Presentation on theme: "Building Resilience in Children and Young People"— Presentation transcript:
1 Building Resilience in Children and Young People Problem-SolvingTeacher ProfessionalDevelopment
2 Why Teach Problem- Solving? The coping repertoire of children and adolescents includes their problem-solving competencies and skillsProblem-solving is identified by the World Health Organisation (WHO) as a key skill for healthIt is important to help students develop their critical and creative thinking skillsYoung people need to be able to think logically and predict and evaluate the consequences of various actionsThey benefit from learning a range of problem-solving techniques that can be applied when confronting personal, social, and ethical dilemmasStudents benefit from applied learning tasks in which they apply their problem-solving skills to realistic scenarios
3 People tend to resist solutions that are pushed upon them by others Problem-SolvingWhy Students need to participate in problem-identification and problem-solvingPeople tend to resist solutions that are pushed upon them by othersThey rebut arguments, highlight the barriers and end up speaking the argument against changeWhen the solution is imagined and spoken by the person themselves, then they are more able to take it upWhen students identify positive solutions, they create the possibility of enacting these strategiesBaer, J., & Peterson, P. (2002). Motivational Interviewing with Adolescents and Young Adults. In W. Miller & S. Rollnick (Eds.), Motivational Interviewing. Preparing People for Change (pp ). New York: Guilford Press
4 Activities in Problem-Solving Lessons aim to assist students to: FoundationRecognise the needs and interests of othersListen to others’ ideas and recognise that others may see things differentlyIdentify options when making decisions to meet their needs and the needs of othersRecognise there are many ways to solve conflictDescribe similarities and differences in points of view between themselves and people in their communitiesIdentify cooperative behaviours in a range of group activitiesPractise individual and group decision-makingPractise solving simple interpersonal problemsIdentify communication skills that enhance relationships for particular groups and purposesDescribe characteristics of cooperative behaviour and identify evidence of these in group activitiesContribute to and predict the consequences of group decisions in a range of situationsIdentify a range of conflict resolution strategies to negotiate positive outcomes to problemsDiscuss the concept of leadership and identify situations where it is appropriate to adopt this roleDescribe and apply strategies that can be used in situations that make them feel uncomfortable or unsafeDevise strategies and plans to assist in the completion of challenging tasks, decisions or problemsIdentify factors that influence decision-makingIdentify causes and effects of conflict and practice different strategies to diffuse or resolve itPredict the outcomes of challenges based on problem-solving and decision-making strategiesAssess individual and group decision-making processes in challenging situationsPlan projects, applying effective problem-solving and team-building strategiesAcknowledge the values, opinions and attitudes of different groupsLevel 9/10
5 Models for Problem-Solving Problem-solving can be broken down into a number of smaller steps:Naming the problem (no blaming, no emotion, just facts)Brainstorming options (collect many ideas)Predicting the consequences of the optionsAppraising the positive or negative features of each optionEvaluating the practicality of the various ideas (could this one work?)Assessing what strengths and resources are needed to carry out a particular choiceChoosing the best optionDeciding what would need to be done, by whom, whenTrying out the optionAssessing the option (Did it work? If not, repeat the thinking steps)
6 Use of Stimulus Scenarios Problem-SolvingUse of Stimulus ScenariosThe Building Resilience Social and Emotional Learning (SEL) lesson materials provide a number of learning activities to promote the skills of problem-solvingScenarios are provided to challenge students to apply their thinking to the types of personal and social situations that they or their peers might encounter as part of daily life. They can be modified by the teacher to suit the needs of the classUse of the scenarios provided permits an externalised focus and removes the need for students to disclose their personal problems in the public space of the classroom. This also protects the privacy of those others who may be involved in the students’ personal problemsStudents are encouraged to use more private help-seeking pathways in the school to seek assistance with their own problems
7 Examples of problem-solving models: Level 3-4: The Roads and Roundabouts ModelCentre of the roundabout:name the issue or problemExit roads:for different optionsDestinations:the consequences or the destination the journey will take you toStudents are asked to identify the different options and imagine the consequences before they decide which destination they will choose.They take thinking time as they go around the roundabout.
8 Examples of problem-solving models: Level 5-6: The Daisy Model Stem:name the problemPetals:the possible optionsCentre of the flower:the chosen optionStudents are asked to evaluate the different options before they decide which one to choose
9 Students draw a tree outlining the following: Problem-SolvingExamples of problem-solving models: Level 7-8: The Tree Change ModelStudents draw a tree outlining the following:Trunk: name the issue or problemRoots: multiple causes of the problemBranches: possible optionsLeaves: possible consequences of the option chosenThe ‘problem tree’ is used as a thinking tool to explore a problem and to think through the options before making a choice about what to do
10 Teacher Activity: Problem-Solving Choose from:Roads and roundabouts (Level 3-4)The daisy (Level 5-6)Tree change (Level 7-8)Use one of the problem-solving models to work through the following scenario:EXAMPLE SCENARIO: OverstretchedOlivia is exhausted. Corrections are piling up and she has some behaviour management problems with her class. The Assistant Principal has just asked her to go on a school camp next week in the place of a sick colleague.
11 Problem-SolvingREFLECTHow do you respond to problems in your day-to-day life?How do you model collaborative problem-solving within your classroom?What language do you use to assist your students in developing their ability to articulate when they have a problem?
12 6d. Problem-Solving Useful Links Get Ready Drug Education ResourcesCatching On Early and Catching On Later (Sexuality education activities for primary and secondary schools)Bully stoppersBullying. No way!CybersmartEsmart SchoolsLink: MindEd (UK Department of Health)Guidance on children and young people’s mental health, wellbeing and development for adults working with children and youth to help them support the development of young healthy minds.