Goal: To improve decision-making and problem-solving skills
Objective(s): The student will be able to choose an appropriate solution to a problem.
1. Stop and say "I have to calm down."
2. Decide what the problem is.
3. Think about different ways to solve the problem.
4. Choose one way.
5. Do it.
6. Ask yourself "How did this work?" (McGinniss and Goldstein, 1980 p. 150)
Definition: Deciding on a solution means to look at a variety of options to a problem situation and includes weighing the consequences of each.
Rationale: Finding an acceptable solution to a problem allows you to act instead of react. When you don't find solutions you don't resolve problems. The problem might then become greater and may result in negative feelings.
Have students put written description of problems they encounter or observe in a problem box. Small groups brainstorm solutions.
Students generate a list of problems that are difficult to solve or seem to have no solution.
Discuss consequences including long/short term, legal/social, positive/negative, etc.
Remind students that all actions have reactions or consequences.
Model/Role-play with Feedback
Complete open-ended sentences: (Katzman, 1988 p. 14.200)
I always make up my own mind about __________________.
If I had a choice, I would ____________________________.
When I can't do something, I _________________________.
It is hard for me to make a decision about _______________ .
Talking about a problem is ___________________________.
Give a problem situation. Have students list
alternatives and consequences of each. Discuss. ((McGinniss and
Goldstein, 1980 p. 168)
Using sample problem situations, students make charts:
Situation Written or pictorial
* or their choices of "good solutions"
X or their choices of "unsatisfactory" solutions
You decide what summer job to apply for.
You decide how to spend money you earned babysitting.
You decide what group to play with.
You decide whether to go to a movie or study for a test.
Someone takes your pen without asking.
A student has a birthday party and doesn't invite you.
You run into someone at recess.
You don't know if you should go on a weekend trip with friends.
You get a lot of money as a present and don't know how to spend it.
Application with Feedback
Keep track of incidents outside the classroom. Role play the situation later to identify alternative solutions.
As problems arise in the classroom, teacher leads discussion of alternatives and possible consequences. Students choose the best one for them. Or teacher can call upon students to role play solutions.
Social Skills Curriculum Guide, 1992
Special School District of St. Louis County