1. Welcome Second Step Training

3. This approach is about teaching all children skills in: This approach is about teaching all children skills in: Empathy Problem solving Problem solving Impulse Control Impulse Control Anger Management Anger Management

4. Examine the sequence, content, and flow of the lessons. Examine the sequence, content, and flow of the lessons.

5. Where resources are located. Hands-on teaching experience

6. Social-emotional Learning Daniel Goleman’s 1995 best-selling book Emotional Intelligence Daniel Goleman’s 1995 best-selling book Emotional Intelligence Identifying and managing our own emotions, teaching people how to get along, teaching life skills, teaching about developing successful relationships, and teaching about responsibility.Identifying and managing our own emotions, teaching people how to get along, teaching life skills, teaching about developing successful relationships, and teaching about responsibility. All the skills for success in our daily lives and in our interactions with others.All the skills for success in our daily lives and in our interactions with others. Correlation between social-emotional learning and life success – academic success.Correlation between social-emotional learning and life success – academic success.

13. Handout 14 – Implementation Planning Worksheet Anytime you learn the answer to one of the questions on this handout, go ahead and fill in the blanks. Anytime you learn the answer to one of the questions on this handout, go ahead and fill in the blanks. A quick reference for essential information in teaching the program A quick reference for essential information in teaching the program

14. Parking Lot – for sticky notes Questions that don’t fit in with what we are talking about at the moment Questions that don’t fit in with what we are talking about at the moment Questions come up while you are on break or at lunch Questions come up while you are on break or at lunch

15. List of guidelines or training norms for our group To make this a safe learning environment that works for you. To make this a safe learning environment that works for you. How can we create a respectful, productive environment? How can we create a respectful, productive environment?

16. Overview of the Curriculum Identify at least three reasons children fail to act prosocially. Identify at least three reasons children fail to act prosocially. Describe the format of the Second Step Unit Cards Describe the format of the Second Step Unit Cards Explain key Second Step concepts: empathy, ways to calm down, problem- solving steps, anger-management steps, and transfer of learning/training. Explain key Second Step concepts: empathy, ways to calm down, problem- solving steps, anger-management steps, and transfer of learning/training. Identify and explain the teaching time guidelines for Second Step lessons. Identify and explain the teaching time guidelines for Second Step lessons.

17. Video – Curriculum information for K-6. Listen for reasons why children fail to act prosocially. Listen for reasons why children fail to act prosocially.

23. Information about the specific units in your grade-level kit.

26. Group work – 5 in a group Activity with your Unit Cards or unit description information. Each person in the group responsible for learning some key information for one of the units. Each person in the group responsible for learning some key information for one of the units. After individual study time, you will share back with your small group. After individual study time, you will share back with your small group.

31. Information you will need for this activity is located in several places in your Level l binder Read the information on select pages in your unit, and if applicable, your Teacher’s Guide, to answer the questions on your handout. Read the information on select pages in your unit, and if applicable, your Teacher’s Guide, to answer the questions on your handout.

32. 20 minutes studying and answering questions on your handout I will tell you when it’s time for small-group reports Please do not start discussing until we are all ready.

33. Small group reports Each person has 3 minutes for their report Each person has 3 minutes for their report Report in the order your units are found in your kits Report in the order your units are found in your kits Share the answers to the question on the handout and highlights you learned. Share the answers to the question on the handout and highlights you learned.

34. What is empathy and what does it involve? Identifying feelings in others by looking at physical, verbal, and situational clues. Identifying feelings in others by looking at physical, verbal, and situational clues. Perspective taking Perspective taking Responding appropriately to another person by showing care and concern. Responding appropriately to another person by showing care and concern.

35. Importance of developing empathy skills? The link between empathy and anger management/problem solving? Ways to Calm Down? Belly breathing

36. www.cfchildren.org Problem solving Problem solving –How do we often handle students' problems throughout the school day? Importance of teaching problem solving Importance of teaching problem solving

41. Neutral problem statements “David won’t let me play that video game.” “David won’t let me play that video game.” “David and I ant to lay the same game, but it’s a one-erson game.” “David and I ant to lay the same game, but it’s a one-erson game.”

42. Rationale for brainstorming prosocial and antisocial solutions Real situations will cause antisocial solutions to come to students’ minds, so they need to know how to evaluate all options. Real situations will cause antisocial solutions to come to students’ minds, so they need to know how to evaluate all options.

43. Behavioral skills training --- how it’s used in role-plays. Breaking down a solution into 3-5 simple steps Breaking down a solution into 3-5 simple steps Generated by students Generated by students Used in the model role-play and student role-plays. Used in the model role-play and student role-plays. Students generate steps in all Jr. High problem solving and applying the skills lesson except in Level I, Unit 5, Lesson 13 – Resisting Gang Pressure. Steps are in the lesson script provided by law enforcement. Students generate steps in all Jr. High problem solving and applying the skills lesson except in Level I, Unit 5, Lesson 13 – Resisting Gang Pressure. Steps are in the lesson script provided by law enforcement.

44. What are some reasons for having students generate their own behavioral skill steps?

45. What is the thinking out loud technique and how does it relate to calming down and problem solving?

46. Anger/emotion management Anger as a feeling is normal- that it is not a bad emotion Anger as a feeling is normal- that it is not a bad emotion Teach a coping model that allows children o reduce the level of their anger so they can more effectively solve the problem that triggered the anger. Teach a coping model that allows children o reduce the level of their anger so they can more effectively solve the problem that triggered the anger.

47. Anger-management steps for Jr. High How does my body feel? How does my body feel? –Calm down: Take three deep breaths, count backward slowly, think calming thoughts, talk to myself. –Think out loud to solve the problem –Think about it later: Why was I angry? What did I do? What worked? What didn’t work? What would I do differently? Did I do a good job?

48. Transfer of Learning/ Transfer of Training Imagine the Day by having students identify times throughout the day the targeted skill could be used and practiced. Imagine the Day by having students identify times throughout the day the targeted skill could be used and practiced. Remember the Day by asking students how and when they used a specific skill throughout the day or week. Remember the Day by asking students how and when they used a specific skill throughout the day or week.

49. Teacher’ Guide Found in the beginning of your binders, indicated with a tab Found in the beginning of your binders, indicated with a tab Include information about research foundations, detailed information about the units, tips on preparing and presenting the lessons, resource and book lists Include information about research foundations, detailed information about the units, tips on preparing and presenting the lessons, resource and book lists Take-Home Letter and homework reproducible masters are with the lessons Take-Home Letter and homework reproducible masters are with the lessons

50. Nearly half of lesson time

52. Committee for Children Recommendations Classroom-based, teacher-led, and sequentially taught Classroom-based, teacher-led, and sequentially taught Handout 14 – Implementation Planning Worksheet

53. Module 3: Second Step Teaching Strategies Define Define and give examples of modeling, coaching, cueing, storytelling, group discussion, and role-play facilitation as they relate to teaching social skills Explain Explain the process of generating behavior skill steps with students and using them in role plays.

54. Elephants and Giraffes

55. What are some specific examples of social skills teaching strategies used in this activity? ModelingPracticeCoaching ModelingPracticeCoaching CueingWait time CueingWait time Positive reinforcement Positive reinforcement Breaking the instructions down Breaking the instructions down Start slowing, increase difficulty Start slowing, increase difficulty Create a safe environment Create a safe environment Fun Fun

62. Video : Lesson 10 – Applying a Solution Video : Lesson 10 – Applying a Solution What teaching strategies did the teacher use to facilitate the lesson – Handout 9 What teaching strategies did the teacher use to facilitate the lesson – Handout 9 Connection between behavioral skills training and role-play Connection between behavioral skills training and role-play

63. Practice generating behavior skill steps as a group Focus on possible steps for apologizing Focus on possible steps for apologizing Situation: you borrowed your friend’s CD and you scratched it Situation: you borrowed your friend’s CD and you scratched it After consideration, best solution is to apologize After consideration, best solution is to apologize Apology includes offering to make things better Apology includes offering to make things better Let’s focus just on what is said, not how or when Let’s focus just on what is said, not how or when

64. Possible Steps? Say “I;’m sorry. Say “I;’m sorry. Tell the person how you feel. Tell the person how you feel. Tell the person what happened. Tell the person what happened. Offer to make things better. Offer to make things better. If actual lesson, teacher would model these steps then students practice If actual lesson, teacher would model these steps then students practice

65. What can a teacher do to make role-plays an effective learning strategy? Handout 11

66. To revisit the reasons children fail to act prosocially ( handout 3 ), how does the program address: The lack of modeling? The lack of modeling? The lack of practice? The lack of practice? Emotional responses Emotional responses Inappropriate beliefs about aggression? Inappropriate beliefs about aggression?

67. Module 4 : Teaching the Curriculum Participants will be able to: Participants will be able to: –Prepare a Second Step lesson. –Teach a lesson using the social skills teaching strategies.

68. Handout 12 C – groups of 3 Each person in the group will choose a different lesson from the ones on your handout. Each person in the group will choose a different lesson from the ones on your handout. In all groups you will each select one lesson listed from your chosen unit. In all groups you will each select one lesson listed from your chosen unit. 10 minutes to prepare to teach the lesson 10 minutes to prepare to teach the lesson Total teaching time for each person is 20 minutes Total teaching time for each person is 20 minutes At 5 minute warning, wrap up and move into the debrief. At 5 minute warning, wrap up and move into the debrief.

69. Response to teaching a lesson?

70. Module 5- Implementation Handout 13 – 6 Brainstorming topics Handout 13 – 6 Brainstorming topics 15 minutes 15 minutes

71. Teaching resources: Teacher’s Guide Committee for Children’s Cleint Support Services department for free, unlimited phone consultation – M-F, 8 – 4:30 p.m. PACIFIC Time 800 – 634-4449 www.cfchildren.org

72. Parking Lot Parking Lot Reactions to training? Reactions to training?

73. Thanks for your cooperation!