Win-Win Discipline Model

My first item of interest is one that is used throughout my internship to help create structure for our students. Thomas Jefferson Junior High School in Woodridge, IL, where I intern, is a PBIS school. At Jefferson, we use a Tier 1 intervention for discipline when working with our students. The discipline model that we use is called Win-Win Discipline and was created by Spencer Kagan, Ph.D. This discipline model encourages collaborative learning and takes the power struggle that often occurs out of the discipline process.

The Win-Win Discipline model has four sections and is set up like the graphic below. There are four types of classroom disruptions that are identified as ABCD within Win-Win Discipline. These disruptions are identified as Aggression, Confrontation, Disengagement, and Breaking the rules. Breaking the rules is listed last and the disruption is only labeled as so if it does not fall within the other three categories. Win-Win encourages us to look past the disruption to see why a student is being disruptive. There are 7 positions as to why a student would be disruptive. The student may be disruptive because they are: attention-seeking, avoiding failure, angry, control seeking, bored, energetic, or socially uninformed. These 7 positions help us to understand how to meet the student's needs. We are able to better understand a student’s needs through Win-Win’s 3 pillars of letting students know we are on the same-side through conversations, creating collaborative solutions with the student who caused the disruption, and helping the student gain learned responsibility through teaching them positive ways to get their needs met and to take ownership of their actions. Win-Win Discipline is built on a foundation of engaging in the prevention of disruptive behavior, engaging at the moment- of- disruption where we identify which of the 7 positions the student is in and decide how to respond in a mutually beneficial way through language of choice, and through follow-ups where we check-in, process and help the student understand their behavior and how to correctly and positively get their needs met in the future. This foundation helps to limit the number of disruptions that occur within the classroom.  Win-Win Discipline takes practice, especially when working through the conversations to have within the moment of disruption.

The Win-Win Discipline Model fits into the social work model under the area of promoting a school climate and culture that is conducive to student learning and teaching excellence through the collaborative learning that takes place between the school administration, staff, and students and can be used at all grade levels. This discipline model helps to eliminate the power struggle that often occurs in conflict resolutions in the classroom where one side has to lose. Win-Win Discipline promotes student engagement and ownership in creating a classroom and school environment which is not only inviting but also conducive to encouraging everyone to actively participate in their learning.

Please view the graphic and the PowerPoint below for a further explanation of Win-Win Discipline.

https://docs.google.com/presentation/d/1RCt_Qu-9fz4uSQav3qKFK6RNasyMeybQeZ9HyUfXKFA/edit?usp=sharing

Bounce back
https://bouncebackprogram.org

Bounce Back is a school-based group intervention for elementary students who were exposed to stressful and traumatic events Designed to be administered by clinicians, Bounce Back is based on Cognitive Behavioral Intervention for Trauma inn Schools or CBITS. Bounce back trainings can be done completely online; the training offers multiple lectures that outline the curriculum in specific details. Once you complete all lessons you have access to all the material, resources, and activities all planned out and ready to use with students specifically in the school setting and dealing with trauma. This program is laid out in 10 sessions, which include individual, parent and group sessions. The purpose of Bounce Back is to teach students ways to cope with and recover from traumatic events, helping them go back to their routine of doing what they want and need to do. The Bounce Back program is appropriate for children and families of diverse ethnic and social backgrounds.  The training is intended to teach the adult the process of the program from the initial interview and screener, to the lessons and activities and eventually “graduating” from the program.  The program is free; however, it will take you a couple of hours to complete the whole training, and it can be done in more than one sitting. I encourage everyone to check it out and complete the training to help build your social work resources. 


https://bouncebackprogram.org

Social Thinking: Chicago Metro Conference

Social Thinking Conference 

April 24-26

Social Thinking presents: Chicago Metro Area Conference

April 25-27, 8:30-3:45 PM

Conference led by a speech language pathologist, Michelle Garcia Winner, will also include other presenters. Organization that helps people develop their social competencies to better connect with others. They teach different skills and strategies that can be used in the classroom, home or community centers to help students with organizational skills and social emotional learning.

What is social thinking? Social thinking is the process by which we interpret the thoughts, beliefs, intentions, emotions, knowledge and actions of another person along

with the context of the situation to understand that person’s experience.

Topics Conference will cover:

Executive functioning: Tackle Homework and classwork with these helpful strategies!

(5^th graders – young adult)

Learn organizational skills, strategies to find motivation to tackle tasks, and strategies to complete homework.

Zones of regulation: A framework to foster self-regulation and emotional control (K-Young adult)

Learn the frameworks for self-regulation and emotional control, and executive functioning. It is a cognitive behavior approach that uses four zones (colors) to help students visually and verbally self-identify how they are functioning in the moment given their emotions and state of alertness.

Helping teens prepare for the real adult world (upper elementary – young adult).

This conference focuses on helping parents and educators prepare for and learn how to respond to the transition to independence. Discuss strategies that will help individuals develop a more mature social mindset.

The frameworks and strategies taught in these courses are developed from

Using peer-reviewed research and client family values. Also, it connects to research in fields that study how individuals have evolved and developed in order to function in society like: anthropology, cultural linguistics, social psychology, child development etc. 

This conference fits in the Promote a school climate and culture conducive to student learning and teaching excellence section of the School social work model. It is allowing the enhancement of professional capacity of school personnel by providing them with an opportunity to further their knowledge on social emotional and executive functioning skills that could be applied within special education classrooms.  

Link to Brochure: Brochure