TIPSTeaching Interpersonal Problem

Solving

TIPSTeaching Interpersonal Problem

Solving

CEP 866

Allison Lackie Priscilla RiojasBrooke SeyffertMegan Wilson

CEP 866

Allison Lackie Priscilla RiojasBrooke SeyffertMegan Wilson

Context of the ProblemContext of the Problem

Relevant Statistic 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

Eriksonian Viewpoint Industry vs. Inferiority

Middle School X Sixth grade students coming from 4 elementary schools Integration into a new school can bring challenges in terms of new

peer relationships At our school common problem behaviors consist of aggression,

antisocial behaviors, and social isolation

Relevant Statistic 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

Eriksonian Viewpoint Industry vs. Inferiority

Middle School X Sixth grade students coming from 4 elementary schools Integration into a new school can bring challenges in terms of new

peer relationships At our school common problem behaviors consist of aggression,

antisocial behaviors, and social isolation

TIPS ProgramTIPS Program

Theoretical Framework Problem Solving Appraisal

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)

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.

3 Major Categories of the PSI Problem Solving Confidence Approaching or Avoiding Problems Personal Control

Theoretical Framework Problem Solving Appraisal

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)

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.

3 Major Categories of the PSI Problem Solving Confidence Approaching or Avoiding Problems Personal Control

TIPS ProgramTIPS Program

Buffering Model Problem Solving skills buffers the negative effects of

stress

Research has shown that a person’s ability to solve problems is related to their environment and resources (Heppner et al., 2004)

Buffering Model Problem Solving skills buffers the negative effects of

stress

Research has shown that a person’s ability to solve problems is related to their environment and resources (Heppner et al., 2004)

External Stress

Interpersonal Problem

Solving Skills

Antisocial

Aggression

Social Isolation

Example Student Click on the picture to view a short film created

for the TIPS program.

Example Student Click on the picture to view a short film created

for the TIPS program.

TIPS ProgramTIPS 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.

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 ProgramTIPS Program

6 Week ProgramMeeting once a week for hour-long session

Booster session 2 months after end of program

4 Counselors 1 counselor per 10 students who have been identified as

having interpersonal social problems

6 Week ProgramMeeting once a week for hour-long session

Booster session 2 months after end of program

4 Counselors 1 counselor per 10 students who have been identified as

having interpersonal social problems

Week OneWeek One

Goal: Group Cohesion

Explain purpose of the program to the students

Group Introduction Getting to know one another Ice Breaker: Name Game

Administer Pre-Test: PSI Problem Solving Inventory 4th grade reading level

Goal: Group Cohesion

Explain purpose of the program to the students

Group Introduction Getting to know one another Ice Breaker: Name Game

Administer Pre-Test: PSI Problem Solving Inventory 4th grade reading level

Week One Cont.Week One Cont.

Getting to Know You Activity: Cross the Line 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? What do you hope to learn in this group?

Getting to Know You Activity: Cross the Line 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? What do you hope to learn in this group?

Week TwoWeek Two Goal: Define Emotions

Check In - Ice Breaker If you were a toy what would it be and why?

Establish Group Rules and Consequences Work together as a group

Take turns writing the rules, students raise hands to offer

suggested rules they believe are important

Goal: Define Emotions

Check In - Ice Breaker If you were a toy what would it be and why?

Establish Group Rules and Consequences Work together as a group

Take turns writing the rules, students raise hands to offer

suggested rules they believe are important

Week Two Cont.Week Two Cont.

Activity: Play-Doh Activity 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.

How do you feel about this group (the members, rules, activities, etc.)?

Activity: Play-Doh Activity 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.

How do you feel about this group (the members, rules, activities, etc.)?

Week ThreeWeek Three

Goal: Define a problem Check In: Weather Report

Today I’m feeling sunny, cloudy with a chance of rain, stormy, etc. Review the rules

Children participate in re-stating rules Activity: Movie Clips of Interpersonal Problems

1 Antisocial, 1 Withdrawn Define the problem shown in the clips Link problems from clips to own interpersonal problems

Ending: Reflective Journaling Describe a current problem you are having with someone else (classmate,

teacher, parents, etc.)

Goal: Define a problem Check In: Weather Report

Today I’m feeling sunny, cloudy with a chance of rain, stormy, etc. Review the rules

Children participate in re-stating rules Activity: Movie Clips of Interpersonal Problems

1 Antisocial, 1 Withdrawn Define the problem shown in the clips Link problems from clips to own interpersonal problems

Ending: Reflective Journaling Describe a current problem you are having with someone else (classmate,

teacher, parents, etc.)

Week FourWeek Four

Goal: Identifying solutions and then alternative solutions Check In: Stranded on an Island

What three things would you take if you were stranded on an island?

Review the rules briefly Activity: Problem Scenarios on Poster Board

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

Goal: Identifying solutions and then alternative solutions Check In: Stranded on an Island

What three things would you take if you were stranded on an island?

Review the rules briefly Activity: Problem Scenarios on Poster Board

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 ContWeek Four Cont

Homework Assignment: Identify and apply one alternative solution to a problem you have. We will discuss the solutions you came up with next week.

Ending: Reflective Journaling From the examples today, which problems do you feel

comfortable approaching? Which ones would you avoid, if any?

Why would you avoid a problem?

Homework Assignment: Identify and apply one alternative solution to a problem you have. We will discuss the solutions you came up with next week.

Ending: Reflective Journaling From the examples today, which problems do you feel

comfortable approaching? Which ones would you avoid, if any?

Why would you avoid a problem?

Week FiveWeek Five

Goal: Thinking about Consequences Check In: Discussing “The Solution to a Problem”

homework assignment Review the rules briefly

Activity: Matching Solutions to Problems 2 students given a problem on a piece of paper Everyone else given solutions on pieces of paper

Goal: Thinking about Consequences Check In: Discussing “The Solution to a Problem”

homework assignment Review the rules briefly

Activity: Matching Solutions to Problems 2 students given a problem on a piece of paper Everyone else given solutions on pieces of paper

Week Five Cont.Week Five Cont.

All students will be working together when matching their solutions to the problems

Talking about the consequences of each solution Ex: I hit my brother, Solution: I apologize, Solution: I bribed him

not to tell our parents This activity builds on prior weeks work

Ending: Reflective Journaling What would your emotional reaction be to one of the problems we

discussed earlier? How do you think your emotions would hurt or help in solving a

problem?

All students will be working together when matching their solutions to the problems

Talking about the consequences of each solution Ex: I hit my brother, Solution: I apologize, Solution: I bribed him

not to tell our parents This activity builds on prior weeks work

Ending: Reflective Journaling What would your emotional reaction be to one of the problems we

discussed earlier? How do you think your emotions would hurt or help in solving a

problem?

Week SixWeek Six Goal: Practicing interpersonal problem solving skills

Integrating everything that has been taught up to this week Check In: People Scavenger Hunt

Like a Bingo Card, children talk to peers and find people who have experienced items on the card and collect their signatures

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 Perform to the whole group Debrief activity

Discuss problem solving confidence for related problems in the future Do students feel better at solving interpersonal problems at this point?

Goal: Practicing interpersonal problem solving skills Integrating everything that has been taught up to this week

Check In: People Scavenger Hunt Like a Bingo Card, children talk to peers and find people who have

experienced items on the card and collect their signatures 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 Perform to the whole group Debrief activity

Discuss problem solving confidence for related problems in the future Do students feel better at solving interpersonal problems at this point?

Week Six Cont.Week Six Cont.

Administer Post-Test: PSI

Students get to take home their Reflective Journals

End with an Ice Cream Party Guardians invited This will be after the hour session has concluded

Administer Post-Test: PSI

Students get to take home their Reflective Journals

End with an Ice Cream Party Guardians invited This will be after the hour session has concluded

Evaluating TIPSEvaluating TIPS

Students’ problem solving ability was assessed by administering the Problem Solving Inventory

Problem Solving Inventory done as a Pre-Test and a Post-Test Allowed us to see the change based on our intervention

Caregiver and Faculty evaluations Pre and Post

Reflective Journals also used as an informal evaluation of the program

Students’ problem solving ability was assessed by administering the Problem Solving Inventory

Problem Solving Inventory done as a Pre-Test and a Post-Test Allowed us to see the change based on our intervention

Caregiver and Faculty evaluations Pre and Post

Reflective Journals also used as an informal evaluation of the program

ReferencesReferences

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.

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.