TIPS Teaching Interpersonal Problem Solving CEP 866 Allison

TIPS Teaching Interpersonal Problem Solving CEP 866 Allison Lackie Priscilla Riojas Brooke Seyffert Megan Wilson

Context of the Problem l Relevant Statistic n l Eriksonian Viewpoint n l Shure & Spivack (1982) - of the students involved in ICPS, 75% of the students who completed the program became socially adjusted as compared to only 35% of the students not involved Industry vs. Inferiority Middle School X n n Sixth grade students coming from 4 elementary schools Integration into a new school can bring challenges in terms of new peer relationships l At our school common problem behaviors consist of aggression, antisocial behaviors, and social isolation

TIPS Program Theoretical Framework l Problem Solving Appraisal n n Rooted in Cognitive Theory Teaching students how to think for themselves Researchers have found that the belief in one’s own problem solving abilities affects motivation, behavior, thoughts, and actions towards stressful or problem situations (Heppner et al. , 2004) n If students have the ability to approach problems with self confidence and a belief that they have control over the outcomes, then they will be more likely to think of many solutions and chose the appropriate solution for themselves. n n 3 Major Categories of the PSI l l l Problem Solving Confidence Approaching or Avoiding Problems Personal Control

TIPS Program l Buffering n Model Problem Solving skills buffers the negative effects of stress Antisocial External Stress Aggression Interpersonal Problem Solving Skills n Social Isolation Research has shown that a person’s ability to solve problems is related to their environment and resources (Heppner et al. , 2004)

Example Student Click on the picture to view a short film created for the TIPS program.

TIPS Program Population: Middle School X, children who just transitioned from a K-5 school to a middle school. Children start the program in October after faculty and/or caregiver referrals. Mission Statement: The goal of our intervention is to enhance critical school competencies through teaching effective interpersonal cognitive problem solving skills. We will help children recognize what a problem is and learn ways to generate, evaluate, and apply many problem solving solutions.

TIPS Program l 6 Week Program l Meeting once a week for hour-long session n l 4 n Booster session 2 months after end of program Counselors 1 counselor per 10 students who have been identified as having interpersonal social problems

Week One l Goal: Group Cohesion l Explain purpose of the program to the students l Group Introduction Getting to know one another n Ice Breaker: Name Game n l Administer Pre-Test: PSI Problem Solving Inventory n 4 th grade reading level n

Week One Cont. l Getting to Know You Activity: Cross the Line n l Ex: “Cross the line if you have siblings. ” “Cross the line if you have ever been blamed for something that you didn’t do. ” Ending: Reflective Journaling Do you think you will enjoy this group? Why or why not? n What do you hope to learn in this group? n

Week Two l Goal: Define Emotions l Check In - Ice Breaker n l If you were a toy what would it be and why? Establish Group Rules and Consequences n Work together as a group n Take turns writing the rules, students raise hands to offer suggested rules they believe are important

Week Two Cont. l Activity: Play-Doh Activity n n l Mold representations of emotions (happy, sad, angry, etc. ). Share with group your creation If there is confusion between emotions, discuss the difference Generate discussion around emotions that are common in their lives Ending: Reflective Journaling How did you feel sharing your molds? If you did not share, explain why and what you think others might have felt/thought since you did not share. n How do you feel about this group (the members, rules, activities, etc. )? n

Week Three Goal: Define a problem l Check In: Weather Report l n l Review the rules n l Today I’m feeling sunny, cloudy with a chance of rain, stormy, etc. Children participate in re-stating rules Activity: Movie Clips of Interpersonal Problems 1 Antisocial, 1 Withdrawn n Define the problem shown in the clips n Link problems from clips to own interpersonal problems n l Ending: Reflective Journaling n Describe a current problem you are having with someone else (classmate, teacher, parents, etc. )

Week Four l l Goal: Identifying solutions and then alternative solutions Check In: Stranded on an Island n l l What three things would you take if you were stranded on an island? Review the rules briefly Activity: Problem Scenarios on Poster Board n n n In pairs, walk around to different scenarios presented on big poster boards Ex: You were offered a cigarette what are different ways to respond? Ex: Someone pushes you in the halls, what can you do? Generate discussion regarding the solutions offered by the students Discuss the importance of generating alternative solutions

Week Four Cont l Homework Assignment: Identify and apply one alternative solution to a problem you have. We will discuss the solutions you came up with next week. l Ending: Reflective Journaling n From the examples today, which problems do you feel comfortable approaching? Which ones would you avoid, if any? n Why would you avoid a problem?

Week Five Goal: Thinking about Consequences l Check In: Discussing “The Solution to a Problem” homework assignment l Review the rules briefly l l Activity: Matching Solutions to Problems n 2 students given a problem on a piece of paper n Everyone else given solutions on pieces of paper

Week Five Cont. All students will be working together when matching their solutions to the problems n Talking about the consequences of each solution n Ex: I hit my brother, Solution: I apologize, Solution: I bribed him not to tell our parents n This activity builds on prior weeks work n l Ending: Reflective Journaling What would your emotional reaction be to one of the problems we discussed earlier? n How do you think your emotions would hurt or help in solving a problem? n

Week Six l Goal: Practicing interpersonal problem solving skills n l Integrating everything that has been taught up to this week Check In: People Scavenger Hunt n Like a Bingo Card, children talk to peers and find people who have experienced items on the card and collect their signatures l l n l Ex: I’ve had a fight with my best friend - Mary Ex: I fixed a problem by talking instead of physical fighting Alejandro Items specific to problem solving Activity: Role Playing Problem Solving Scenarios Student created, in pairs Students act out their problem and solution, and then consequences to the solution chosen n Perform to the whole group n Debrief activity n n l l Discuss problem solving confidence for related problems in the future Do students feel better at solving interpersonal problems at this point?

Week Six Cont. l Administer Post-Test: PSI l Students get to take home their Reflective Journals l End with an Ice Cream Party n Guardians invited n This will be after the hour session has concluded

Evaluating TIPS l Students’ problem solving ability was assessed by administering the Problem Solving Inventory l Problem Solving Inventory done as a Pre-Test and a Post. Test n l Caregiver and Faculty evaluations n l Allowed us to see the change based on our intervention Pre and Post Reflective Journals also used as an informal evaluation of the program

References Heppner, Witty, & Dixon (2004). Problem-solving appraisal and human adjustment: A review of twenty years of research using the problem solving inventory. The Counseling Psychologist, 32(3), 344 -428. Shure, M. B. , & Spivack, G. (1982). Interpersonal problem-solving in young children: A cognitive approach to prevention. American Journal of Community Psychology, 10(3), 341 -356.