-plays the
given skill correctly at least once.
Role-playing is intended to serve as behavioral rehearsal or practice
for future use of the skill. Further, a
hypothetical future situation rather than a reenactment of the past event
should be selected for role-playing.
The Role of Group Leader as Director of the
Psychoeducational Life Skill Process:
STEP 1: Present
an overview of the social, emotional, or cognitive skill. This is considered the
instructional portion of the process. An instructional vignette (5-10 minutes)
is presented to teach the social, emotional or cognitive skill. Introduction to the benefits of the skill in
enhancing relationships, as well as, the pitfalls for not learning the skill is
also presented. The following are
suggested instructional overviews for the social skill of assertiveness:
Social Literacy Skill:
“Understanding Your Assertive Rights”
We all have right:
·
To decide how to lead your life.
·
To express thoughts, actions, and feelings.
·
To have your own values, beliefs, opinions and emotions.
·
To tell others how you wish to be treated.
·
To say, I don't know, I don't understand.
·
To ask for information or help.
·
To have thoughts, feelings, and rights respected
·
To be listened, heard, and taken seriously
·
To ask for what is wanted
·
To make mistakes
·
To ask for more information
·
To say no without feeling guilty
·
To make a decision to or not to participate
·
To be assertive without regrets
Social Literacy Skill:
Components of Assertiveness
Very often, people
who are aggressive do not have within the interpersonal repertoire to express
themselves assertively. There are
essentially six attributes that are specific to assertiveness:
·
Self-awareness: a developed knowledge of one’s goals, aspirations,
interpersonal and intrapersonal behavior and the reasons for them. Realize
where changes are needed and believe in your rights.
·
Self-acceptance: Self-awareness acknowledges one’s own particular
strengths and weakness.
·
Honesty: Congruency between verbal and nonverbal thoughts,
feelings, actions, and intentions.
·
Empathy: Sensitivity and acceptance of other’s feelings,
behavior, and actions, i.e., to be able to walk in the other
person’s shoes.
·
Responsibility: Assuming ownership for thoughts, feelings, actions,
needs, goals, and expectations.
·
Equality: Accepting another person as equal with a willingness
to negotiate with their needs, wants, or desires.
• Next, ask a question to help the members define the skill
in their own.
Use language, such as:
"Who can define
assertiveness?
What does being assertive mean to you?"
“How is assertiveness different from
aggressiveness?”
• Make a statement about what will follow the modeling of
the skill.
"After we see the examples of the skill, we will talk
about how you can use the skill."
• Distribute skill cards and asks a member to read the
behavioral steps aloud
• Ask members to follow each step as the skill is modeled
STEP 2: Model the behavior following the steps listed on a
flipchart or chalkboard.
Moving
into the experiential component, the leader models for the group members what
he or she considers to be appropriate mastery of the skill. This enables group
members to visualize the process. The model can be live demonstration or
simulation media presentation. Identify
and discuss the steps:
Social Literacy Skill: Assertiveness
Lack of
assertiveness is one reason why conflicts occur in relationships. To foster understanding and cooperation
rather than resentment and resistance:
1.
Be
direct. Deliver your message directly to
the person with whom you are in conflict with (not to a second party, i.e.,
avoid the “he said”, “she said” trap).
2.
Take
ownership for your message. Explain that
your message comes from your point of view.
Use personalized “I statements” such as “I don’t agree with you” rather
than “You’re wrong.”
3.
State
what you want, think, and feel as specifically as possible. Preface statements
with:
“I have a need.”
“I want to…”
“Would you consider…?”
“I have a different opinion, I
think that…”
“I don’t want you to…”
“I
have mixed reactions for these reasons…”
First, concretely describe
the other person's behavior.
Then, describe objectively
how the other person's actions have affected you.
Next, accurately describe
your feelings… “I feel…”
Finally, Suggest
what you would like to see happen…”I prefer this instead…”
Example:
Step 1: When you are late picking me up for school in
the morning;
Step 2: I am always late for first bell and I always
get detention.
Step 3: I feel hurt and angry with you.
Step 4: I am hoping that we could make plans so that I
don’t have to be late anymore.
Ask for feedback to correct any misperceptions. Encourage others to be clear, direct, and
specific in their feedback to you: “Am I
being clear?” “How do you perceive the situation?” “What do you want to do about
this?”
STEP 3: Invite discussion of the skill that is
modeled
• "Did any of the situations you observed
remind you of times that you had to use the skill?"
• Encourage a dialogue about skill usage and barriers to
implementation among group members.
STEP 4: Organize a role-play between two group
members
• Designate one member as the behavior-rehearsing
member, (i.e., the individual who will be working on integrating a
specific social, emotional, or cognitive skill) Go over guidelines for
role-playing. Guidelines are as follows:
1. Role-playing will give a
perspective on your own behavior.
2. It is a tool to bring a specific
skill and its consequences into focus.
3. By rehearsing a new skill you
will be able to feel some of the same reactions that will be present when the
behavior outside our group in a real setting.
4. Role-playing is intended to give
you experience in practicing skills and in discussing and identifying effective
and ineffective behavior.
5. Practice will enhance your
confidence and you will be able to feel more comfortable in real life settings.
6. The more real the role-playing
leads to more emotional involvement that will increase what you will learn.
7. Real life situations make it
possible for you to try ways of handling situations without suffering any
serious consequences if the methods fail.
1) Ask the behavior-rehearsing member
to choose a partner -- someone in the group that reminds him or her of the
person with whom they would most likely use the skill. For example,
"Which member of the group reminds you of that person
in some way?" or "Which member of the group would you feel most
comfortable doing the role playing with?"
“If no one is identified, ask someone to volunteer to
rehearse the skill with the behavior rehearsing member.”
2) Set the stage for the role-play including
setting, props and furniture if necessary.
Ask questions such as, "Where
will you be talking?"
"What will be the time
of day?" “What will you be doing?”
• Review with the behavior rehearsing member what
should be said and done during the role play, such as
"What will be the first step of the
skill?" "What will you do if
your partner does…?”
3) Provides
final instructions to the behavior rehearsing member and the
partner:
To the behavior-rehearsing
member: “Try to follow the steps as best you can."
To the partner: "Try to play the part the
best that you can by concentrating on what you think you would do when the
practicing member follows the steps."
4) Direct
the remaining members of the group to be observers of the process. Their role is to provide feedback to the behavior-rehearsing
member and the partner after the exercise.
The
role-play begins. One group member can stand at chalkboard or flip chart to
point out each step for the role playing team
• Coach and prompt role players when needed
STEP 5: Elicit feedback from
group members and processes after the exercise is completed. Generous praise should be mixed with
constructive suggestions. Avoid blame
and criticism. The focus should be on how to improve.
Suggestions should be achievable with practice. What follows is
the social literacy skill of giving constructive feedback that is an integrated
part of every Psychoeducational Life Skill Intervention Model. The suggested dialogue for giving
constructive feedback, another social literacy skill is as follows:
1. Ask
2. Say
something positive to the person before you deliver the sensitive information.
3. Describe
the behavior.
4. Focus
on behavior the person can change, not on the person's personality.
5. Be
specific about the behavior and verifiable.
(Have other people complained?)
7. Include
some suggestion for improvement.
8. Go
slowly. True behavior change occurs over
time.
For example: "Jessica, I've notice something about
your behavior at the student government meeting. Would you like to hear it? Well, at the last few meetings of the
homecoming committee whenever Ryan suggested a theme, you interrupted him and
changed the subject."
Important Considerations for the
Feedback Process:
• The behavior-rehearsing member is
instructed to wait until everyone's comments have been heard.
• The partner processes his/her role,
feelings, and reactions to the behavior rehearsing member. Observers are
asked to report on how well the behavioral steps were followed; specific likes
and dislikes; and the comments about the role of the behavior rehearsing member and
the partner.
• Process group comments with the behavior-rehearsing member.
The
behavior-rehearsing member is asked to respond to how well he or she
did in following the behavioral steps of the skill. For example, "On a scale from 1 to 10
how satisfied were you about following the steps?"
STEP 6: Encourage follow through and transfer of learning to other
social, emotional, or cognitive settings. This is a critical component. Participants need to transfer newly developed
life skills to personally relevant life situations. The behavior-rehearsing member
is assigned “ownwork “to practice and apply the skill in real life (Ownwork
is like homework which is a task that is assigned for the behavior rehearsing
member to try out between sessions).
Group members are assigned to look for situations relevant to the skill
they might role-play during the next group meeting.
• Ask the behavior-rehearsing member how,
when, and with whom he or she might attempt the behavioral steps prior to the
next group meeting.
• Assign the “Ownwork” Report to get a written
commitment from the practicing member to try out the new skill and report back
to the group the next group meeting. Discuss how and where the skill will be
used. Set specific goal to use the skill
outside the group.
“Ownwork” is assigned to enhance the work of the session; and to keep
the behavior-rehearsing
member aware of the life skill they wish to enhance. The ultimate goal is to practice new
behaviors in a variety of natural settings.
“Ownwork” puts the onus of responsibility for change on the behavior-rehearsing
member, i.e., doing their ownwork to resolve the problem. The following
examples are appropriate “ownwork” assignments:
ţ
C
Experiential/Behavioral Assignments: are assigning
specific actions between session, e.g., a behavioral assignment for lack of
assertiveness may be to instruct the behavior- rehearsing member to say
"no" to unreasonable requests from others.
C
Interpersonal Assignments: are
assignments to enhance perceived communication difficulties by writing down
unpleasant dialogues with others, which can be reviewed during the next session
to show how someone inadvertently triggers rejection, criticism and hostilities
in others.
C
Thinking Assignments: are assignments
such as making a list of things that are helpful to think about and to practice
thinking these new thoughts throughout the day, (e.g., a person with low
self-esteem can be instructed to spend time thinking about his or her proudest
accomplishments).
C
Writing Assignments: are
assignments such as writing in a journal or diary can help participants develop
an outlet for their feelings while away from the sessions, (e.g., keep a diary
that lists for each day the frequency of new behaviors that are practiced).
C
Solution-Focused Assignments: are
assignments that actively seek solutions to problems identified in the
sessions, (e.g., seeking a resolution to an interpersonal problem by
negotiating or resolving a conflict with another person).
Life Skills Exercise Example for Social
Literacy Skill: Maintaining Impulse
Control
(1) Instruction: Present an
overview of the social, emotional or cognitive skill
Question: How would
you define Impulse Control?
Impulse control is
learning to stop and look at the consequences of your actions before you commit
yourself to something. It is the ability
to stop and think whom else is going to be affected by your actions and what
will the consequences be. Is it worth
it?
Simulation
Shelly is
constantly over committing herself by being impulsive. She has a problem saying no and working
within the boundaries that are comfortable for her. When she is asked to do something she will
say yes even if she does not have the time or resources to complete the
task. Shelly was looking at the course
schedule book for the fall and saw a class that looked interesting so she signed
up for it. She was already taking 15
graduate hours and working 20 hours per week.
She is feeling extremely stressed because of her overload of classes and
is not she is not sure if she will get her assignments completed on time. How can we help?
Signs of Loss of Control
1. Acting impulsively consumes lots of
energy and resources.
2. You feel driven,
impelled, and think of nothing else.
3. You
feel like the decision is the only possible answer and you let it take over all
rational thinking.
Control Strategies
1. Ask yourself who else is going to be
affected by this behavior?
2. How are they going to be affected by
what I do?
3. Delay the action. Give yourself some time to think through
the decision so that you can see the consequences and alternatives. Remember choice is important.
4. Find a way to buy time, so you can
think about your actions.
5. Think back to the past and consider the situations you had
to get yourself out of because of being too impulsive.
(2) Modeling
Self Help Strategies
1. Reward yourself each time you stop and think through a
situation instead of acting impulsively.
2. Keep a journal and record your feelings about decisions you
make and if you de it impulsively.
3. Write yourself a bill of rights and
read it when you get ready to make decisions.
(3) Invite discussion of the
skill that will be practiced
Reminders for
Yourself
1.
Having a choice is critical. It allows
you freedom to act or not to act. It puts you in charge of yourself.
2. If you always do what you’ve done. You
will always get what you’ve always
got.
Consequences of Acting
Impulsively
1. The consequences of acting impulsively
are: confusion, self-loathing,
and feeling out of control.
2. The
results of acting impulsively are: you spend a tremendous amount of time trying
to resolve conflicts, mend relationships, or balance time and money.
(4) Organize a Role Play
Between Two Group Members
·
Shelly: Hey Beth, I
just saw this great course in the spring all catalog. I think I will take it.
·
Beth: Shelly, how many
hours of classes are you already taking?
·
Shelly: Fifteen, but
this course sounds interesting and I really want to take it.
·
Beth: Shelly I realize
you really want to take it and it sounds interesting, but is it something that
you can handle right now with work and school?
·
Shelly: It will mean
more homework and being up late at night, but I really think I can do it.
·
Beth: Shelly, remember
last semester how stressed you were during finals. Do you want that again?
·
Shelly: No, but Beth
you don’t understand. I really want to take
this class.
·
Beth: Look at your
“plus versus minus” ratio. How is it
going to benefit you and how is it going to impact your family?
·
Shelly: It’s going to
help me with general knowledge but not toward my degree. I hadn’t thought about my family.
·
Beth: Shelly do you
think you could wait until tomorrow and make your decision, that way you could
talk it over with Brian and the kids and think more about it.
·
Shelly: I guess I
could, but what if it’s full by then?
·
Beth: Shelly, what if
it is? Will you still be able to
graduate and could you take it later?
·
Shelly: You’ve got a
point. I’ll think about it and talk it
over with Brian.
(5) Provide Feedback to the Role Playing Pair
Elicit feedback from group members and outlined in the process above
(6) Give an
"Ownwork" Assignment to Practice Outside of the Group
Assign Shelly to complete a Decision-Balance Matrix. Have Shelly
look at the following aspects of her life and how her decision to take on more
course work would affect her.
Figure 1
Decision Balance Matrix
Personal Time Commitment for
Self and Others
________________________________________________________________
Positive
Consequences Negative
Consequences
(+) (-)
Social and Family
Relationships
Academic
Responsibilities
Job and Career
Responsibilities
Leisure Time
Pursuits
Church/Community
Obligations
Assign Shelly to analyze time commitment for all course
commitments, i.e., how much research for paper per class, readings per class,
and special projects and merge those commitments with family and job responsibilities. Bottom line: Are there enough hours in the
week to do all she has obligated herself to do?
Ownwork assignments serve to strengthen behavior rehearsal of skills
between sessions.
Figure
2
________________________________________________________________
“Ownwork” Assignment
q Skill to be practiced: Learning to Say
"No" and Establishing Healthy Boundaries
q “ I will use this skill
with…………………………………………………..”
q “I will use it when………………………and
where……………………..”
q The steps are as follows:
1.
2.
3.
4.
5.
On a scale from 1-to-10 (1=lowest; 10=highest) rate yourself on how well
What
was that paper assignment again?
Structure of Psychoeducational
Life Skill Session
Also in your
paper, as an introduction, provide some characteristic of the population of
youth you may serving from the Nurturing
an Endangered Generation: Empowering Youth with Critical Social, Emotional, and
Cognitive Skills
I.
Introduce
the Social, Emotional, or Cognitive Skill
II.
Model
the skill for group members
III.
Discuss
the skill that is modeled
IV.
Simulate
a role play between members
V.
Obtain
Feedback from members
VI. Assign "ownwork"
Oh now, I think understand it!
Professional Information
Background Statement
Instructor: Rosemary A. Thompson, Ed.D., is Supervisor of
Guidance and Counseling,