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

• Increase bonding
• Set clear, consistent boundaries
• Teach life skills
• Provide caring and support
• Set and communicate high expectations
• 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.