Agenda. The Problem Solving Process. Solution Focused Approach to the Implementation of RtI and PBS

Transcription

1 Solution Focused Approach to the Implementation of RtI and PBS Bill Brown MSW, RtI &PBS Coordinator Faith Bowman MA, NBCT Agenda Overview of the RtI and PBS Problem Solving Process Traditional Problem Solving Process Strength Based Approach to Problem Solving Solution Focused Problem Solving Group Dynamics Application of the Solution Focused Approach The Problem Solving Process Within RtI and PBS

2 Problem Solving Problem solving starts with an awareness that an answer probably exists and that by proper manipulation of the elements of thought a solution can be found. (Coons, 1988, p.273) Problem Solving Shift from linear (cause and effect) Circular causality which places individual, group or system behavior within a network of feedback loops (Worden, 2003). Each person s s behavior affects others and their behavior affects the individual making linear causality arbitrary. Team Problem Solving Process Different from the Child Study process Define the problem based on data (10% of time spent) Set goals Brainstorm and decide on interventions, creating a plan Implement plan Collect data Evaluate data Evaluate Collect Data Implement plan Set goals Select Intervention Problem Solving process for team decision making in all areas

3 Traditional Problem Solving Process Example of a Traditional Problem Solving Model Step 1 Perception Find out how people feel: Bring to the surface any emotions that need to be addressed concerning the problem Step 2 Definition Find out what the real problem is: Problem definition and establishing the boundaries and limitations. Step 3 Analysis Find out why the problem exists (discover the cause), what keeps the situation from getting worse (Garmston, 2002) Example of a Traditional Problem Solving Model Step 4 Alternatives Generated Brainstorm possible solutions: What have others done to solve this problem Step 5 Evaluation Criteria for solution selection, focusing on strengths and weaknesses Step 6 Decision Making Find the final solution and take action (Garmston, 2002)

4 Strength Based Approach to Problem Solving Strength Perspective The problem definition is the process of figuring out constructive ways to meet, use, or transcend the problem with the goal being the mobilization of resources to move beyond the problem. (Saleebey, 2002) Strength Based Approach Key Strategies Putting Problems in Their Place 1. Recognize problems only in their proper context 2. Pay less attention to problems 3. Find simple ways to talk about problems (Saleebey, 2002)

5 Strength Based Approach Context Defining problems as obstacles to the attainment of goals shifts the perspective from permanence to situational - or context specific. (Saleebey, 2002) Strength Based Approach Paying Less Attention If we base plans of actions on further exploration and refinement of the problem: Energy and resources will be lost Lead to confusion and hopelessness. We need to figure out how to move beyond the problem. (Saleebey, 2002) Strength Based Approach Getting beyond the negativity of the problem: Mobilize individual, family, and community resources Focus on strengths. (Saleebey, 2002)

6 Strength Based Approach Find simple ways to talk about problems Makes problems less mysterious and unmanageable The use of simpler, more common words is less likely to take us down the path of problem (Saleebey, 2002) Making the shift from being problem focused to solution focused Traditional Problem Solving Starts with the question: What is the cause of the problem? Assumptions: There is a definite problem with a specific cause that can be found and described and there is a relationship between the cause and being able to solve the problem. If we know what is wrong we can fix it.

7 Change the question to What maintains the problem Assumptions: that a problem is being maintained rather than caused. Assumes there is a problem with a relationship to a maintained function. (Walter, 1992) Problems have a systems-maintaining function within certain organizational context (Walter 1992) Solution Focused The question changed to: how do we construct solutions? Assumptions : There are solutions There is more than one solution Solutions are constructible That we can construct solutions This process can be articulated and modeled. Solution Focused Reflects fundamental notions about change, about interactions and about reaching goals. We have moved from: Cause to maintenance to solutions From the past to present to future Move away from traditional linear notions of causality to relativistic and constructivist view Problem information is no longer necessary and, in fact, can be limiting in many cases

8 How to Use the Solution Focused Approach Solution Focused Constructing Solutions Step 1: Define what is wanted or needed, not what the problem is. Step 2: Look for what is working and do more of it Step 3: Do something different Identification of the problem pattern in the form of solutions attempted. Task the group to make observations: Describe what should continue to happen, (shifting thought process to present and future) Provides for better details (getting rid of vague ideas and descriptions)

9 The result of this task divorced the connection in our thinking between the problem and solution. We realized that only solutions or goal talk was necessary, that solutions construction was independent of problem process Exercise Identify your own working assumptions, write down three questions that you think are the most important or commonly used in the Problem Solving Team process. Goal Setting from the Perspective of Solution Focused PST application

10 Well Defined Goals Goals are stated in a positive form stating what will happen or be done. It has to be something not the absence of something, replace a negative with instead. In Process Form, Form, a movie not a still picture. Use verbs with ING ending not nouns. This is the how. In the here and now, now, start immediately. What are you going to start doing differently now? As specific as possible, concrete behavior. Within the group group s area of control, control, what they can start and maintain by themselves, the goal cannot be contingent on something else. The student student s language. Exercise Pick a difficulty or goal that you are currently working on and take it through the checklist with your group.

11 Pathways of Constructing Solutions Move or change wishes or complaints into goals. Validation followed by goal oriented question. Conversation Frames Goal Frames Exceptions Frames Hypothetical Frame Conversation Frames The goal frame is used to determine the task to be completed. Exception frame is used to determine a time when the goal or solution may be happening already, when the problem does not happen. The hypothetical frame is used to promote brainstorming to pretend that the problem is solved.

12 Exercise Review your goals and discuss with a partner. Is your goal a wish or a complaint or a goal statement? Positive Feedback Positive support and encouragement can go a long ways Change can often create confusion or fears. Cheerleading: encouragement for positive things, mainly change of any kind no mater how small. Embed responsibility and in control control assumptions in cheerleading. Compliments: Create a positive climate, highlight the positive, alleviating fears of judgment, alleviating fears about change, normalizing events and feelings, framing responsibility for change as belonging to the group, supporting each person person s view. Have frequent team celebrations and seek opportunities to recognize members' contributions to team success. Find ways to make team members feel competent (Lewis, 2001) Scan page 139

13 Exercise Give three compliments to your teammates. Group Dynamics Group Dynamics and Supervision Clarify in advance any constraints, boundarie,s or criteria that exist (such as budget constraints, federal and state regulations, political issues etc.) (Lewis, 2001) Inform team members of the performance expectations and expected outcomes (Lewis, 2001) Clarify the purpose and process of the meeting, expected goals or outcomes (Lewis, 2001)

14 Task and Process Both need to be attended to Task; Leader role: to assess clarity, see connections between ideas, consider their merit, determine what information is missing, making decisions/plan s that lead to agreement. Process what happens to and between group members during group work, morale, feelings tone, atmosphere, influence, participation, leadership, struggle, conflict, competition, cooperation Leader role is to facilitate interactions between members in a way that strengthen members bonds and commitment to the group. (Hardcastle, 1997)) The developmental process is a core component in group effectiveness Team synergy is created through a closed group process. Open groups continually disrupt the group development process adjusting stage development. Focus on process is particularly central. Process trains individuals to explore the context and consequences of their actions as well as the content and apparent motivation. Process sets the stage for learning in the here and now, and creates functional anxiety and vigilance all of which promote learning. (Shapiro 1998) (Hardcastel, 1997)

15 Group Processes Phase 1: Preparation Team member selection Choose carefully who is to be involved in the problem solving process. Too few or too many participants can create problems. (Who will be affected by the problem?) (Lewis, 2001) Johnson and Johnson offer several suggestions for forming teams: Keep the size of teams small.... Select team members on the basis of their (a) expertise and skills and (b) potential for developing new expertise and skills, not on the basis of their position or personality.... Bring together the resources the team will need to function, such as space, materials, information, timelines, support personnel, and so forth. (Lewis, 2001) Group Process Phase 2: Transition Prepare team members for task completion Team members are encouraged to build trust and confidence in themselves and the other group members, develop group cohesion, learn group norms and reduce anxieties. Teaching group members the language, focus, ethics, and process of the group. (Shapiro 1998)

16 Group Process Phase 2: Transition Members experience anxiety, defensiveness, resistiveness, struggle for control, inter-member conflicts, conflicts with or challenges to the leader and, various patterns of problem solving. Two leadership discoveries by the group, the leader s s abilities and what is beyond the leader s abilities outlining the limits of what the group can accomplish. Leaders constantly focus on the here and now, group processes and feelings. (Shapiro 1998) Group Processes Phase 3 Productivity Present the team with its mission, structure.... Have frequent and regular meetings that provide opportunities for team members to interact face-to to-face and promote each other's success.... Pay particular attention to first meetings.... Establish clear rules of conduct.... Ensure accountability by directly measuring the progress of the team in achieving its goals and plot it on a quality chart.... Show progress.... Expose the team to new facts and information that helps them redefine and enrich its understanding of its mission, purpose, and a goals... Provide training to enhance both task work and teamwork skills.... Have frequent team celebrations and seek opportunities to recognize members' contributions to team success.... Ensure frequent team-processing sessions. (Lewis, p ) 314) Group Dynamics

17 Group Dynamics and Supervision Define issues as major and minor. Minor problems can be solved with smaller groups of people, but larger groups are needed for the major concerns. Members need the knowledge and skills necessary to understand and contribute. Members need to be rewarded for their contributions. Members need to have the ability to make decisions which impact work performance and process. Find ways to make team members feel competent. (Lewis, 2001) Implementation of Solution Focused Process One Schools Process Helen Hunt Elementary s Data Meetings Individual teacher consultation: Request by the teacher to help prepare for the grade level data meeting in the form of selecting interventions and data collection methods. Consultation can be the in the form of: Face-to to-face meeting Electronic meeting

18 Hunt RtI Data Meeting Checklist Student Name: Date Reading Writing Math Behavior Growing Advanced: Yes No Overcoming Challenges: Yes No Assistance needed with intervention development: Yes NoN Assistance needed with data collection methods: Yes No Review of data needed for student to have a PST (Problem Solving Team) meeting scheduled: Yes Current Service Groups: SPED GT Growing Advanced ELL RTA 504 RTI Social Skills Success Maker Brief description of the concern: Describe Intervention 1 to include the curriculum used (duration/intensity/frequency): Which measure in AimsWeb are you using to measure student progress? ORF RTF WUF LNF PSF NWF INF CBM MCAP NA Has the intervention line been put into AimsWeb on the appropriate measure? Yes Does this intervention have at least 4 data points? Yes NoN Does the trend line indicate that the student is not making progress? ress? Yes Other data being used to measure student progress: No No No Helen Hunt Elementary s Data Meetings Grade level teams meet with an administrator, Behavioral and Academic consultant 2x a month as part of their grade level team meetings. Discussion of classroom/grade level data including student specific data. Mentor / Coaching on interventions and data collection. First meeting will focus on struggling students. Second meeting will focus on growing GT students. Data Meetings What teams need to bring to the meeting: AimsWeb data (Current progress monitoring data with intervention lines) will be displayed and viewed during these meetings as needed. Weekly assessments Behavioral Observations USTARS Harrison Scale Intervention records and data

19 Solution Focused Team (SFT) Referral process Referrals are made through your data meetings. Data and interventions are documented during data meetings. Referrals can be made for all academic concerns, behavioral and attendance issues. Supporting data is needed to progress through the system, 4 data points minimum for each academic intervention and 15 for behavior interventions. SFT Meeting preparation Teacher to invite the student s s parents/guardian to the meeting. (You can request a home visit {form} if your attempts to contact the family fails) Letter sent home by the PST inviting the parents to the problem solving meeting Bring in your classroom data in the form of a chart (data collected by the LRT does not need to be brought by the teacher) Aimsweb data needs to be entered one week prior to the scheduled meeting and will be displayed during the meeting. Data Reports will be displayed electronically during the meeting. If your Aimsweb data is not up to date then the scheduled meeting will be rescheduled for a later date.

20 SFT Meeting process Outlook will be used to schedule students for PST Goal is to spend 15 minutes per problem. (Student might have more than one identified problem.) The SFT meeting focus is on selecting and scheduling Tier 2 and 3 interventions and data collection methods, a small amount of time to be spent on problem definition. References Coon, D., (1988), Essentials of Psychology Exploration and Application, Fourth Edition, West Publishing Company, 50 W. Kellogg Boulevard P.O. Box St. Paul, MN Garmston, R., Wellman B., (2002) The Adaptive School developing collaborative groups, 4 th edition, Revised Printing, Four Hats Seminars, El Dorado Hills, California Hardcastle, D. A., Wenocur, S., & Powers P. R., (1997) Community Practice Theories and skills for Social Workers,, New York, Oxford University Press Lewis, J. A., Lewis, M. D., Packard, T. & Souflee Jr, F., (2001) Management of Human Services Programs, 3 rd Edition 2001Brooks/Cole Saleebey, D. (2002) The Strengths Perspective in Social Practice, 3 rd Edition, Allyn and Bacon A Pearson education company 75 arlington st Room 300, Boston, MA Work

21 References Shapiro J.E., Peltz L.S., Shapiro S.B., (1998), Brief Group Treatment Practical training for therapsit and counselors, Brooks and Cole Publishing Company 511 Forest Lodge Road Pacific Grove, CA Walter J.L., Peller J.E., (1992) Becoming Solution- Focused in Brief Therapy, Brunner/Mazel 47 Runway Road, Suite G, Levittown, PA Worden, M. (2003). Family Therapy Bascis. Pacific Grove, CA: Brooks/Cole-Thomos Learning. Contact Information Bill Brown, MSW Work Faith Bowman, MA, NBCT Work