Problem'Solving'is'a'general' term.'' solving'is'at'the...

Michelle'Garcia'Winner' Social'Thinking'Global'Providers'Conference'June'21,'2015'

Copyright'2015'Think'Social'Publishing,'Inc'www.socialthinking.com' 1'

PracGcal'Strategies'for'Social'Problem'Solving'

'

Michelle'Garcia'Winner'MAICCC'SLP'San'Jose,'Ca.'

Financial'Disclosure''

•  I'wrote'a'book'at'the'request'of'people'hearing'me'give'talks'on'Social'Thinking'in'1999.'I'later'started'Think'Social'Publishing,'Inc.'I'have'since'created'over'35'products'related'to'clients'of'different'ages.'I'have'spoken'in'over'20'countries.'Our'work'is'being'translated'around'the'world.''

•  ASHA'paid'me'a'small'speaking'fee'to'provide'this'talk'today.''

In'1998,'I'began'teaching'parents'and'professionals'that'problem'solving'is'at'the'heart'of'teaching'

Social'Thinking.''

And'then'I'forgot'to'keep'teaching'it.''Here’s'what'I'have'been'learning'since'

the'early'years.'

Problem'Solving'is'a'general'term.''

We'have'a'diverse'range'of'problems'that'need'solving.''

EffecGve'problem'solving'relates'to'many'research'pathways'

•  PerspecGve'Taking'•  Central'Coherence'•  Social'EmoGonal'Learning,'etc'•  Problem'solving'•  ExecuGve'FuncGoning,'etc.''

What'exactly'is'ExecuGve'FuncGoning?'

The'execuGve'funcGons'are'a'set'of'processes'that'all'have'to'do'with'managing'oneself'and'one's'resources'in'order'to'achieve'a'goal.'It'is'an'umbrella'term'for'the'neurologicallyIbased'skills'involving'mental'control'and'selfIregulaGon.'

Drs.'Gerard'A.'Gioia,'Peter'K.'Isquith,'Steven'C.'Guy,'and'Lauren'Kenworthy'(2000)'''



Or'think'about'3'aspects'of'EF'

1.  Create'a'goal(s)'2.  Create'related'ac#on&plans&to'accomplish'

goal'3.  SelfIregulate'ones’'behavior'in'order'to'work'

through'the'plans'that'allow'one'to'achieve'their'goal(s)'

Some'problems'are'solved'reac#vely'and'other’s'are'solved'

proac#vely.'

Two'examples'of'situaGons'that'induce'reac#ve'problem'solving:'

•  Problems'due'to'poor'Gme'and'resource'management''

'•  Problems'that'arise'from'interpersonal'conflict'or'misunderstandings.''

Two'examples'of'situaGons'that'lend'them'selves'to'proac#ve&problem'

solving'

•  Problems'that'are'anGcipated'and'soluGons'sought'in'advance'of'the'situaGon''

•  AdapGng'your'behavior,'in'the'moment'of'interacGon,'based'on'your'personal'social'goals.''

What'does'that'mean?'AdapGng'your'behavior'based'on'your'own'

personal'social'goals?'''

Consider'Social'Thinking’s'4'Steps'of'PerspecGve'taking:'1.  I'have'a'thought'about'you'2.  I'wonder'what'your'intenGons'are?'Why'are'you'

near'me?'3.  I'wonder'what'you'are'thinking'about'me?'4.  I'monitor'and'possibly'adapt'my'behavior'to'keep'

you'thinking'about'me'the'way'I'want'you'to'think'about'me'(e.g.'based'on'my'goal).'

The'man'in'the'hat'has'a'goal'to''share'space'effecGvely,'so'he'has'to'

adapt!''



People'considered'to'be''socially'competent'rouGnely'

proacGvely'problem'solve'in'order'to'figure'out'how'to'adapt'their'behavior'effecGvely'to'the'social'

demands'in'the'moment.''

Social'Thinking'and'related'social'skills'encourages'proac#ve'problem'

solving.'

As'we'teach'students'to'proacGvely'problem'solve'we'are'also'teaching'

them'criGcal'thinking.''

CriGcal'thinking'is'at'the'heart'of'the'Common'Core,'state,'province'or''

countryIwide'educaGonal'standards.'

Our'goals'are'to'teach'students'to'solve&problems&before&they&become&

problems!''

However,'we'oaen'start'by'teaching'our'students'how'to'reac#vely&solve'the'

problems'they'have.''We'then'encourage'them'to'begin'to'be'more'proac#ve'when'problem'solving.''

Be'aware,'when'we'problem'solve'reac#vely,&we'typically'increase'the'number'of'problems'we'need'to'

manage'as'well'as'increase'the'size'of'each'problem.''

For'example,'if'a'student'failed'to'turn'in'an'important'assignmentI''

'1.  They'sGll'have'to'meet'their'original'goal'to'complete'the'assignment,'even'if'they'can’t'get'full'credit.''

'2.'They'are'likely'also'have'social'conflicts'with'a'teacher'and/or'parents'given'their'inability'to'meet'the'goals'of'the'teacher.''



Socially'based'example:'•  Student'cut'school.'Even'though'he'felt'he'had'a'good'reason'to'leave'class'(sensory'issue),'he'was'perceived'as'defiant'since'he'did'not'talk'to'an'adult'on'campus;'nor'was'he'willing'to'talk'about'it.''

•  The'parents'and'school'administrators'were'now'in'conflict.''

•  The'boy'remained'in'conflict'with'his'parents'and'the'administrators.''

•  I'then'had'to'afend'a'meeGng'to'try'to'sort'through'the'many'levels'of'problems.'''

Solving'problems'reacGvely'tends'to'sGr'up'emoGons'in'everyone'involved!''

A'“problem”'arises'when'we'experience'barriers'that'keep'us'

from'achieving'our'goals.''

Case'study'

14'year'old'freshman'boy'afending'a'private'school.''

Diagnosed'with'ASD'last'summer.''No'treatment'services'provided'prior'

to'Fall,'2014.''

Charles’'goals'•  Succeed'in'the'school'(he'is'academically'minded).'

•  Avoid'conflict.'•  Avoid'people.'

•  Reality'of'the'boy:'–  Friendless'“everyone'in'my'school'is'a'jerk”''– High'achiever'–  Parents'report'son'is'controlling'and'fussy.'Tends'towards'obsessive'compulsive'behaviors'(OCD).''

Early'issues'in'school'with:'

•  Choosing'to'sit'with'kids'who'were'treaGng'him'badly.'Conflict'emerged.''

•  Feeling'he'knew'best'and'made'choices'that'adults'felt'broke'school'rules.'

•  Boy'felt'misunderstood.'The'fact'that'everyone'seemed'so'upset'with'him'was'proof'they'were'not'understanding'him.''



Teaching'plan:'

•  Study'how'Charles'considers'his'own'and'others'perspecGve.''

•  Guide'Charles'to'understand'his'school'administrators'and'teachers'don’t'know'him'so'they'lump'him'into'the'general'category'of'“teens”'and'make'assumpGons'based'on'his'behavior.''

People'may'make'assumpGons'about'you,'even'when'they'don’t'know'you!''

'

•  Every'sGck'is'a'person'•  Every'person'has'a'brain''•  Every'brain'has'a'thought'•  Every'thought'is'Ged'to'an'emoGon'

Teach'with'the'power'of'the'popsicle'sGcks.''

Core'lessons'

•  To'help'people'understand'your'needs,'you'have'to'explain'to'people'how'you'think'and'feel.''

•  In'order'for'you'to'understand'their'needs'you'have'to'listen'to'how'people'think'and'feel.'

•  To'accomplish'your'goals'you'need'to'take'Gme'to'communicate.''

•  Building'relaGonships'is'worth'the'Gme'it'takes.''•  RelaGonships'do'not'take'away'from'your'ability'to'achieve'other'goals.''

This'involved'learning'about:'•  The'power'of'social'observaGon'•  Social'expectaGons'of'teens:'peer'to'peer'•  Social'expectaGons'of'teens'with'adminstrators'•  Flexible'thinking'•  Reading'intenGons'and'how'his'intenGons'were'read'by'others'–'right'or'wrong'

•  EmoGons'of'self'and'others.''•  CreaGng'acGon'plans'as'they'relate'to'goals.'•  Report'on'his'progress.'–  Private&google&circles&

Examples'of'early'private'Google'Circles'post:''

12I2014'Anyway,'I'usually'find'people'not'outside,'but'a'large'group'of'people'hanging'out'inside'the'main'building'hallways.''And,'to'make'things'more'intense,'people'that'I'see'daily'there'at'lunchGme,'were'in'those'same,'almost'exact'locaGons'along'with'other'people,'who'probably'hang'there'in'the'morning.'''I'was'just'noGcing'some'more'paferns'that'occur'in'the'social'world,'about'who'does'what,'and'just'hidden'rouGnes'that'you'would'have'to'just'pay'"real'close'afenGon"'to'in'order'to'find'out!!!''This'is'also'true'for'people'in'my'Orchestra'class,'who'chat'in'the'room'next'to'our'pracGce'room'before'class,'and'they'sit,'automaGcally,'in'the'same'posiGon'and'chairs!''And'of'course'talk'to'the'same'friends'who'are'following'the'same'pafern.''



Studying'flexible'thinking'1I29I2015'Hi'guys,'This'week'is'about'flexibility.''My'mom'and'I'talked'about'how'the'Honors'class'was'not'fiong'me,'and'how'I'should'switch'back'to'the'regular'class.''This'was'a'common'argument'for'one'semester,'and'I'was'adamant,'not'being'flexible'and'opening'up'to'listen'to'her.''Then,'I'decided'that'she'was'right,'I'wasn't'doing'well'in'the'class,'and'agreed'to'go'back'to'the'regular'class.''The'next'day,'(Thursday),'I'felt'the'difference.'She'was'right!'

LessonI'if'you'“overIpost”'on'Google'circles'your'peers'in'the'group'get'mad'at'you'cause'you'make'them'

look'bad!''

Problem'solving'with'adults'April'9,'2015'Hi'Guys,'Today,'I'am'here'to'post'about'my'success'in'a'once'problem'I'encountered.''We'have'school'meeGngs'every'Monday,'and'as'I'was'as'always'puong'away'my'laptop,'a'lady'stopped'me'and'told'me'to'go'straight'to'the'meeGng'without'storing'my'stuff.''I'later'found'out'that'she'wanted'to'make'sure'I'wasn't'late'for'the'meeGng.'''On'Wednesday,'I'talked'this'over'with'my'advisor'so'she'knew'what'was'going'on,'and'then'I'also'carefully'explained'my'side'of'the'incident'to'the'lady,'and'now'the'issue'has'been'cleared!''Mission'Accomplished!''ReporGng'live'now!�'

Learning'to'relate'to'peers'

May'6,'2015''They'were'also'siong'with'other'football'guys,'because'they'all'do'football,'except'me.''And'we'had'a'decent'conversaGon.''We'had'some'jokes,'and'David'especially'says'lots'of'them.''

And'so'it'was'fun?�'

More'on'relaGng'to'peers'

May'8,'2015''I'had'a'great'conversaGon'again'with'one'of'the'guys,'David.''I'sat'by'myself'at'first'because'none'of'the'guys'were'there.''Aaer'a'few'minutes,'David'showed'and'sat'with'me.''He'talked'to'me'and'we'had'a'great'conversaGon.''A'good'use'of'Gme!�'

June'7,'2015'School'ended'this'week!''On'Friday'I'went'to'a'graduaGon'dinner'party,'and'had'the'opportunity'to'talk'to'other'kids'also'in'ninth'grade.''Nothing'important'happened,'but'I'had'a'great'Gme'in'a'social'event.'''On'Saturday,'I'went'to'another'party,'however,'this'Gme'it'was'not'what'I'expected.''There'were'no'kids'to'talk'to'because'they'were'all'in'2nd'grade'or'so.''And'I'learned'something'else:'when'you'meet'someone'new,'you'should'do'some'sort'of'greeGng,'like'shake'hands'with'them.'''So'when'some'of'the'adults'put'out'their'hand,'I'shook'their'hand.''The'only'problem'is'that'since'they'have'large'hands,'they'can'easily'crush'your'hand.''And'then'I'decided'to'fist'bump'other'people'instead'of'handshaking,'however'that'didn't'work'much'befer.'''



ConGnued….'Their'knuckles'crashed'into'mine,'and'it'wasn't'pleasant.''On'the'way'home,'I'brainstormed'several'alternaGves'to'sGll'show'your'interest'in'others,'because'if'I'got'angry,'and'did'nothing,'they'would'think'I'm'weird,'and'have'no'eGquefe.'''The'one'possible'soluGon:'Do'a'fistbump'anyways,'however'move'my'hand'down'so'that'the'knuckles'don't'bonk'into'each'other.'''The'world'without'social'is'isolaGng,'however'you'feel'more'open'and'even'vulnerable'to'others.''So'I'did'enjoy'myself,'except'Friday'was'more'fun.�'

StarGng'in'Jan'2015'we'explored'the'problem'solving'framework'

•  His'administers'were'then'asked'to'use'this'framework'when'they'had'problems'to'discuss.''

•  They'were'concerned'that'this'would'take'too'much'Gme.''

•  I'suggested'the'Gme'would'be'the'same,'but'the'discussion'would'result'in'problem'solving'rather'than'arguing.''

April'2015'Dear'Mr.'and''Mrs.'Parent,'''I'just'wanted'to'follow'up'with'you'about'something'very'posiGve'that'happened'recently'with'Charles.'''Aaer'emailing'to'meet'with'me,'Charles'came'in'and'talked'with'me'about'the'hallway'misunderstanding'with'Mrs.'P.''You'may'recall'that'we'discussed'this'mafer'when'we'met'at'the'end'of'March'during'Parent'Teacher'conferences.''''Aaer'discussion'the'situaGon'with'Charles'in'my'room,'Charles'and'I'went'in'to'see'Mrs.'P,'and'Charles'explained'his'situaGon.'We'talked'about'how'crucial'it'is'for'students'to'heed'the'advice'of'the'adults'in'the'community,'which'is'an'important'lesson.'I'was'especially'impressed'that'Charles'seemed'to'understand'that'communicaGng'his'own'perspecGve'helps''avoid'misunderstanding.'''I'am'very'proud'of'Charles'for'taking'this'iniGaGve'to'meet'with'me'and'to'talk'with'Mrs.'P.'''Best'wishes,'''Gloria''''

At'the'same'Gme'I'was'working'with'Charles,'another'student'in'the'group'was'working'on'solving'problems'related'to'geong'his'

homework'done.''

Some'lessons'to'help'us'prepare'to'launch'more'deeply'into'

'“problem'solving”'

There'is'a'difference'between'Goals'and'AcGon'plans.''

1.  A'goal'is'something'you'think'about.'2.  An'acGon'plan'is'something'you'do.''– Many'of'our'students'think'if'they'have'determined'their'goal'then'they'have'done'the'hard'work.'No'acGons'needed!''

– We'oaen'teach'the'difference'between'talking'the'talk'and'walking'the'walk,'to'help'differenGate'talking'(talking'about'goals)'and'walking'(acGons).''

– See'your'related'handout'



Explore'their'excuses'and'toss'them'into'the'

'“excuse'bucket”''

•  Excuses'create'barriers'to'accomplishing'our'acGon'plans'and'ulGmately'our'goals.''

•  Use'humor'when'addressing'the'excuse'bucket,'while'encouraging'students'be'accountable'to'themselves!''

When'working'with'students'in'a'group,'encourage'them'to'give'ideas'to'each'about'the'problems'they'are'

faced'with.'

This'encourages'each'student'to'feel'more'competent,'as'they'can'help'others'while'learning'to'help'themselves'through'the'

problem'solving'process.''

Problem'solving'involves'anGcipaGng'life’s'complicaGons'and'

working'through'them.''&

“Be&comfortable&with&discomfort”&'

How'frequently'do'you'have'to'push'yourself'to'stay'organized'or'maintain'a'less'than'interesGng'social'interacGon?''

''

Learning'to'have'grit'and'tenacity'is'part'of'the'problem'solving'process.'

Look'at'your'Problem'Solving'handout.'

'How$To$Social$Solve$Problems$Before$or$A5er$

They$Become$Problems$



Defining'the'problem' ''Helping'our'students'learn'to'label'the'problem'is'a'huge'first'step!''

'

Take'Gme'to'teach'students'to'explore'and'define'the'actual'

problem.''

“I'can’t'talk'to'the'administrators”''leads'a'student'to'try'a'solve'a'problem'

that'may'not'be'the'real&problem.'

Consider'how'you'would'try'to'solve'each'of'these'described'problems'

differently:''

''When'a'student'is'not'geong'his'homework'done,'they'may'say'their'problem'is:'''A.'I'don’t'have'any'homework.''B.'I'didn’t'remember'I'had'homework.''C.'I'don’t'have'Gme'to'do'my'homework.'''What&they&may&not&be&saying&is&the&real&problem:''I'don’t'know'how'to'get'my'homework'done,'I'find'it'frustraGng'so'I'feel'befer'when'I'play'video'games!'''

When'a'student'is'always'by'himself'and'he'wants'to'make'a'friend'or'two,'

they'may'say'the'problem'is:'''

A.'No'one'at'my'school'likes'me.'B.'Everyone'at'this'school'is'an'idiot.'C.'No'eats'with'me'at'lunch.''•  What&the&may&not&be&saying&is&the&real&problem:&&–  I'don’t'know'how'to'make'a'friend.''

School'administrators'are'frustrated'with'a'student'and'seeking'meeGng'

with'parents.''Student'lists'problems'as:'•  School'administrators'don’t'like'me'•  I'can’t'talk'to'them.'•  I'know'what'I'am'doing,'they'are'the'ones'with'the'problem.''

Actually:'I'don’t'know'how'to'explain'my'problem'to'them.'Or''I'don’t'think'anyone'will'help'me'with'my'problem.'



Whose'problem'is'it?''

•  Some'may'not'know'that'they'are'part'of'the'problem.''

•  They'may'think'it'is'someone'else’s'problem.'•  The'problem'may'not'actually'be'their'problem'to'solve!''

Making'choices'

•  Teach'that'we'have'mulGple'ways'to'approach'solving'every'problem.''

•  Our'soluGons'start'by'the'choices'we'make.''•  A'student’s'inacGon'is'a'choice!'Not&doing&anything'is'a'choice'that'needs'to'be'wrifen'and'explored.''

•  There'are'oaen'more'than'3'choices,'feel'free'to'draw'in'extra'boxes.''

•  Always'try'to'encourage'students'to'write'2'“good”'choices'for'every'“not'so'good”'choice'they'make.''

What'makes'for'a'good'choice?''

•  Whether'a'choice'is'“good”'or'“not'so'good”'is'determined'by'the'consequence'associated'with'that'choice.''– Good'choices'help'to'move'towards'resolving'the'problem'

– Not'so'good'choices'–'perpetuate'or'grow'the'problem'

Explore'the'related'consequences'

•  Help'students'to'arGculate'the'actual'consequences'of'their'choice.''– The'consequence'may'be'something'that'happens'to'them.''

–  It'may'also'impact'other’s'thoughts,'feelings,'reacGons'in'a'negaGve'or'posiGve'manner.''

Students'may'make'choices'to'minimize'immediate'anxiety'in'the'short'term'rather'than'seek'longer'

term'relief.''

Barkley'describes'moGvaGon:''

As'imagining'and'seeking'the'posiGve'emoGon'of'the'future.''



Problem:'not'doing'his'homework'Avoid'work'in'study'skills'class,'too'hard,'anxious&'No'work'done,'Student'cleans'out'email.''Teacher'thinks'“not'a'good'student”.'Parents'think,'“grrr'and'pay'for'more'tutor'Gme”.'''

Its'ok'to'feel'uncomfortable,'do'the'work'now!'''

Work'done'Feel&relieved&Parents'and'teacher'feel'good'about'your'effort''

Pretend'there'is'nothing'to'work'on'in'school'cause'you'can'do'it'at'home!'''

No'work'at'home'Feels&more&anxious&Convinces'self'to'feel'good'by'playing'on'the'computer.'''

On'a'side'note,'we'have'to'conGnue'to'teach'about'our'own'and'others'

emoGons.''

SelecGng'the'choice'to'help'solve'a'problem'does'not'mean'they'have'done'anything'yet'to'actually'solve'

it!'''

However,'many'problem'solving'programs'stop'here,'as'they'suggest'

the'student'now'go'solve'his'problem.'

We'approach'“making'a'choice”'as'the'launching'place'for'uGlizing'strategies,'communicaGon'and'a'

sequence'of'acGons.'''

The'rest'of'the'problem'solving'sheet'is'about'taking'acGon.'

Start'with'being'aware'of'what'strategies'you'have'learned'that'can'guide'you'in'the'problem'solving'

process..''

Don’t'skip'any'of'the'following'steps,'unGl'each'is'fully'considered.''

Considering'our'goal'and'related'choice,'idenGfy'strategiesI'tools'to'

assist'in'the'problem'solving'process.'''

A'strategy'is'something'you'uGlize'(thought'based'or'physical'in'nature*)'to'help'you'move'forward'towards'achieving'the'acGon'plans'related'to'your'goal.'''*'Something'physical'in'nature'can'include'but'is'not'limited'to'an'acGon'you'produce'such'as,'reading'a'book,'wriGng'a'paper,'how'you'physically'move'your'body'or'speak'your'words,'etc.''



Eg:'The'student'whose'problem'is'he'has'no'friends.''

He'learned'a'lot'of'strategies'to'help'miGgate'this'problem:'

'•  Observing'students'to'choose'who'he'wants'to'get'to'know'befer.''

•  Considering'who'will'want'to'be'with'him.'•  Imagining'how'he'feels'befer'about'school'when'

he'has'people'who'want'to'include'him.''•  Approaching'people'and'greeGng'them.'•  Maintaining'physical'presence.'•  Using'“add'a'thought”','“ask'a'quesGon”'&'use'

supporGng'comments”.''

This'same'student'had'another'huge'problem:'He'had'made'the'administrators'angry'with'his'stubborn'behavior'(leaving'class'unannounced).''

Strategies:''$ 1.  Use'this'problem'solving'sheet'with'adults,'across'the'

day'as'needed.''2.  Take'administrators'and/or'teachers'perspecGve.''

How'is'his'behavior'making'them'think'and'feel?'a.  They'cannot'help'a'student'who'will'not'explain'to'them'his'

problem.'b.  They'need'to'enforce'school'policy.''

3.  Make'a'plan'with'administrators'consent'he'can'go'to'a'quiet'place'when'anxious'so'they'know'where'to'find'him'if'he'needs'to'leave'a'class'due'to'feeling'stress'

4.  When'calm,'use'the'problem'solving'sheet'to'guide'his'explanaGon'of'the'problem'in'a'manner'that'acknowledges'that'their'perspecGve'as'well''

It'is'difficult'to'accomplish'difficult'things'if'we'cannot'imagine'our'

success!''

RoleIplay'in'our'mind'with'a'posiGve'outcome.''

When'will'you'do'it?'''

Begin'by'organizing'the'Gme'to'do'it;'everything'we'do'exists'within'Gme.'''

Where'will'you'do'it?'

•  Plan'the'locaGon'of'where'you'will'begin'to'implement'your'strategy(ies).''– What'place'do'you'plan'to'talk'to'a'person'about'the'problem'you'have.'

– What'locaGon'will'you'sit'to'do'your'homework?'''



Who'will'you'talk'to?''

Figure'out'who'(if'anyone)'you'need'to'talk'to,'to'help'you'solve'this'problem.'

Only,'skip'this'step'if'there'is'no'one'that'can'help'or'advise'in'this'step'of'the'process.''

If'needing'to'talk'to'a'person,'What'will'you'say?''

•  Take'the'opportunity'here'to'help'the'student'figure'out'what'they'might'say.''

•  If'they'don’t'have'the'words,'help'to'suggest'a'way'that'it'can'be'said'but'then'ask'them'to'fix'your'words'so'they'say'it'in'a'manner'that'feels'comfortable'to'them!''

•  Have'them'pracGce'saying'it'to'you'in'their'own'words!''•  PracGce'entering,'talking,'walking'away,'etc.'''

What'acGons'do'you'need'to'do'by'yourself?'In'what'order?'

'•  What'acGons'do'you'need'to'engage'in,'beyond'the'discussion,'to'help'you'work'towards'your'goal?''

•  Take'the'Gme'to'create'a'series'of'acGon'plans'for'how'you'will'uGlize'the'strategies'you'discussed'in'#'7'

How'will'you'manage'your'emoGons'(anxiety)?''

List'what'strategies'you'have'learned'to'help'you'work'through'the'problem'and'''

be&comfortable&with&discomfort''

Evaluate''

Did'you'follow'through'with'your'acGon'plans'using'your'selected'strategies'to'help'you'reach'the'consequences'desired?'''Is'there'something'else'you'can'do'next'to'conGnue'to'help'you'move'in'the'right'direcGon?''

Charles’'accomplishment!'



Can'you'congratulate'yourself?''

•  If'so,'allow'your'inner&coach&to'talk'to'you'to'let'you'know'you'did'a'good'job!''

•  Explain'to'yourself'what'you'did'that'helped'you!'The'more'you'noGce'this'the'easier'it'is'to'remember'to'do'it'again'next'Gme!''

Or'do'you'need'to'revise'your'plan?''

•  We'oaen'need'to'reIthink'our'approach.'This'is'not'a'bad'thing!''

•  We'need'to'constantly'stay'flexible'to'help'our'self'try'out'new'plans'and'strategies'when'Plan'A'didn’t'work.''

•  What’s'plan'B?'''

Remember'that'all'the'strategies'you'teach'in'Social'Thinking'foster'

improved'problem'solving.''

Our'students'are'always'learning'to''problemIsolve.''

Appreciate'this'is'a'process'that'is'learned'over'Gme.''

And'there'will'be'bumps'along'the'way.'''

It'is'fair'to'say'that'each'of'us'is'sGll'refining'this'skill'set!''

Copyright 2015 Think Social Publishing, Inc. Created by Michelle Garcia Winner www.socialthinking.com

Goals and Action Plans

Goals are things we THINK about. Action Plans are things we DO to help ourselves accomplish our goal. Usually you have to do multiple, sequenced action plans to meet a goal. If you talk about your goal and don’t participate in the plans to reaching your goal, this is called “talking the talk.” If you do work through your action plans to help meet your goal, this is called, “walking the walk.” To help you walk the walk… We have long term goals (e.g. Get a college degree) and short term goals (e.g. apply to colleges). We will begin by exploring short term goals: Describe one short term goal you and your parents would like you to work on: Short term Goal: ________________________________________________________________________ ________________________________________________________________________ Now list 3 sequenced action plans you need to achieve to help you get closer to meeting this short term goal. 1.______________________________________________________________________ ________________________________________________________________________ 2.______________________________________________________________________ ________________________________________________________________________ 3.______________________________________________________________________ ________________________________________________________________________ Motivation: To push ourselves to do the action plans; we often need a strategy to keep us motivated. Part of the strategy is thinking about how these will help us to accomplish our goal. But we also need to have an inner coach encouraging us to just do our action plan(s). Part of the inner coach is to remind us that we will feel good about ourselves when we get things done to help us work towards our goal.


Realistically, we also have to acknowledge the self-defeating voice that is often louder than our inner coach voice in our head. What is it saying to you to try and keep you from doing your action plans? Summarize those below: Action Plan Supporting/inner coach

thoughts Self-defeating comments (inadvertent excuses)

How can you encourage the use of your Inner Coach and help to Silence your Self-defeating comments? See our Spirals of Success and Failure, described in the book Socially Curious and Curiously Social (Winner and Crooke, 2009)


How To Social Solve Problems Before or After They Become Problems 1. List ways in which you know have a future or existing problem:

_____________________________________________________________________ _____________________________________________________________________

2. Describe the problem: _____________________________________________________________________

3. Whose problem is it? ___________________________________________________ 4. List 2-3 choices you have to solve the problem: Choice 1 – not so good choice

Choice 2 good choice Choice 3 good choice

5. List the probable consequence of each choice: Consequence for Choice 1 Consequence for Choice 2 Consequence for Choice 3

6. List what number choice (s) you will make based on the consequence(s) you want.

________________ 7. What strategies (concepts, frameworks or skills) do you need to utilize?

_____________________________________________________________________

_____________________________________________________________________ 8. When will you begin? ________________________________


9. Who (if anyone) do you need to talk to?_____________________________________ 10. Where will you begin? ________________________________________________ 11. If needing to talk to a person, what will you say?

_____________________________________________________________________

_____________________________________________________________________ _____________________________________________________________________

12. What do you need to do by yourself? In what order? _____________________________________________________________________

_____________________________________________________________________ _____________________________________________________________________

13. You are likely to feel some stress or anxiety talking to this person or when

encouraging yourself to do something that is not routine. What is your strategy for managing your anxiety? _____________________________________________________________________ _____________________________________________________________________

14. Once you’ve applied your strategies, evaluate your success. Did you help to lessen

the problem at hand or even prevent a future problem?

_____________________________________________________________________ _____________________________________________________________________

If yes, great job! What else do you need to do prevent another problem from popping up? If you did not use your strategies, or the choice you made was not helpful towards organizing your problem solving, then consider how you can modify your plan, this is called Plan B:

i) Did you define the problem correctly? ii) Did you come up with choices that helped you to solve the problem you

defined? iii) Do you have more than one problem?

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