Mini-Skills: Clinical Problem Solving Counseling in the Schools - PowerPoint PPT Presentation

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Mini-Skills: Clinical Problem Solving Counseling in the Schools

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Texas Association of School Psychologists Annual Conference Norma S. Guerra, PhD NCSP, LSSP – PowerPoint PPT presentation

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Title: Mini-Skills: Clinical Problem Solving Counseling in the Schools


1
Mini-Skills Clinical Problem Solving Counseling
in the Schools
  • Texas Association of School Psychologists Annual
    Conference
  • Norma S. Guerra, PhD
  • NCSP, LSSP

2
Agenda
  • Overview of clinical problem solving theoretical
    framework
  • LIBRE Model
  • Ground rules
  • Exercise
  • Problem solving as a clinical tool
  • Data units
  • Scoring and Implications
  • Intervention and Services

3
Social Cognitive Theory
  • Albert Bandura Social Learning Theory - People
    learn by observing other peoples actions.
  • Active agent in life - beliefs, self-perceptions,
    and expectations
  • Social Cognitive Theory includes
    person/cognition, behavior and environment as a
    reciprocal interaction

4
The Focus is on the Individual
  • Bandura Schunk (1981) explain competence and
    efficacy as learned skills
  • Bandura (1986) further details the dynamic self
    to explain that we are not observers of our own
    lives
  • Self-agency involves core properties of
  • Intentionality
  • Forethought
  • Self-reactiveness
  • Self-reflection (Bandura, 2006)

5
Self-Efficacy
  • Self-efficacy is the belief in ones
    capabilities to organize and execute the courses
    of action required to manage prospective
    situations. (Bandura, 1986)
  • What does self-efficacy do?
  • The choices we make
  • The effort we put forth
  • How long we persist when difficulty arises
  • How we feel

6
Interactive Relation
Outcomes/ Behaviors
Mediating Mechanism Beliefs
Goal Progress Motivation
Self-Influences/ Personal
Social Influences/ Environmental
Goals Self-Efficacy Outcome Expectations Attributi
ons
Models Instruction Feedback
7
Sources of Self-Efficacy
8
Goal Orientation
  • Factors that Affect Change
  • Schunk and Zimmerman - increased capacity to
    process information, use strategies, and meet a
    defined goal
  • Goal orientation involves an individuals
    engagement in achieving a focal activity
  • Self-efficacy - Past experience, perception and
    good consequences heightens motivation
  • Goal Setting - more likely to model behaviors
    that will help them attain goals

9
LIBRE Model
  • Multi-faceted meta-cognitive social activity
    designed to slow down the problem solving process
  • There are five prompted steps that are based on
    social cognitive and goal orientation theory to
    address initial and sustained attention
  • The exchange begins with an invitation, ground
    rules and the five open-ended questions

10
LIBRE Model Ground Rules
  • Respect all persons involved in problem solving
    must be upheld in a position of esteem
    understanding that there is a vulnerability
    involved in disclosing challenge
  • Client Safety boundaries must be maintained
  • Safe Environment ensure a comfortable private
    setting
  • Confidentiality - ensured within defined
    parameters

11
Exercise
12
LIBRE Model
  • L to listen
  • I to identify your focus/concern/challenge
  • B to brainstorm
  • R to reality test options
  • E to encourage
  • Each has as its goal the monitoring of investment

13
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14
Using the LIBRE Model as a Clinical Tool
  • Erikson (1968) explains that identity development
    involves an internal (as the person becomes aware
    of self) and an external (in relationship to
    others) resolution of crisis
  • It is these crisis points and the development of
    resolution that define who we are, what we want,
    and provide opportunity for development

15
LIBRE Model
  • Designed as a critical thinking template to
    facilitate problem solving/decision-making
  • The goal is to affirm, empower and teach
    self-efficacy skills and management needed to
    manage the processing of concerns and problems as
    they arise

16
Data Units
  • The students words are the only data collected
  • Only the students words are analyzed for social
    context (e.g., what you are thinking, what you
    are feeling, how you express what is occurring
    within your environment), goal orientation (e.g.,
    within your control, detailed) and self-regulated
    attentiveness
  • The observed attentiveness initial and sustained
    attention is used to define engagement styles

17
Intervention and Services
18
Engagement Style Scoring and Implications
19
Maslows Hierarchy of Needs
  • Motivational Investment Levels

20
Questions Answers
  • When do I use it?
  • Can I use it in combination with other
    interventions?
  • Are there limits to the populations that it can
    be used with?

21
Thank you
  • Norma S. Guerra, PhD
  • NSCP, LSSP
  • Norma.Guerra_at_utsa.edu
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