intervention strategies

INTERVENTION STRATEGIES Constance J. Fournier, Ph.D.

GOAL AND OBJECTIVES Goal: to review or develop new

strategies for counseling in the school setting

Objective: TLW select social competence strategies for the school setting

Objective: TLW be able to use active listening in a role play activity

Objective: TLW be able to use the stoplight strategy in a role play

Objective: TLW be able to share additional strategies with each other

LEVELS OF INTERVENTION Prevention

General populationAge appropriate

Risk reductionSelf selection (older children)Teacher referralAreas that might be of concern later

(parents divorcing; parent deployment; itinerant families)

Early intervention Individual or small groupSimilar issues (ADHD, test anxiety)

LEVELS OF INTERVENTION Treatment

Specific targeted therapy (e.g., Cognitive Behavioral therapy; protocol treatment for depression)

MedicationOther specific treatments

DEVELOPING SOCIAL COMPETENCE Identify children early (teachers are your

resource) Provide positive focused interventions Look at rehabilitation instead of

punishment Promote caring relationships between

adults and children Encourage engaged learning in the

classroom Encourage family involvement McNamara, K. Best practices in Promotion of Social Competence in the Schools, Best

Practices in School Psychology

DEVELOPING SOCIAL COMPETENCE Identify children early

Teacher with experience can identify the children who are outside the typical range Evaluate for depression, anxiety, ADHD, or other

concerns Help facilitate outside treatment as needed Use your school nurse as an ally

Discipline referrals can be a good source of identification

Check with your school nurse

DEVELOPING SOCIAL COMPETENCE Provide positive focused interventions

Work on strengthening positive behaviors with positive reinforcement

Provide the safe place where the children can be appreciated

Let children be a referral source as well

DEVELOPING SOCIAL COMPETENCE Look at rehabilitation instead of

punishment Instead of punishing, look at developing

positive replacement behaviors Example: instead of punishing for talking

inappropriately in class, assign the student as a tutor for another child

Example: instead of sending the child to the office for bad behavior, send for good behavior

use self-monitoring programs Happy face monitoring Tracking with graphs

SELF MONITORING IDEAS Happy face : ) : ~ : | : (

EXPLAIN THE PROGRAM TO DON Three people in a group, one is the

counselor, one is the observer, and one is Don.

Observer: give feedback of what the counselor did well, and what they might do better

Don: ask questions when you don’t understand

SELF MONITORING IDEAS Mark in the number of times a specific

behavior has occurred Raising hand before calling out

Science Math Reading

SS LA

X X X XX X X XX X XX X

EXPLAIN THE PROGRAM TO LYDIA Three people in a group, one is the

counselor, one is the observer, and one is Lydia.

Observer: give feedback of what the counselor did well, and what they might do better

Lydia: ask questions when you don’t understand

DEVELOPING SOCIAL COMPETENCE Promote caring relationships between

adults and childrenHave “I caught you being good” days where

both children and adults can give out stickers.

Encourage positive talk among teachers in the lunch room.

Encourage times where adults can be seen as caring ( meeting with students before or after class; working with clubs; going to student events)

DEVELOPING SOCIAL COMPETENCE Encourage engaged learning in the

classroomThe more engaged children are in learning,

the less inappropriate behaviors will occurGive teachers reinforcement for having

engaged learning going on in their classrooms

Encourage student leadershipEncourage student input and choices

DEVELOPING SOCIAL COMPETENCE Encourage family involvement

Families come when they have to and when they want to Make the ‘have to’ times positive and pleasant Make opportunities for the ‘want to’ times

Make sure communication is accessible to parents English and Spanish Parent friendly language

Group Question: What does or can your school do to encourage parent interaction?

DEVELOPING POSITIVE CLIMATE Everyone contributes to learning

The bus driver and cafeteria workers are as important as the superintendent and principal in setting mood and climate

Achievement is keyStudents need to believe they can and will

learnStudents need to connect learning to

experiences and to their future in a way that makes sense to them

Fairness Fair is not equal, fair is what is needed

DEVELOPING POSITIVE CLIMATE Parent participation

More is better (math and science fair) Caring and sensitivity

Each staff and faculty member shows consideration of parents, students, and each other

Building and groundsLook as good as possibleCommunity clean up/beautification day

Shared resources

SOCIAL SKILLS TRAINING Promoting skill acquisition

ModelingCoachingRehearsal

Enhancing skill performanceAnalog with peers, adultsStaged in vivo with peers and adults In vivo assessedManipulating antecedentsManipulating consequences

SOCIAL SKILLS TRAINING Reinforcing wanted behaviors

Training adults to specific positive praiseGiving wanted reinforcersUsing negative reinforcers for change (e.g.,

wants to be sent out of class, so allow positive visits to the office; wants attention of peers, so make a peer tutor

Using what the student wants instead of what you think they like

SOCIAL SKILLS TRAINING Add to positive behaviors in the tool box

for child Reinforce new positive behaviors Build on these behaviors for new

situations What has worked well in the past?Who have you talked to that helped you in

the past?When can you do your best? How can we set you up for success?

STOPLIGHT ACTIVITY

Draw Write

Red--stop before you act

Yellow—think about your actions

Green—go ahead with the most appropriate action for the circumstances

CASE OF ANNIE Annie has been referred to you by her

teacher because she has been yelling at other students for ‘messing’ with her stuff.

Three people in a group, one is the counselor, one is the observer, and one is Annie.

Observer: give feedback of what the counselor did well, and what they might do better

CASE OF RAFAEL Rafael has been sent to you because of

several incidents of yelling at peers and teachers.

Three people in a group, one is the counselor, one is the observer, and one is Rafael.

Observer: give feedback of what the counselor did well, and what they might do better

ACTIVE LISTENING Listen actively Reaffirm what you are hearing “So I

hear you say that…” Tell what you know about procedures DON’T make promised you cannot keep You can say “I am sorry this is

happening to you.” “You will be fine.”

DOING GROUPS Young children

Small numberMore didacticShort amount of timeKeep personalities similarUse programs already set

Source: Linda Reddy Group Play Interventions for Teaching Prosocial Skills

Available on Amazon.com

DOING GROUPS Older children

TimeGroup compositionTheme versus process typeStages Open versus closed

GROUPS Time

Need time to warm up—at least 40 minutes for a group to take place

Consider timing Can’t be a same time—missing same class Can’t always be before or after school Can’t always be at lunch Consider rotating schedule

GROUPWeek 1st 2nd 3rd 4th 5th 6th 1 X2 X3 X4 X5 X6 X7 X8 X

GROUPGroup composition Interview students first

Do they want to be there What are they hoping to get out of group Can they keep confidentiality—if not, don’t put in

a group Consider if the timing is right—may need

individual counseling firstStack the deck in your favor

Limit personality disorder types—none at firstLimit off task students to one or two

GROUP Composition

Keep similar age rangeKeep genders separateKeep problems in same ball park

GROUP Theme versus process typeTheme groups are for specific similar

problems that are phase of life situations Children of divorce Children of deployed parents Children with diabetes

Can have slighty wider range of ages Can be mixed gender Will often be part therapy and part

didactic

Process groups are for similar issues, but may be somewhat different based on individual Students need to have trust in group Need to be in same range of age, interests Should probably be a closed group, or at least

closed at times

GROUPS Stages

Initial group(s)ResistanceWorking Ending

GROUPS Initial groups

IntroductionsGroup rules

Confidentiality Staying safe Active listening Staying positive Apologizing for breaking rules in writing

Ease in activities What is a woman What is a man

GROUPS Resistance

Necessary part of the process if you want buy in Goofing around Not participating Being superficial Distractions Joking

Be consistent about what the group is for Use I statements Use actions that can start conversations (family

portrait)Close open groups during this time

GROUPS Working

Sharing ideas and feelingsGiving adviceUsing homework for beginning and endCan have a themeBe sure everyone is heard“Greek chorus” if needed

GROUPS Ending

Voluntary as much as possibleSaying goodbye to each group member by

stating what they learned from themEach group member says what they learned

from that studentStudent affirms what they will be doing to

carry on the spirit of the group

QUESTION How many do you think would be good

in a group for the age that you work with?Share your numbers and rationale

If you have done groups, what works well with scheduling

CONCLUSION You make a difference. Find mentoring/partners Action plan

Create your own personal team of Mental Health Specialists and Partners in your school Consider school nurse, health education

teachers, PE teachers and coaches Also have the usual team Touch base in a regular way Consider staffing of at risk students