Strengths Based Approach Strengths Based Approach TowardsTowards

Working With StudentsWorking With Students

ObjectivesObjectives

Establishing & Maintaining Cooperative, Establishing & Maintaining Cooperative, Change-Focused RelationshipsChange-Focused Relationships

Developing Solution-Focused StrategiesDeveloping Solution-Focused Strategies Identifying Competencies Instead of Identifying Competencies Instead of

DeficitsDeficitsFinding the ExceptionsFinding the Exceptions

Dropping the RopeDropping the Rope

You can not have a tug of war if no one is You can not have a tug of war if no one is pulling the other end of the rope.pulling the other end of the rope.

Strategies for Establishing & Strategies for Establishing & Maintaining Cooperative, Maintaining Cooperative,

Change Focused RelationshipsChange Focused RelationshipsAdopt the ambassador perspectiveAdopt the ambassador perspectiveMatch the student’s languageMatch the student’s languageMatch the student’s positionMatch the student’s positionUse presuppositional languageUse presuppositional language

(Refer to Table 4.2)(Refer to Table 4.2)

Solution-Focused StrategiesSolution-Focused Strategies

Set a reasonable goal working with the studentSet a reasonable goal working with the student Identify past positive experiencesIdentify past positive experiences When has this student shown abilities to be When has this student shown abilities to be

successful?successful? Start small so that student can be successfulStart small so that student can be successful

Refer to Developing Solution-Focused StrategiesRefer to Developing Solution-Focused Strategies(A Worksheet for Teachers).(A Worksheet for Teachers).

MIRACLE QUESTIONMIRACLE QUESTION

Guidelines for Using a Solution-Guidelines for Using a Solution-Focused Approach Focused Approach

It is not necessary to promote insight in It is not necessary to promote insight in order to be helpfulorder to be helpful

Students and teachers are more motivated Students and teachers are more motivated when they define their own goalswhen they define their own goals

A snowball effect can occur when one A snowball effect can occur when one person makes a changeperson makes a change

Guidelines For Using a Solution-Guidelines For Using a Solution-Focused ApproachFocused Approach

Fitting into the student’s world view lessens Fitting into the student’s world view lessens resistance and encourages cooperationresistance and encourages cooperation

Motivation is a key and can be encouraged by Motivation is a key and can be encouraged by aligning with students against the problemaligning with students against the problem

There is no such thing as resistance when we There is no such thing as resistance when we cooperatecooperate

Focusing on the possible and changeable Focusing on the possible and changeable lessens frustrationslessens frustrations

Go slowly and focus on tasks that lead to Go slowly and focus on tasks that lead to successsuccess

Competency-Based ConversationsCompetency-Based Conversations

Listen to the given language, assist the student Listen to the given language, assist the student &/or parent with identifying a goal that is relevant &/or parent with identifying a goal that is relevant for him or her.for him or her.

Search for exceptions to the problem.Search for exceptions to the problem. Assist the student/parent by creating possibilities Assist the student/parent by creating possibilities

for the problem to be solved by reframing.for the problem to be solved by reframing. Reminisce about past successes in schoolReminisce about past successes in school Collaboratively develop a task based on the Collaboratively develop a task based on the

identified exceptions to the problemidentified exceptions to the problem

Basic Beliefs, Assumptions, and AttitudesBasic Beliefs, Assumptions, and Attitudes

Assumptions about teachers: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 Want to provide children the best possible environment to become

contributing member of the society.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 Believe that all children learn best when they have a positive relationship

with teachers and other adults in their life.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 Want to see a child master a new challenge and build on it, which will in turn

enhance their self image.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.

Basic Beliefs, Assumptions, and Attitudes Basic Beliefs, Assumptions, and Attitudes continues…continues…

Assumptions that students want: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.

Basic Beliefs, Assumptions, and Attitudes Basic Beliefs, Assumptions, and Attitudes continues…continues…

Assumptions that parents want: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.

Major Tenants Major Tenants If it isn’t broke, don’t fix itIf it isn’t broke, don’t fix it If something works once, do more of itIf something works once, do more of it If something does not work, do something differentIf something does not work, do something different Change is constant and inevitableChange is constant and inevitable Carry a magnifying glass with you all the timeCarry a magnifying glass with you all the time The future is negotiated & createdThe future is negotiated & created Small solutions can lead to large changesSmall solutions can lead to large changes The solution is not always directly related to the The solution is not always directly related to the

problemsproblems No problem happens all the timeNo problem happens all the time

Useful ToolsUseful Tools Socializing & small talkSocializing & small talk Asking questions rather than telling students what to doAsking questions rather than telling students what to do Negotiating good goalsNegotiating good goals Compliments Compliments Classroom success scales Classroom success scales Exception to problemException to problem Selective attentionSelective attention ReframingReframing Questions that change a childQuestions that change a child

Teachers & Schools as Catalysts Teachers & Schools as Catalysts for Changefor 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/ContributionOpportunities for Participation/Contribution(Refer to Figure 6.3)(Refer to Figure 6.3)

Six Steps of ResiliencySix Steps of Resiliency

1.1. Increase bondingIncrease bonding

2.2. Set clear, consistent boundariesSet clear, consistent boundaries

3.3. Teach life skills Teach life skills

4.4. Provide caring and supportProvide caring and support

5.5. Set and communicate high expectationsSet and communicate high expectations

6.6. Provide opportunities for meaningful Provide opportunities for meaningful participationparticipation

Fostering Resiliency Fostering Resiliency

StudentsStudents

EducatorsEducators

SchoolsSchools

The ConnectionThe Connection

School’s purposeSchool’s purpose Nature of knowledgeNature of knowledge Nature of learningNature of learning Good teachingGood teaching CurriculumCurriculum LeadershipLeadership Decision makingDecision making AssessmentAssessment

ReferencesReferences

-Berg, I., & Shilts, L. (2004). Classroom solutions woww approach. 1-37. -Berg, I., & Shilts, L. (2004). Classroom solutions woww approach. 1-37.

-Bernard, B. Turnaround teachers and schools. -Bernard, B. Turnaround teachers and schools. closing the achievement gapclosing the achievement gap. . 2nd ed.2nd ed., 115-137., 115-137.

-How Schools Foster Resiliency in Students. -How Schools Foster Resiliency in Students. Resiliency in SchoolsResiliency in Schools. 17-32. . 17-32.

-Metcalf, L. (1999).The Solution Focused Classroom. -Metcalf, L. (1999).The Solution Focused Classroom. Teaching toward Teaching toward

solutionssolutions. . 1st Ed.1st Ed., 1-29., 1-29.

-Murphy, J. (1997).The Case of Janet: An introduction to Solution-Focused -Murphy, J. (1997).The Case of Janet: An introduction to Solution-Focused

Counseling. Counseling. Solution-Focused Counseling In Middle and High SchoolsSolution-Focused Counseling In Middle and High Schools. 3-9.. 3-9. -Powers, G. (2002).Toward a Resilience-Based Model of School Social Work: A -Powers, G. (2002).Toward a Resilience-Based Model of School Social Work: A

turnaround Mentor. turnaround Mentor. Toward a resilience-based model of school social workToward a resilience-based model of school social work. . 153-170. 153-170.