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Time

5-10 minutes

Frequency

Weekly

Material

N/A

Purpose

To empower students to think about achieving a particular goal and manage their mental processes in solving problems and managing conflicts

  • Look for opportunities during class to identify problems and highlight how students can work through them towards a solution (coaching required):
    • Name the problem for the class.
    • Ask the students to work through and provide resolutions to the problem.
    • When there are options for the solution and one is selected, say: “Do you see how you …” by naming what it is they did to solve the problem.
  • Look for chances to share problems and use the process to have students work through the problems.
  • Use a class visual to record the strategies students used for future reference.

Ask students to think about a time over the past week (or day) when there has been a difference of opinion or conflict and how they made use of the “Solve that problem” practice.

Problem solving is an everyday skill that impacts all parts of a student’s academic and personal success (Diamond & Lee, 2011). Students with strong problem-solving skills are more able to approach problems positively (Diamond & Lee, 2011). Ideally, students develop a foundation of social problem-solving skills that allow them to manage choice making and complex social interactions with skilled decision making through repeated practice (Daunic, et. al, 2012; Diamond & Lee, 2011). Research suggests that coding target behaviour within a relational frame, coupled with encouragement from others, leads to increases in school achievement and social competencies (Daunic, et. al, 2012; Diamond & Lee, 2011; Embry & Biglan, 2008).

Daunic, A. P., Smith, S. W., Garvan, C. W., Barber, B. R., Becker, M. K., Peters, C. D., … & Naranjo, A. H. (2012). Reducing developmental risk for emotional/behavioral problems: A randomized controlled trial examining the Tools for Getting Along curriculum. Journal of school psychology, 50(2), 149-166.

Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333(6045), 959-964.

Embry, D. D., & Biglan, A. (2008). Evidence-based kernels: fundamental units of behavioral influence. Clinical child and family psychology review, 11(3), 75–113. doi:10.1007/s10567-008-0036-x

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// opens subpages on load $(document).ready(function () { // Stress management and coping if($("li.menu-stress-management-and-coping").hasClass("active")){ $("li.active a.stressmanagementandcoping").click(); } if(jQuery("li.menu-gestion-du-stress-et-adaptation").hasClass("active")){ jQuery("li.active a.gestiondustressetadaptation").click(); } // Identification and management of emotions if($("li.menu-identification-and-management-of-emotions").hasClass("active")){ $("li.active a.identificationandmanagementofemotions").click(); } if($("li.menu-reconnaissance-et-gestion-des-emotions").hasClass("active")){ $("li.active a.reconnaissanceetgestiondesmotions").click(); } // Positive motivation and perseverance if($("li.menu-positive-motivation-and-perseverance").hasClass("active")){ $("li.active a.positivemotivationandperseverance").click(); } if($("li.menu-motivation-positive-et-perseverance").hasClass("active")){ $("li.active a.motivationpositiveetpersvrance").click(); } // Healthy relationship skills if($("li.menu-healthy-relationship-skills").hasClass("active")){ $("li.active a.healthyrelationshipskills").click(); } if($("li.menu-relations-saines").hasClass("active")){ $("li.active a.relationssaines ").click(); } // Self-awareness and sense of identity if($("li.menu-self-awareness-and-sense-of-identity").hasClass("active")){ $("li.active a.self-awarenessandsenseofidentity").click(); } if($("li.menu-conscience-de-soi-et-sentiment-didentite-personnelle").hasClass("active")){ $("li.active a.consciencedesoietsentimentdidentitpersonnelle").click(); } // Critical and creative thinking (executive functioning) if($("li.menu-critical-and-creative-thinking-executive-functioning").hasClass("active")){ $("li.active a.criticalandcreativethinkingexecutivefunctioning").click(); } if($("li.menu-pensee-critique-et-creative-fonctions-executives").hasClass("active")){ $("li.active a.pensecritiqueetcrativefonctionsexcutives").click(); } }); jQuery(document).ready(function($) { $('.feedback-carousel').flickity({ freeScroll: true, //contain: true, prevNextButtons: false, groupCells: true, cellAlign: 'left' }); }); // Opens one item and closes the rest //$(document).ready(function(){ //if ($(window).width() < 992){ // $(".practice-logo").addClass("d-flex"); // $(".practice-description").addClass("text-center"); //}else{ // $(".practice-logo").removeClass("d-flex"); // $(".practice-description").removeClass("text-center"); // } //});