Strengths Based Approach Towards Working With Students

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Strengths Based Approach TowardsWorking With
Students
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Objectives

• Establishing Maintaining Cooperative,
  Change-Focused Relationships
• Developing Solution-Focused Strategies
• Identifying Competencies Instead of Deficits
• Finding the Exceptions

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Dropping the Rope

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

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Strategies for Establishing Maintaining
Cooperative, Change Focused Relationships

• Adopt the ambassador perspective
• Match the students language
• Match the students position
• Use presuppositional language
• (Refer to Table 4.2)

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Solution-Focused Strategies

• Set a reasonable goal working with the student
• Identify past positive experiences
• When has this student shown abilities to be
  successful?
• Start small so that student can be successful
• Refer to Developing Solution-Focused Strategies
• (A Worksheet for Teachers).

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• MIRACLE QUESTION

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Guidelines for Using a Solution-Focused Approach

• It is not necessary to promote insight in order
  to be helpful
• Students and teachers are more motivated when
  they define their own goals
• A snowball effect can occur when one person makes
  a change

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Guidelines For Using a Solution-Focused Approach

• Fitting into the students world view lessens
  resistance and encourages cooperation
• Motivation is a key and can be encouraged by
  aligning with students against the problem
• There is no such thing as resistance when we
  cooperate
• Focusing on the possible and changeable lessens
  frustrations
• Go slowly and focus on tasks that lead to success

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Competency-Based Conversations

• Listen to the given language, assist the student
  /or parent with identifying a goal that is
  relevant for him or her.
• Search for exceptions to the problem.
• Assist the student/parent by creating
  possibilities for the problem to be solved by
  reframing.
• Reminisce about past successes in school
• Collaboratively develop a task based on the
  identified exceptions to the problem

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Basic Beliefs, Assumptions, and Attitudes

• Assumptions about teachers
• Believe that good education enhances a childs
  chance of success in life.
• Want to provide children the best possible
  environment to become contributing member of the
  society.
• Want to provide every child the best possible
  learning opportunity.
• Believe that all children learn best when they
  have a positive relationship 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 enhance their
  self image.
• Want to have a good relationship with parents and
  their students.
• Want to feel they are good teachers.

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Basic Beliefs, Assumptions, and Attitudes
continues

• Assumptions that students want
• Their parents and teachers to be proud of them.
• To please their parents and other adults
  important to them.
• To learn new things.
• To enjoy a mastery of new skills and knowledge.
• To make choices when given an opportunity.
• To be accepted as apart of a social group.
• To be active and involved in activities with
  others.
• To voice their opinion and choice when given a
  chance.
• To belong to a social group.

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Basic Beliefs, Assumptions, and Attitudes
continues

• Assumptions that parents want
• To be proud of their child.
• Have a positive influence on their child.
• 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.
• Have a good relationship with their child.
• Be hopeful about their child.
• Feel they are good parents.
• See their childs future is better than theirs.

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Major Tenants

• If it isnt broke, dont fix it
• If something works once, do more of it
• If something does not work, do something
  different
• Change is constant and inevitable
• Carry a magnifying glass with you all the time
• The future is negotiated created
• Small solutions can lead to large changes
• The solution is not always directly related to
  the problems
• No problem happens all the time

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Useful Tools

• Socializing small talk
• Asking questions rather than telling students
  what to do
• Negotiating good goals
• Compliments
• Classroom success scales
• Exception to problem
• Selective attention
• Reframing
• Questions that change a child

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Teachers Schools as Catalysts for Change

• Caring and Support (Refer to Figure 6.1)
• High Expectations (Refer to Figure 6.2)
• Opportunities for Participation/Contribution(Refe
  r to Figure 6.3)

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Six Steps of Resiliency

1. Increase bonding
2. Set clear, consistent boundaries
3. Teach life skills
4. Provide caring and support
5. Set and communicate high expectations
6. Provide opportunities for meaningful participation

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Fostering Resiliency

• Students
• Educators
• Schools

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The Connection

• Schools purpose
• Nature of knowledge
• Nature of learning
• Good teaching
• Curriculum
• Leadership
• Decision making
• Assessment

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References

• -Berg, I., Shilts, L. (2004). Classroom
  solutions woww approach. 1-37.
• -Bernard, B. Turnaround teachers and schools.
  closing the achievement gap. 2nd ed., 115-137.
• -How Schools Foster Resiliency in Students.
  Resiliency in Schools. 17-32.
• -Metcalf, L. (1999).The Solution Focused
  Classroom. Teaching toward
• solutions. 1st Ed., 1-29.
• -Murphy, J. (1997).The Case of Janet An
  introduction to Solution-Focused Counseling.
  Solution-Focused Counseling In Middle and High
  Schools. 3-9.
• -Powers, G. (2002).Toward a Resilience-Based
  Model of School Social Work A turnaround Mentor.
  Toward a resilience-based model of school social
  work. 153-170.