Social Decision Making Social Problem Solving

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Social Decision Making/ Social Problem Solving

• SDMPS Online Parent Information Link

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PURPOSE

• The Social Decision Making/ Problem Solving
  Program is designed to
• Complement parent efforts in the area of problem
  solving and decision making.
• Provide common language cues to help children
  recognize appropriate behavior.
• Strengthen childrens social emotional wellness
  and social competence.
• Encourage responsible independence.

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Program Background

• SDMPS program began in 1979.
• Collaborators included the UMDNJ, Community
  Mental Health Center, Rutgers University, and
  local schools.
• Recognized by CASEL and the U.S. Department of
  Education as an exemplary program.
• Initially introduced to D303 in 1994. Currently,
  SDMPS is a district initiative used by all
  elementary and middle schools.

• Developed with a purpose to help children
  cope with stress, make sound choices, and avoid
  self destructive behavior.

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What We Like About SDMPS

• Research based
• Provides common language so all staff can
  communicate effectively and childrens learning
  is maximized
• Integrates into daily practice, utilized in real
  life situations
• Emphasis on over learning skills
• Follows a normal developmental sequence
• Parent involvement
• Requirement to establish leadership teams within
  buildings

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Evidence of Effectiveness
SDMPS is a nationally recognized character
education program. It is recognized by CASEL
(Collaborative for Academic, Social, and
Emotional Learning) as an exemplary program. Our
local assessments support national data on
students receiving the program.

• Teaches better understanding of consequences
• Increases self-esteem and self-reliance
• Students are more sensitive to others feelings
• Strengthens problem solving strategies in all
  environments
• Meets state and district standards in social
  emotional learning

• Students receiving the program had better
  attendance, fewer discipline referrals, and were
  more likely to be involved in peer leadership
  activities.
• Teachers improved their ability to facilitate
  students social decision making and problem
  solving.

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SDMPS Curriculum Structure

• Self Control Skills
• Children learn skills necessary to process social
  information (listening, follow directions, calm
  down when under stress, etc.)
• Social Awareness and Group Participation Skills
• Teaches children social responsibility and
  positive interaction in groups (how to ask for
  and give help, how to share, wait, participate in
  groups, etc.)

• Decision Making and Problem Solving Skills
• This is a set of skills that guide children in
  thoughtful decision making when facing
  problematic situations (recognizing feelings,
  deciding on goals, thinking of alternate
  solutions, consequential thinking, etc.)
• These lessons are taught in a developmental
  sequence from kindergarten through eighth grade.

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Elementary SDMPS Skills

• Self Control
• Effective listening
• Memory strategies
• Following directions
• Identifying personal stress triggers
• Self-monitoring
• Self-calming
• Assertive communication
• Giving constructive criticism
• Resisting provocations
• Role play for behavioral rehearsal
• Self-evaluation

• Social Awareness
• Working as part of a team
• Expressing oneself in a group
• Perspective taking
• Choosing and caring for friends
• Giving and receiving praise
• Asking for and giving help
• Conversation skills
• Joining a group

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SDMPS Cues

• The SDMPS curriculum is built on the
  establishment of common language cues. These cues
  allow teachers to define behaviors and enable
  students to know and understand what is expected
  of them. By training all adults with these cues,
  there can be consistency throughout the school
  day. The following slides explain these cues.

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Listening Position

• Sit or stand straight.
• Face the speaker or source of sound.
• Look toward the speaker or source of sound.

Adults may say to children, I need you in
Listening Position. Children immediately know
to sit straight and face the speaker.
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Listening Power/ Respectful Listening
This cue may be used to check listening skills.
Listeners are held accountable for the
information being given. In conflict resolution
one child may say to the other, So what I hear
you saying is that you want us to include you
when we play.

• Use Listening Position.
• 2. Pay attention to what the other person is
  saying.
• 3. Repeat what the other person said.
• 4. Check to see if you are right.

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Trigger Situations
Trigger situations is the term used to identify
people or things that cause stress. For example,
triggers may be test taking, sports, or
technology. By identifying these sources of
stress, there is an opportunity to create an
action plan for getting through the difficult
situation. Students are also taught to recognize
peoples triggers so they can take appropriate
action for others as well as themselves.
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Keep Calm

• Tell yourself to stop.
• Tell yourself to Keep Calm.
• Slow down your breathing with two long, slow deep
  breaths.
• Praise yourself for a job well done.

Keep Calm is the strategy used once a trigger
has been identified. Teachers encourage a child
to Keep Calm as a means of focusing their
behavior. A staff member might say, I
understand recess was fun. Lets all do a
Keep Calm before we start our math lesson. This
strategy takes the child out of the emotion of
the moment and gives them time to consider their
next steps.
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BEST
BEST is a cue that helps children
present themselves effectively. Teachers discuss
the idea of aggressive, passive, and assertive
behavior. Children are encouraged to be their
BEST throughout the day. This allows them to be
aware of their body posture, eye contact, speech,
and tone of voice.
Mouse (Passive) Monster (Aggressive) Me (Ass
ertive)

• B Body Posture
• E Eye Contact
• S Speech (Say something nice)
• T Tone of voice

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F I G

• F Say what you think and feel.
• I Give a reason why you dont like it
  (identify the problem).
• G Tell what you want instead (your goal).

By using their FIG students learn I messages.
Instead of focusing on someone elses actions,
they learn to identify their own feelings and
express their view of the problem by stating
what they would like to have happen. For example,
I feel frustrated when you always take my
pencil, and I would like you to ask before you
borrow things.
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FIG TESPN
As children become involved in more complex
problem solving, they need additional strategies
for thinking through the situation. The FIG TESPN
starts with the FIG and then guides the child
through the possible solutions and consequences
in order to reach a thoughtful solution.

• F Find the feelings
• I Identify the problem
• G Guide yourself with a goal
• T Think of many possible solutions
• E Envision consequences
• S Select the best solution
• P Plan and be prepared for pitfalls
• N Notice what happened (Now what?)

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Middle School Focus

• At the middle school level, students build upon
  the strategies and skills learned throughout
  elementary school.
• Lessons are taught a lesson each month by the
  same teacher.
• Lesson outcomes are extended into regular
  curriculum as applicable.
• Each grade level focuses on a theme.
• Grade 6 Decision Making and Problem Solving for
  Me
• Grade 7 Decision Making and Problem Solving in
  the World Around Me
• Grade 8 Decision Making and Problem Solving for
  the World Around Me

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A Final Word

• SDMPS is a proven effective program in
  teaching children to become proficient in problem
  solving and decision making. The strategies
  taught are life skills used in becoming
  respectful, responsible adults.
• For more information on the program check out
• www.CASEL.org
• www.researchpress.com