Strengths Based Approach Towards Working With Students

1. Strengths Based Approach TowardsWorking With Students

2. Objectives • Establishing & Maintaining Cooperative, Change-Focused Relationships • Developing Solution-Focused Strategies • Identifying Competencies Instead of Deficits • Finding the Exceptions

3. Dropping the Rope • You can not have a tug of war if no one is pulling the other end of the rope.

4. Strategies for Establishing & Maintaining Cooperative, Change Focused Relationships • Adopt the ambassador perspective • Match the student’s language • Match the student’s position • Use presuppositional language (Refer to Table 4.2)

5. Solution-Focused Strategies • Set a reasonable goal working with the student • Identify past positive experiences • When has this student shown abilities to be successful? • Start small so that student can be successful Refer to Developing Solution-Focused Strategies (A Worksheet for Teachers).

6. MIRACLE QUESTION

7. Guidelines for Using a Solution-Focused Approach • It is not necessary to promote insight in order to be helpful • Students and teachers are more motivated when they define their own goals • A snowball effect can occur when one person makes a change

8. Guidelines For Using a Solution-Focused Approach • Fitting into the student’s world view lessens resistance and encourages cooperation • Motivation is a key and can be encouraged by aligning with students against the problem • There is no such thing as resistance when we cooperate • Focusing on the possible and changeable lessens frustrations • Go slowly and focus on tasks that lead to success

9. Competency-Based Conversations • Listen to the given language, assist the student &/or parent with identifying a goal that is relevant for him or her. • Search for exceptions to the problem. • Assist the student/parent by creating possibilities for the problem to be solved by reframing. • Reminisce about past successes in school • Collaboratively develop a task based on the identified exceptions to the problem

10. Basic Beliefs, Assumptions, and Attitudes Assumptions about teachers: • Believe that good education enhances a child’s chance of success in life. • Want to provide children the best possible environment to become contributing member of the society. • Want to provide every child the best possible learning opportunity. • Believe that all children learn best when they have a positive relationship with teachers and other adults in their life. • Want to see a child master a new challenge and build on it, which will in turn enhance their self image. • Want to have a good relationship with parents and their students. • Want to feel they are good teachers.

11. Basic Beliefs, Assumptions, and Attitudes continues… Assumptions that students want: • Their parents and teachers to be proud of them. • To please their parents and other adults important to them. • To learn new things. • To enjoy a mastery of new skills and knowledge. • To make choices when given an opportunity. • To be accepted as apart of a social group. • To be active and involved in activities with others. • To voice their opinion and choice when given a chance. • To belong to a social group.

12. Basic Beliefs, Assumptions, and Attitudes continues… Assumptions that parents want: • To be proud of their child. • Have a positive influence on their child. • Hear good news about their child and what their child is good at. • Give their child a good education and best chance of success in life. • Have a good relationship with their child. • Be hopeful about their child. • Feel they are good parents. • See their child’s future is better than theirs.

13. Major Tenants • If it isn’t broke, don’t fix it • If something works once, do more of it • If something does not work, do something different • Change is constant and inevitable • Carry a magnifying glass with you all the time • The future is negotiated & created • Small solutions can lead to large changes • The solution is not always directly related to the problems • No problem happens all the time

14. Useful Tools • Socializing & small talk • Asking questions rather than telling students what to do • Negotiating good goals • Compliments • Classroom success scales • Exception to problem • Selective attention • Reframing • Questions that change a child

15. Teachers & Schools as Catalysts for Change • Caring and Support (Refer to Figure 6.1) • High Expectations (Refer to Figure 6.2) • Opportunities for Participation/Contribution(Refer to Figure 6.3)

16. Six Steps of Resiliency • Increase bonding • Set clear, consistent boundaries • Teach life skills • Provide caring and support • Set and communicate high expectations • Provide opportunities for meaningful participation

17. Fostering Resiliency • Students • Educators • Schools

18. The Connection • School’s purpose • Nature of knowledge • Nature of learning • Good teaching • Curriculum • Leadership • Decision making • Assessment

19. References -Berg, I., & Shilts, L. (2004). Classroom solutions woww approach. 1-37. -Bernard, B. Turnaround teachers and schools. closing the achievement gap. 2nd ed., 115-137. -How Schools Foster Resiliency in Students. Resiliency in Schools. 17-32. -Metcalf, L. (1999).The Solution Focused Classroom. Teaching toward solutions. 1st Ed., 1-29. -Murphy, J. (1997).The Case of Janet: An introduction to Solution-Focused Counseling. Solution-Focused Counseling In Middle and High Schools. 3-9. -Powers, G. (2002).Toward a Resilience-Based Model of School Social Work: A turnaround Mentor. Toward a resilience-based model of school social work. 153-170.