Skillstreaming the Skillstreaming the Child/Adolescent Child/Adolescent

By Arnold Goldstein and Ellen McGinnisBy Arnold Goldstein and Ellen McGinnis

Materials NeededMaterials Needed

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

History and Development of History and Development of SkillstreamingSkillstreaming• 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.

• 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)

Psychological Skills Training MovementPsychological 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)

Psychological Skills Training MovementPsychological 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

Psychological Skills Training MovementPsychological 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.

Psychological Skills Training MovementPsychological 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.

Introducing SkillstreamingIntroducing 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

Examples of “People Problems”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?

Skillstreaming ChecklistsSkillstreaming 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

Skillstreaming MethodsSkillstreaming Methods

(1) Modeling

(2) Role-playing

(3) Feedback

(4) 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.

Example - BasketballExample - 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)

ModelingModeling• 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

Role-PlayingRole-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

Role Playing – Main ActorRole 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

Role-Playing – Co-ActorRole-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

Role-Playing - ObserverRole-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

Why is Role-Playing Important?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

FeedbackFeedback• 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

Feedback (cont)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.

TransferTransfer• 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