1. Strengths Based Approach Towards Working With Students

2. Objectives Establishing & Maintaining Cooperative, Change-Focused Relationships Establishing & Maintaining Cooperative, Change-Focused Relationships Developing Solution-Focused Strategies Developing Solution-Focused Strategies Identifying Competencies Instead of Deficits Identifying Competencies Instead of Deficits Finding the Exceptions 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. 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 Adopt the ambassador perspective Match the student’s language Match the student’s language Match the student’s position Match the student’s position Use presuppositional language Use presuppositional language (Refer to Table 4.2)

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

6. MIRACLE QUESTION MIRACLE QUESTION

7. Guidelines for Using a Solution- Focused Approach It is not necessary to promote insight in order to be helpful It is not necessary to promote insight in order to be helpful Students and teachers are more motivated when they define their own goals Students and teachers are more motivated when they define their own goals A snowball effect can occur when one person makes a change 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 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 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 There is no such thing as resistance when we cooperate Focusing on the possible and changeable lessens frustrations Focusing on the possible and changeable lessens frustrations Go slowly and focus on tasks that lead to success 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. 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. Search for exceptions to the problem. Assist the student/parent by creating possibilities for the problem to be solved by reframing. Assist the student/parent by creating possibilities for the problem to be solved by reframing. Reminisce about past successes in school Reminisce about past successes in school Collaboratively develop a task based on the identified exceptions to the problem 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. 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 children the best possible environment to become contributing member of the society. Want to provide every child the best possible learning opportunity. 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. 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 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 have a good relationship with parents and their students. Want to feel they are good teachers. 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. Their parents and teachers to be proud of them. To please their parents and other adults important to them. To please their parents and other adults important to them. To learn new things. To learn new things. To enjoy a mastery of new skills and knowledge. To enjoy a mastery of new skills and knowledge. To make choices when given an opportunity. To make choices when given an opportunity. To be accepted as apart of a social group. To be accepted as apart of a social group. To be active and involved in activities with others. To be active and involved in activities with others. To voice their opinion and choice when given a chance. To voice their opinion and choice when given a chance. To belong to a social group. To belong to a social group.

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

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

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

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

16. Six Steps of Resiliency 1. Increase bonding 2. Set clear, consistent boundaries 3. Teach life skills 4. Provide caring and support 5. Set and communicate high expectations 6. Provide opportunities for meaningful participation

17. Fostering Resiliency Students Students Educators Educators Schools Schools

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