Should I or Shouldn’t I?

For my second item of interest I would like to share a game that I use with my supervisor
tailored to middle and high school students. The game is called Should I or Shouldn’t I? by Social Thinking. This game is used for students who struggle with problem solving, expected and unexpected behaviors, also helps with perspective taking, social thinking, and self-awareness. This can be played in large, small or induvial sessions. Asking follow up questions are beneficial to encourage deeper thinking. This game can be used with children who are on the autism spectrum, ADHD, nonverbal learning disorder, social communication disorder and other learning challenges. The junior high students seem to enjoy using this game and remain engaged throughout the session. On the website, there is also the same game for elementary students.

Social thinking is an evidence-based practice which takes characteristics related to cognitive behavioral therapy by allowing students to reframe their thoughts or behaviors by understanding how their reactions or behaviors affect others. There has been a vast amount of research done on the benefits of using the social thinking framework. On the website posted below you can excess more information on social thinking, the different products and curriculums offered though Social Thinking.


https://www.socialthinking.com/Products/should-i-or-shouldnt-i-middle-school-high-school-edition

Should I or Shouldn't I? Price: $26.99

Goal Setting Problem Solving Tier 2

For my item of interest, I have chosen a tool that my supervisor and I use when co-leading our male Tier 2 groups. This group is for males who have indicated need for additional educational support to improve school performance. This can also work with female students as well. We use a goal setting problem solving approach weekly during their lunch through the means of a worksheet. The worksheet is broken down into four main sections: Short term goals: goals they want to accomplish within the six weeks’ frame. Long term goals: goals after high school. Third section are the obstacles that get in the of accomplishing the short term goals. Lastly plans of action, this is where as a team we brainstorm ways for that student to succeed with accomplishing their short term goals for that week. This allows for open dialogue to be held within the group. After six weeks we evaluate where the student's grades started to where their grades ended up, after the goals in placed. And if they may benefit with more sessions. 

Bully Free Classroom

This packet is extremely useful and helpful, it not only talks about what bullying is and eliminating myths, but it informs students, and teachers, and families on what to do about it.  The packet helps students who are getting bullied and it also helps students who ARE bullies. This is geared towards students who are K-8th grade.  This helps students with the problem solving process.The book helps students, teachers, and families to create specific strategies to help students who are bullied and those who are bullies.  The booklet gives examples, and worksheets for students to come up with their own solutions to provided situations.  This makes it so that the students learn how to apply problem solving methods to make their own solutions while being provided with some by the booklet.
Model: promote a school climate and culture conductive to student learning and teaching excellence. It facilitates engagement between student, family, school, and community. This tool is for everyone involved in the school system and it helps everyone differently but for the same goal: to be bully free.

Pyramid Cup

PYRAMID CUP

Purpose: An Icebreaker to practice effective communication and teamwork to complete the given task.

Skills: Communication, Cooperation, Coordination, Paying attention, Patience, Problem solving, Self-control

Populations:


            Middle/high school students due to the reliance on well-developed motor skills. Younger students may find the activity too difficult and therefore excessively frustrating.

Objective:

            Students will construct a pyramid from Styrofoam cups using only the rubber band and string apparatus.

            Use this time to reinforce any established expectations that are important for players to remember during the game. The challenge becomes that students cannot touch the cups, but may use their voices and the rubber band tool.

            To challenge the students more, one or two team members could be blind folded or students would have to remain silent.

Materials:

•                – 4 pieces of 3ft long string per group of 4 students

•                – 1 rubber band per group of 4 students

•                – 8 – 15 Styrofoam cups per group of 4 students (I would have extra cups handy in the event your students get    ambitious and want to build even higher).

Set up:

            Construct the rubber band apparatus by tying the ends of 4 pieces of 3ft long string to a rubber band. Excess string from the knots should be cut off and knots should be evenly spaced on the rubber band.

Process:


            Divide your group into equal groups. As the teams surround the tables, place the cups on the table, as well as your pre-assembled rubber band with 4 strings tied evenly to it. Have group members each choose 1 string to be in charge of (if there is an extra, a person will have to be in charge of 2).

            Instruct the group members to grab the cups with the open rubber band and stack the cups into a pyramid.  Add additional cups when the group completes the task of making a pyramid.

Rules:

            If the cups fall on the ground- only then can a member use their hands to pick it up and move it onto the table. Cups should otherwise never be used by the participants’ hands and should only be touched by the string/rubber band.

Debrief:

            Allow for the opportunity to help players connect the game to personal experiences, actions, and beliefs. You will want to reinforce any skills or beliefs you are hoping players will carry beyond the game.

Possible Facilitator Questions to Ask:

What happened during this activity?
What was easy or hard about working together? How did your group work together?

Did any specific roles emerge in the group? Was there one player leading or resolving conflict in your group?

Were there conflicts? How did conflicts impact your success? How did you resolve the conflicts that came up?

What peacemaking skills did you use during this game? How can you use these skills outside of the game?

            This activity is more structured and has a limited goal unlike traditional play therapy, however the process identifies several play therapy skills listed by Buser (2007), such as overcoming resistance, communication, competence, attachment formation, and relationship enhancement.  It falls in the school social work model as evidence-based practice and behavior and promoting school climate and culture conducive to student learning.

            I have used this activity as an icebreaker for freshman groups as it helps to develop group cohesion and allow the students to learn about each other. After completing the activity, the group has accomplished a task and worked together to complete a common goal. Observing the students throughout the activity can provide valuable information to the facilitator, such as communication styles and problem-solving skills of the group members.

Reference:

            Buser, J. K. (2007). Chapter 14, Play therapy. In C. L. Thompson, & D.A. Henderson (Eds.), Counseling children, 7thed. (pp. 414-446). Belmont, CA: Wadsworth.

More can be found on www.schoolsocialwork.net