1. By Arnold Goldstein and Ellen McGinnis
Skillstreaming the
Child/Adolescent
By Arnold Goldstein and Ellen McGinnis

2. Materials Needed Program Forms (Manual that can be photocopied)
Student Manual (ideally, for each student in group)
Skill Cards (one box)
Easel or Whiteboard

3. History and Development of Skillstreaming
During the 1970’s psychological skills training emerged
Individual was seen in more educational and academic terms rather than as a client in need of therapy
The roots of this approach was in education and psychology, and the most direct contribution from psychology was social learning theory.

4. Skills Trainer:
Viewed individual as deficient in the skills necessary for effective daily living
Was more active and engaged in deliberate teaching of desirable behaviors (rather than using interpretation, reflection, or reinforcement)

5. Psychological Skills Training Movement
Initial trainees were low-income families who were underserved in terms of mental health and psychological needs
The work identified differences in child rearing among economic classes:
Low-income families: focus on the outcome or results of enacted behavior (consequences); a direct, concrete, behavioral response to such perceived consequences (action); heavy reliance on the urgings, directives, or commands of others rather than on self-control (external authority)

6. Psychological Skills Training Movement
Middle class families: more likely to be asked what motivated their behavior; empathy was also encouraged; and the children were reminded that they should be able to use self-control and control the urge to engage in such behavior

7. Psychological Skills Training Movement
The contrasting child-rearing experiences became relevant to the use of interventions in that learning styles of the children were different
Statistics indicate that two-thirds of middle class clients consistently participating in verbal, insight- oriented psychotherapy improve.

8. Psychological Skills Training Movement
However, low income clients with a contrasting learning styles do much less in response to such an approach.
An intervention tailored to the learning styles of the low-income families were expected to show greater success.
The initial development of Skillstreaming sought to accomplish this through role-playing, performance feedback, and generalization.

9. Introducing Skillstreaming
Emphasize:
Skillstreaming will help you to deal with “people problems” in ways that work for the adults and peers in a student’s life
The goal of Skillstreaming is to increase the choices you have, not to force you to act in any particular way

10. Examples of “People Problems”
Have you ever experienced any of the following:
Times when you feel angry but don’t know quite what to do about it?
Times when you want to express positive feelings toward another person but can’t figure out the best way?
Times when you think you need help from someone else but aren’t sure how or when to ask?
Times when you have been left out of something and don’t know what to do?
Times when you need to make or answer a complaint, respond to an accusation, or deal with failure?

11. Skillstreaming Checklists
There are three ways to measure initial use of skills and progress on skill use:
Teacher/Staff checklist
Parent checklist
Student checklist
Decide which checklist(s) you will use, and decide when you will use the checklist(s).
Review of checklists
For students, emphasize:
No right or wrong answers, only “you” can decide on competence in each skills, importance of answering the way “you” really feel

12. Skillstreaming Methods
Modeling
Role-playing
Feedback
Transfer
Emphasize to students: These methods are the same ones they have used to learn many of the things they already know. Take away the mystery.

13. Example - Basketball
Someone good probably showed you how to shoot baskets (Modeling)
You then tried it yourself (Role-playing)
The “coach” gave you things you were doing right and the things you needed to change to become a better player (Feedback)
You practiced on your own and maybe shot some baskets with friends (Transfer)

14. Modeling Having someone show you the skill A powerful way to learn!
There are lots of examples of learning by modeling in our society:
Dressing, dancing, problem solving, etc
We do not imitate all of the behaviors that we see
Group leaders begin each Skillstreaming meeting by modeling one of the skills chosen for learning

15. Role-Playing Trying out the skill yourself
Students are asked to think of situations where they could use the skill demonstrated in MODELING, and then the group leader helps to pick one to role- play
Three roles:
main actor, co-actor, observer

16. Role Playing – Main Actor
The main actor acts out the steps of the skill being learned
The main actor will…
think of a situation
choose a co-actor
give the co-actor needed information
act out the skill steps
think thoughts aloud

17. Role-Playing – Co-Actor
The co-actor helps the main actor practice by reacting in a realistic way to what the main actor says and does
The co-actor will…
help the main actor
receive help from the group leaders

18. Role-Playing - Observer
The observer will pay close attention to what the main actor and co-actor are doing and saying during the role-play, and comment on what the main actor does well and give suggestions about how he or she could improve
The observer will…
listen
watch
think of things done well
think of suggestions for improvement

19. Why is Role-Playing Important?
Role-playing increases the chances that students will learn the skill better and remember it longer
“Practice makes perfect” – with people skills, role- playing is the opportunity to practice

20. Feedback
Giving information on well a person has done during the role-play
The only way the main actor will know how he or she has done – what went well and what needs improvement
Each group member will be assigned a skill step to watch for during the role-play
Following the role-play, group leaders ask each member:
whether the main actor followed the step
what the main actor did to follow the step
what was done well
what could have been improved

21. Feedback (cont) Feedback can also include suggestions:
Other things the main actor might say
Comments about the main actor’s nonverbal actions – e.g., tone of voice, gestures, posture, etc.

22. Transfer
Transfer involves trying the skill outside of the group, in real life
Transfer = “homework assignment”
Students:
write out their plan on a Homework Report
follow through with plan
briefly write how well plan worked
talk with group about what happened when skill was tried in real life