Mini-Skills: Clinical Problem Solving Counseling in the Schools

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Mini-Skills Clinical Problem Solving Counseling
in the Schools

• Texas Association of School Psychologists Annual
  Conference
• Norma S. Guerra, PhD
• NCSP, LSSP

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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

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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

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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)

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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

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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
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Sources of Self-Efficacy
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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

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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

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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

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Exercise
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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

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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

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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

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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

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Intervention and Services
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Engagement Style Scoring and Implications
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Maslows Hierarchy of Needs

• Motivational Investment Levels

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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?

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Thank you

• Norma S. Guerra, PhD
• NSCP, LSSP
• Norma.Guerra_at_utsa.edu