Thinking for a Change - Arizona Department of Corrections · presented many of the cognitive...

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Thinking for a Change

Integrated Cognitive Behavior Change Program

Jack Bush, Ph.D. & Barry Glick, Ph. D. & Juliana Taymans, Ph.D.

This program was prepared underauthorization 97-R000 from the National

Institute of Corrections, U.S. Department ofJustice.

Points of view or opinions stated in thisdocument are those of the authors and do notnecessarily represent the official position orpolicies of the U.S. Department of Justice.

Copyright © 1997, Bush & Glick & Taymans

The National Institute of Corrections reservesthe right to reproduce, publish, translate, or

otherwise use, and to authorize others topublish and use all or any part of thecopyrighted material contained in this

publication.

NATIONAL INSTITUTE OF CORRECTIONSNATIONAL INSTITUTE OF CORRECTIONS ACADEMY

THINKING FOR A CHANGE

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Lesson 1: Introduction and Overview

Lesson 2: Active Listening Skill

Lesson 3: Asking a Question

Lesson 4: Giving Feedback

Lesson 5: Our Thinking Controls How We Act

Lesson 6: Paying Attention to Our Thinking

Lesson 7: Recognizing the Thinking that Leads to Trouble

Lesson 8: Finding New Thinking

Lesson 9: Using Thinking Check Ins

Lesson 10: Knowing Your Feelings

Lesson 11: Understanding the Feelings of Others

Lesson 12: Responding to the Feelings of Others

Lesson 13: Preparing for a Stressful Conversation

Lesson 14: Responding to Anger

Lesson 15: Dealing with an Accusation

Lesson 16: Introduction to Problem Solving

Lesson 17: Step 1 — Stop and Think

Lesson 18: Step 2 — Problem Description

Lesson 19: Step 3 — Getting Information to Set a Goal

Lesson 20: Step 4 — Choices and Consequences

Lesson 21: Step 5 — Choose, Plan, Do Step 6 — Evaluate

Lesson 22: Self-Evaluation: What Else Do I Need

PROJECT BACKGROUND:

PrefaceIntroduction and Notes to Trainers

Cognitive Behavior Programs have evolved over the last thirty years, impacted

by a variety of theoreticians and practitioners. Much of the seminal work in

cognitive interventions began with the efforts of Aron Beck (1970's) , Ross and

Fabiano (1980's), Albert Ellis (1970's), and Bush (1990's). Almost at the same

time, and parallel to the development of the Cognitive Restructuring modalities,

a number of social scientists were also exploring Cognitive Skills training, as a

form of psycho-social-emotional interventions. Such individuals as Bandura

(1970's), Meichenbaum (1980's) Goldstein and Glick (1980's), and Taymans

(1990's) developed strategies and curricula to teach skills to skill deficit

individuals. These early pioneers set the foundation and benchmarks for many

of the programs and cognitive behavioral curricula currently developed and

implemented, including those used throughout the criminal and juvenile justice

systems.

The National Institute of Corrections has offered a training seminar, Cognitive

Approaches to Changing Offender Behavior, for the last six years at their

Academy in Longmont, Colorado, and more recently as cooperative training

programs in various locations throughout the country. Essentially, the curriculum

which was developed by a panel of experts in cognitive behavioral interventions

presented many of the cognitive restructuring and cognitive skills concepts in a

generic, yet practical manner. As a result of this ongoing experience, it became

apparent that criminal behavior was more susceptible to pro-social change when

offenders were able to intermingle and use the tools from both cognitive

National Institute of Corrections Thinking for a ChangeIntroduction and Notes to Trainers

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THE CURRICULUM:

restructuring and cognitive skills programs. As a result of this learning, the

authors of Thinking for a Change, took on an ambitious task to synthesize the

concepts and tools from both cognitive restructuring and cognitive skills

paradigms, into one completely integrated, seamless intervention.

The Thinking for a Change curriculum uses as its core, a problem solving

program embellished by both cognitive restructuring and social skills

interventions. While each of the concepts are presented systemically, the

participant quickly learns and appreciates that cognitive restructuring does

require some cognitive skills methods, as does cognitive skills require an

objective, systematic approach to identifying thinking, beliefs, attitudes, and

values. As depicted in the Program Outline, the cognitive restructuring

concepts are introduced and emphasized during the initial eleven lessons of the

program, interspersed with targeted critical social skills which support the

cognitive restructuring process. This is followed by the problem solving

techniques (lessons 16-21), again supported by appropriate social skills to

embellish that concept. Simultaneously, the problem solving portion of the

curriculum relies heavily upon the restructuring concepts and techniques already

introduced to the participants, thereby integrating all three approaches. By the

time participants reach the 12th lesson of the program, the cognitive restructuring

techniques are so ingrained in their repertoire of competencies, that it is no

longer required to be emphasized as a separate entity, becoming "second

nature" to the offender participant. By the 22nd lesson, participants are ready

to evaluate themselves using a skills checklist, in order to develop their own

cognitive skills (advanced) curriculum.


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CURRICULUM FORMAT:

Thinking for a Change is comprised of 22 lessons with a capacity to extend the

program indefinitely, depending upon how many cognitive skills are taught. It

is recommended that the group meet for an additional ten sessions which is

based upon the self evaluations each participant completes in the 22nd lesson.

These additional skills are the result of further assessment of the skill deficits for

each participant, and then aggregated across the group. In this way, each

group member is invested and empowered to participate in their own learning

and self development, providing a forum for continued skill and cognitive

development.

Each lesson is formatted similarly. It begins with a summary and rationale

section in which the scope, breadth, and reason for teaching the lesson are

provided. This is followed by concepts and definitions, which outline the key

points of the lesson and any definitions necessary for the trainer to facilitate the

lesson. The lesson objectives are then outlined, followed by major activities in

the lesson. Any supplemental material , equipment and materials are listed.

The content of the lesson is then detailed.

Within each lesson, there are both suggested trainer scripts in which at least the

fundamental and required information is provided. There are also specific

trainer notes given in parallel columns which further embellish the training script.


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DELIVERY:

The following icons are used to highlight key areas of each lesson:

Indicates trainer statements, and suggested script

Indicates material which should be transferred to chart paper.

Indicates overhead transparencies for group viewing.

Indicates Homework section of the lesson.

While each lesson has been planned to be completed within a weekly group

session (about one to two hours in duration), the curriculum is designed to be

flexible and meet individualized program needs. As such, should a lesson need

to be extended beyond one week or a two hour time period, such

accommodations can be made with little operational concerns.

The curriculum has been designed so that any staff person may facilitate groups

and teach its content. No special credential or level of education is required.

Trainers should be caring, like to teach, understand group processes and

interpersonal interactions, and be able to control an offender group. It is strongly

recommended that group facilitators be trained in the content and process of


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Thinking for a Change. As such, training for group facilitators should be

included in any management implementation plan for this program. Training

should be accomplished within three to five days with two master trainers.

The participants (offenders) should be pre-screened and selected after a brief

individual interview. Such a meeting which need take no more than fifteen

minutes, should set the tone of the learning sessions, direct and focus the

participant to their need for the program, and an expectation that positive

participation would greatly enhance their options, even if they are in a prison or

jail setting.

The program should also have established group norms and expectations.

While these may be based upon the individual institutional or agency policy, the

group norms should consider the learning environment and insure the safety and

security for all involved. As such, the group facilitator should consider the

following as minimal group norms:

� Physical Plant — insure the room is well lit, ventilated, and chairs arranged

in a comfortable discussion type format (circle; u-shaped tables with chairs;

or something similar.)

� Confidentiality — All information shared in the group setting should be kept

within the group, unless such information is illegal, harms the individualor others.

� Respect what is shared — All statements should be accepted as information

for learning purposes. As such, individuals should insure that opinions and

statements shared are constructive for the purpose of meeting the

objectives of the lesson and content of the curriculum.


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CURRICULUM FORMAT:

� Take turns speaking and sharing — individuals need to speak one at a time,

listening to what is being said, remaining focused on the topic and subject

matter.

� No aggression or violence — Physical or verbal aggression and violence is

not permitted.

Minimally, as a trainer you must be familiar with the contents of this manual.

While trainers have different styles and approaches to content delivery, all must

know the content which must be imparted. Trainers should review each lesson

and prepare its contents before each session. Be sure to have all materials

duplicated, handouts ordered, overheads and equipment in good operational

peak performance, modeling displays well rehearsed, and physical plant set.

As you begin Thinking for a Change, the goal is clear: to effect change inthinking so that behavior is positively impacted. Good luck as you embark

on this most challenging journey.

Barry Glick Juliana Taymans

Jack Bush Steve Swisher

SUMMARY AND RATIONALE:

CONCEPTS AND DEFINITIONS:

1

Introduction -- Thinking for a Change

The lesson begins by introducing each member of the group to everyone else.

Then the main idea behind Thinking for A Change is presented: We can take

charge of our lives by learning more effective ways of thinking. Then 3 brief skits

present the three cognitive perspectives represented in the program: cognitive

restructuring, problem solving, and social skills. Finally, a course outline is

provided as a handout and the rules and expectations governing participation

are presented and briefly explained.

A major objective is to begin Thinking for a Change in a way that is fun and

engaging for participants. The rules and expectations must be defined clearly,

but without threat or intimidation.

Thinking is what we say to ourselves inside our head.

Internal control is control of our thinking and feelings.

Social skills are skills we use to deal with situations involving other people.

Problem solving is a skill for dealing with difficult situations.

OBJECTIVES:

MAJOR ACTIVITIES:

SUPPLEMENTS:

As a result of this session participants will:

1. establish a positive attitude, interest and enthusiasm for thecourse, its content, and its process.

2. introduce the 3 key elements of the course in a way that is clearand interesting to participants.

3. present rules and expectations and establish the authority of stafffacilitators unequivocally but with a positive and supportiveattitude.

1. Introductions: Staff introduce themselves and each member ofthe group by name, with a small bit of personal information

2. Explanation: Staff present the idea that this is a course in learninghow to live more effectively by learning more effective ways ofthinking

3. Skits: 3 dramatic presentations of scenarios illustrating: 1) thinkingbehind a destructive behavior, 2) a social skill, and 3) a positiveway of solving a problem. Each skit is followed by a discussion.

4. Presentation of the course “Organizer” and the conditions (rulesand expectations) of participation

5. Wrap up

• Overhead Transparency:Course Organizer

• Handouts:Course schedule and outline (To be made by you)

Rules and expectationsCourse Organizer

EQUIPMENT:

• Easel with Chart Paper• Markers

National Institute of Corrections Thinking for a Change

Introduction to Thinking for a Change

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“Thinking for a Change”

Our thinking controls our

behavio r.

By taking charge of our

thinking we can take control

of our lives.

LESSONCORE CONTENT NOTES

Activity 1: Introductions

This program is called“Thinking for a Change”.

We’ll talk about what this means ina minute. First I want to introducemyself and my co-trainer and eachof you.

Activity 2: Course Overview

The idea behind the course is thatwe can learn to take charge of ourlives—and lead more productiveand more effective lives—by takingcontrol over the thoughts andfeeling that go on inside us.

Introduce yourself with a very shortpiece of personal information (suchas your job or where you comefrom). Then introduce yourco-trainer. Then introduce eachmember by name to the rest of thegroup. This requires that you takethe time before this first group toknow each group member’s nameand something about them.Introduce each person by sayingtheir name and where they comefrom (town or State, not institution).

Then proceed to the content of thelesson:

This idea—that thinking is behindthe way we feel and the way weact and everything that we do—isthe basic idea of the program. Andbecause our thinking controls somuch about us, we can learn tocontrol our own lives by learninghow to take control of our thinking.



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Skit 1: Two staff facilitators act out

a scenario in which there is a

personal conflict, both get angry,

one walks away mad and the other

throws or breaks something

(som ething s mall, like a pencil) in

anger. Make it realistic in the

sense of being consistent with your

actual roles. For example: One

staff could present being angry at

the other for not preparing the

handouts for today’s class. The

other staff could be defensive,

claimin g that he o r she ha d clearly

asked the other staff to prepare the

handouts.

Activity 3: Skits that Illustratethe Process

Let us show you some examples. Keep it brief and light. Let it be fun.

This kind of conflict can reallyhappen, can’t it? We see whateach person was saying and doing,right? And from what they said anddid we could tell something aboutwhat they were feeling andthinking, couldn’t we?

Now let’s look at the same scene,and look just at these thoughts andfeelings.

Our scene has an inside part aswell as an outside part. Theoutside part is what everyone cansee and hear. The inside part is theprivate thoughts and feelings thatother people might guess at butare only really experienced byeach person inside their own head.

Do the scenario over again, butthis time instead of just acting thescene speak your private thoughtsand describe your private feelingsas an “aside” from the main action.Both actors should in this wayreveal their inner thoughts andfeelings as the drama unfolds.



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Cognitive Self Change

Socia l Skills

Problem Solving

In “Thinking For a Change” we givespecial attention to these privatethoughts and feelings. By payingattention to what goes on inside ofus we can learn to have bettercontrol of what we goes on outsideof us.

“Thinking For a Change” has 3main parts.

The skit we just did shows animportant part of Cognitive SelfChange. By paying attention to ourthoughts and feelings we candiscover which ways of thinkingand feeling cause trouble for usand for others. And by payingattention to our thoughts andfeelings we can practice new waysof thinking that steer us away fromthat trouble.

Now let’s look at an example of asocial skill. The idea of a social skillisn’t complicated. A social skill isjust a skill we use in situations thatinvolve other people. Some peoplehave better skills in dealing withother people than others, buteveryone can learn these kinds ofskills.

For example, we need one kind ofsocial skill when we want to asksomeone for help:

Create a new skit. This time askone group member to help you byplaying a part.

You play the part of a person thatwants to ask another person forhelp. Example: you want help



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preparing the handouts for thisclass. It's your job but you haven’tenough time to get it done. And (tomake matters worse) the personyou want to ask for help isimpatient and in a bad mood.

Role play the scene bydemonstrating a lack of skill inasking for help. E.g., Be abrupt,insensitive, and bossy. Encouragethe group member to act angry andrefuse the help. (Plan this privatelywith him or her, outside of thegroup’s hearing.)

Well, that’s one way a personcould ask for help, isn’t it? Was itvery skillful?…I don’t think soeither.

Do you think I was thinking veryclearly in the way I went aboutasking for help? I wasn’t thinkingvery carefully at all, was I? Howcould I have gone about it better?

Encourage suggestions. Don’twrite them down, but reinforceevery appropriate idea.

In “Thinking for a Change” we aregoing to learn a whole lot of socialskills by practicing skillful ways ofthinking and skillful ways ofcommunicating.

Let’s try that last scene again. Do the skit over, but this time askfor help effectively andappropriately. Set it up with yourhelper that they respond morepositively this time.

Be brief. Do not identify steps ofthe skill. This is not a skill traininglesson, but an introduction to thekinds of things the program covers.



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The 3rd part of “Thinking for aChange” is called Problem Solving.Problem solving isn’t complicatedeither, but it’s something that lot’sof us are not very good at.Practically everybody facessituations sooner or later that theyare not prepared to deal with. Youneed problem solving when youfae a difficult situation and youdon’t know what to do.

Here’s an example: Do a 3rd skit, again asking for agroup member to play a part.

Make this fun.

Example: Have your helper playthe part of your boss. He or shecomes into your work area anddemands that you get a projectfinished in one hour. (Example:prepare the handouts for thisclass.) You explain that you don’thave enough time, but the bosssays he/she can’t help it. Theproject needs to be done in 1 hour.Then they leave.

You then turn to the group andsay, “I have a problem, don’t I?”

Then speak your thoughts outloud: “I feel like just quitting andsaying the heck with it. But I’mgoing to try the problem solvingsteps I learned in Thinking for aChange. Let’s see…”

Go through in your head—speaking your thoughts—the first5 steps of Problem Solving outlinedin Lesson 16. End by deciding toask your co-worker for help.



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1. Attend, be on time, and

participate in all the group

meetings.

2. Do assigned tasks.

3. Be res pectful.

4. Maintain an open and

honest channel of

communication.

Remember: make this fun!

Problem Solving is one of the mainthinking skills we’ll learn in“Thinking for a Change”.

Then the co-trainer continues withthe lesson:

We’re also going to be learning abunch of social skills. Asking forhelp is one example of a socialskill.

Refer back to the flip chart:

And we’re also going to learn howto pay attention to the thoughtsand feelings that go on inside ofus, and to avoid the kinds ofthoughts and feelings that lead usto trouble. This kind of thinking skillis called Cognitive Self Change.

We’ll be doing lots of skits and roleplays, a lot like we did today.

Activity 4: Presentation ofOrganizer and Rules

Here’s an overview of the wholeprogram.

Pass out the ORGANIZER. Explainthe details as necessary.

Then pass out a list of Rules andConditions.

The program doesn’t have a lot ofrules and regulations. But we need

Explain the Conditions, but don’tmake them complicated. Do make



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to respect some basic rules inorder to do the program at all.

it clear that the conditions arenecessary: we can’t do theprogram without them, andtherefore they are not negotiable.Make it clear that it is yourresponsibility to enforce them. Butbe non-threatening and totallysupportive in the way youcommunicate your authority.

Activity 5: Wrap Up

Ask for questions and explain asnecessary.

At our next meeting we’ll start witha social skill we use every day inprograms like this one. It’s thesocial skill of Active Listening.

or

At our next meeting we will startlearning the steps of Cognitive SelfChange. We’ll begin by learninghow our thoughts, feelings andattitudes control how we act.

Then introduce the next lesson.

NOTE: You Will Need to DecideWhether to Do The Optional SocialSkill Lessons (Active Listening,Asking Questions, And GivingFeedback). Or Proceed Directly tothe First Lesson in CognitiveRestructuring (Listed in this Manualas Lesson 5: Our Thinking ControlsOur Behavior).



OBJECTIVES:

2Active Listening (An Optional Lesson)

Note: This is the first of a series of three optional social skills lessons. Facilitators should chooseto begin with these lessons if they believe their class needs to learn and practice the basic skillsof group participation: i.e. Active Listening; Asking Questions: and Giving Feedback.

Listening is a skill which is required for almost all social interactions. It is also

a prerequisite skill to participate in a group process such as The Thinking fora Change Program. It also helps establish norms and expectation about group

participation.

Active Listening is the deliberate effort to hear and understand what others are

saying.


1. understand the importance of Active Listening in this group and inother social situations.

2. learn and be able to perform the four steps of Active Listening.

3. perform the steps of Active Listening in real life situation.

MAJOR ACTIVITIES:

SUPPLEMENTS:

EQUIPMENT:

REFERENCES:

1. Homework Review (None for this lesson)2. Overview of Lesson: a) the importance of social skills (generally);

b) the importance of Active Listening3. Model the social skill, Active Listening4. Discuss the Modeling Display5. Participants role play the skill, Active Listening6. Feedback (discussion) of the Role Play7. Plan and assign homework (practice) of the skill8. Repeat Steps 5, 6, and 7 for each participant in the group9. Wrap up

� Pocket Cards:Active Listening Skill duplicated on pocket cards for groupmembers.

� Overhead Transparencies:Social Skills DefinitionSocial Skills Lesson FormatListening

� Handouts:Homework Report

• Overhead Projector• Easel with Chart Paper• Markers• Masking Tape

Aggression Replacement Training. Goldstein, AP and Glick, B.. 1987.Champaign, IL: Research Press.

The Prepare Curriculum. Goldstein, AP. 1988. Champaign, IL:Research Press.

National Institute of Corrections Thinking for a Change Active Listening

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Social Skills are the skills we usewhen we deal with other people. Good Social Skills get us what wewant and maximize the positiveresponse and minimize the negativeresponse from other people.Lesson 2 OH#1

Active Listening


Activity 1: No Homework for thisLesson

Beginning with thissession, we are going toidentify and practice away to learn and use

techniques to better get along withothers, both individually and insmall groups.

Since this is the first in a series ofsocial skills lessons, take the timeto introduce the importance of skilldevelopment.

We will use these techniques tolearn specific skills. What are skillsanyway?

Solicit group responses and writeall of them on chart paper. Insurethat you reinforce those thatsupport the definition of socialskills.

Activity 2: a) Overview of SocialSkills (General)

Here is a definition of social skillsthat we will use throughout thisprogram. Note the similaritiesbetween some of the commentsyou made and our workingdefinition. That is not surprisingsince we all know and use socialskills on a daily basis. As such,this group should provide you withan opportunity to practice thoseskills you need to know and use.

Here is another way to think aboutthe importance of this group. Weall know how to do something verywell, don’t we, one skill we haveacquired as a result of having tosurvive on the streets. What isthat?

Introduce Glick’s pocket analogyas empowerment for theparticipants. Be sure you haveempty pockets which you can turnout as you complete thisdemonstration.


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1. Homework Review.2. Overview of new skill.3. Trainer Models the new skill.4. Discussion of the Modeling

Display.5. All participants practice the skill

(Role Play).6. Feedback (Discussion) of the

Role Play (practice).7. Prepare the Homework

assignment of the skill.Lesson 2 OH#2

Active Listening

Solicit responses which insure thatmore choices lead to greaterflexibility and feelings ofempowerment

That is right, fight. Well let’spretend that you have the ability topull out your fist, or knife, or gunfrom this pocket, anytime you wantto...

As you state this, make a fist andpull it out of one of your pockets.

But, what do you have in thispocket? NOTHING! And what doyou have in this pocket? NOTHING! And this? NOTHING! And this? NOTHING!

Be sure that you turn out one ofyour pockets each time you ask thequestion and give a response.

Well, what this program, and thesegroups in particular will do is fill upyour pockets, so now you can pullout your fist anytime you want to,for sure, but also now you havechoices.

Turn your pockets back in as youstate this.

And what happens when you havemore choices? And how do youfeel when you have choices?

Solicit responses which insure thatmore choices lead to greaterflexibility and feelings ofempowerment.

Here is what you can expect ineach Social Skill Lesson presentedin this program. We will start witha thinking check-in, in which we willreview last week’s homeworkwhich was done outside of classusing the skill you learned theweek before. We will thenintroduce the new skill to belearned, this week is activelistening. Mr/Ms. ____ and I willdemonstrate how to use the skillshowing you the exact steps tofollow, you will then have anopportunity to try the skill by role-playing a situation you identify. We will then discuss how you did in


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following the steps of the skill, andyou will then contract to practicethe skill outside the groupsometime in the week in betweengroups. OK? Any questions?

Entertain any questions andrespond by reinforcing the groupprocedures just introduced.

Activity 2: b) Overview of Active Listening

For today, we are going to learn askill that we all take for granted,and that is listening. What doeslistening mean to you?

Solicit some responses to thegroup that reflect listening anactive way of hearing what theother person is saying to you

We will have an opportunity to talkabout what listening means to youin a little bit, but right nowMr/Ms_____ would like to showyou some examples of the skill andthe specific steps of the skill,listening. After you have had achance to watch us model this foryou, we will talk about times whenyou may have to or want to use theskill in the near future.

Activity 3: Model the skill: Active Listening

Would _____ (choose aparticipant) read the first step ofthe skill. Would ______ read thesecond step....

Hand out the skill cards with theskill, listening, on it and show it onan overhead. Ask a differentparticipant to read one of the stepsof the skill in order. Be sure tothank each individual and providepositive feedback for reading.

Does everyone understand thesteps of the skill, listening?


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Listening

1. Look at the person who is talking.2. Remember to sit quietly.3. Think about what is being said.4. Say “yes” or nod your head.5. Ask a question about the topic to

find out more.Lesson 2 OH#3

Active Listening

Are there any questions you have. Good! Now Mr./Ms. _____ willmodel the skill for you. Here is thesituation.

I am a member of a group, andMr/Ms. ____ is telling a story abouta situation that happened in themess hall where he saw a trusteedrop a serving spoon and pick it upand put it back in the food.

The two trainers act out thevignette, following the steps of theskill exactly. Be sure to point toyour head and talk aloud whenperforming a “thinking” step (e.g.step # 2).

Activity 4: Discuss the ModelingDisplay

Now that you have seen a model ofthe skill, what situations can youthink of where you could use thisskill? Have you ever had difficultyin situations where you had tolisten to some one else verycarefully?

Solicit responses and have eachparticipant describe a real, currentsituation where the skill must beused.

Then once everyone has had theopportunity to describe thesituation where they would use theskill, have one participant volunteerto do a role play. Remind thegroup that everyone in the groupwill have an opportunity to practicethe skill.

Designate the volunteer trainee asthe main actor, and ask the trainee


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to choose a co-actor (someonewho reminds the main actor of theperson with whom the skill will beused in the real life situation”.

Activity 5: Participant Role Playof the Skill

Where would you be listening to____? OK, how is the roomfurnished, where are you, are youstanding or sitting?To the main actor: Try to follow thesteps of the skill as best you can.To the co-actor: Try to play the partof ____ as best you can. Say anddo what you think ____ would dowhen _____ follows the steps ofthe skill.

Set the stage for the role playing,including props, arrangements, andset description. Then rehearse themain actor what he will say and doduring the role play, finally providefinal instructions to the group.

To the other group participants: Watch carefully how well ______performs the skill, becauseafterwards, we will discuss it. Infact, _____, you watch step #1 andsee how well _____ looks at theperson who is talking. ____, youwatch for step 2 and see if ____ thinks about what is being said. Be sure to note if he points to hishead since this is a “thinking” step. ______ you look for step 3, and______, you look to see if________ does step 4.

Assign each of four groupparticipants a step in the skill toobserve.

Begin the role play, insuring thatthe main actor follows the steps ofthe skill exactly. If he/she doesn’t,stop the role play, reinstruct, andbegin again.


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Activity 6: Feedback(Discussion) of the Role Play

To the co-actor: How did you feelabout playing the role saying somethings for ____ to listen to?

After the role play is completed (nomore than three to five minutes),invite feedback from the group.

Who was looking for step 1? Howwell did ______ do that?

Be sure you solicit positivecomments as appropriate. Thepurpose here is to state,objectively, whether the role playerfollowed the steps of the skill, andnot how well he/she acted.

Who had step 2? Can you tell ushow well _____ did that?

Did he/she point to their head asthey were thinking about what wasbeing said?

Who had step 3? Did _____ waithis/her own turn to talk?

And step 4?

Activity 7: Plan and Assign theHomework for the Skill

Well, now that you havehad an opportunity to trythe skill, when, during the

next week do you think you canpractice it?

Trainer helps role player planhomework.

Here is a homework sheet. All ofus will complete the first part of it,here in class, and you willindividually complete the secondpart after you practice your skill,given the situation you havedescribed.

Distribute the homework reports,and have everyone complete thefirst part as they complete their roleplay.Activity 8: Repeat activities5, 6, and 7 with each participant

Now, who would like to go next.


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OK, _____ as I recall, yoursituation was....

Activity 9: Wrap Up

Now, who would like to go next. OK, ______ as I recall, yoursituation was...

Continue with role playing, usingthe same procedures as outlined inthe above sections, until everyonehas had an opportunity to completethe skill

Next time we meet, we will have anopportunity to review yourhomework and see how well youdid practicing this week’s skill,listening. Next time we will learn anew skill. See you then, and takecare.

As a trainer, you should becomefamiliar and comfortable with thesteps and sequence of the skilllesson, since the format is thesame throughout the curriculum. Only the content changes.



OBJECTIVES:

3

Asking Questions (An Optional Lesson)

This is the second of a series of optional social skills which provide a foundation

for group interactions and group norms. Learning to ask questions so as to

receive information critical for one’s own needs is an important skill for

participants to master in all cognitive behavioral programs.

Asking Questions is a basic social skill that helps us meet our needs while

encouraging others to help us.


1. understand the importance of the social skill: Asking Questions.

2. learn and be able to perform the five steps of Asking Questions.

3. perform the steps of Asking Questions in real life situations.

MAJOR ACTIVITIES:

SUPPLEMENTS:

EQUIPMENT:

REFERENCES:

1. Homework Review (None for this lesson)

2. Overview of Lesson: a) the importance of social skills (generally);b) the importance of Active Listening

3. Model the social skill, Asking Questions4. Discuss the Modeling Display5. Participants role play the skill, Asking Questions6. Feedback (discussion) of the Role Play7. Plan and assign homework (practice) of the skill8. Repeat Steps 5, 6, and 7 for each participant in the group9. Wrap up

• Pocket Cards:Asking Questions skill duplicated on pocket cards for groupparticipants.

C Overhead Transparencies:Asking Questions

C Handouts:Homework Report (see Lesson 2)


Aggression Replacement Training. Goldstein, AP and Glick, B. 1987.Champaign, IL: Research Press.

The Prepare Curriculum. Goldstein, AP. 1988. Champaign, IL: Research Press.


Social Skill: Asking Questions

3 - 1


Activity 1: Homework Review

Last time, we learned alittle about social skills,and how skills aretaught. We also

introduced the first, of three skills,you will need to have in order tosuccessfully get along with others,either individually, or in groups.

That first skill was Listening. Whoremembers the five steps of thatskill?

Solicit responses and show theoverhead with the Listening Skill onit.

You also had some out of classpractice to do using the listeningskill. Would you take out yourhomework reports and let usquickly review those.

Choose a volunteer participant andtake but 1-2 minutes to review thehomework. Do this with eachparticipant in the class, insuringthey answer questions 3-6 on theHomework Report (i.e. describethe what happened when they didthe homework assignment; thesteps they actually followed; a selfrating; and what the nexthomework assignment shouldbe.....

Activity 2: Overview of SocialSkill: Asking Questions

Today, we will learn anotherimportant basic skill you will usewhen getting along with others,either individually, or in a group.

Solicit some responses to thegroup that reflect asking questionsas a way for individuals to seekand gain information that isimportant for them to have.



3 - 2

Asking Questions

1. Decide what yo u wou ld like to

know more a bout.

2. Decide whom to ask.

3. Think about different ways to ask

your question and pick one way.

4. Pick the right tim e and pla ce to

ask your question.

5. Ask your question.

Lesson 3 OH#1Asking Questions

This week’s skill is: AskingQuestions.

Who can define what askingquestions means to you?

We will have an opportunity to talkabout what Asking Questionsmeans to you in a little bit, but rightnow Mr/Ms_____ and I would liketo show you some examples of theskill and the specific steps of theskill, Asking Questions. After youhave had a chance to watch usmodel this for you, we will talkabout times when you may have toor want to use the skill in the nearfuture.

Activity 3: Modeling the Skill: Asking Questions

Would _____ (choose aparticipant) read the first step ofthe skill? Would ______ read thesecond step?

Hand out the skill cards with theskill, Asking Questions, on it andshow it on an overhead. Ask adifferent participant to read one ofthe steps of the skill in order. Besure to thank each individual andprovide positive feedback forreading.

Does everyone understand thesteps of the skill, AskingQuestions? Are there anyquestions you have? Good! NowMr./Ms. _____ will model the skillfor you. Here is the situation. Iam about to be released fromdoing 12 years for drug possessionand need to find out about an NAgroup in my neighborhood andneed to ask the counselor where Ican get the information.



3 - 3

The two trainers act out thevignette, following the steps of theskill exactly. Be sure to point toyour head and talk aloud whenperforming a “thinking” step (e.g.steps #’s 1,2,3, & 4).

As you enact this vignette, be sureto also be clear about identifyingthe different ways to ask yourquestion and clearly pick the bestalternative. Identify 2 or threechoices such as: I can raise myhand in the group and ask; I couldstop the counselor in the hallwaywhen I see her; I can make anappointment with the counselor.


Now that you have seen a model ofthe skill, what situations can youthink of where you could use thisskill?

Have you ever had difficulty insituations where you had to askquestions to better understandsomething?


Then once everyone has had theopportunity to describe thesituation where they would use theskill, have one participant volunteerto do a role play.

Remind the group that everyonein the group will have anopportunity to practice the skill.



3 - 4

Activity 5: Participants Role Playthe Skill Asking Questions

Where would you be askingquestions? OK, how is the roomfurnished, where are you, are youstanding or sitting?

Designate the volunteer trainee asthe main actor, and ask the traineeto choose a co-actor (someonewho reminds the main actor of theperson with whom the skill will beused in the real life situation) orjust another member of the groupwilling to help them.

To the main actor: Try to follow thesteps of the skill as best you can.

To the co-actor: Try to play the partof ____ as best you can. Say anddo what you think ____ would dowhen _____ follows the steps ofthe skill.


To the other group participants: Watch carefully how well ______performs the skill, becauseafterwards, we will discuss it. Infact, _____, you watch step #1 andsee how well _____ looks at theperson who is talking. ____, youwatch for step 2 and see if ____ thinks about what is being said. Be sure to note if he points to hishead since this is a “thinking” step. ______ you look for step 3, and______, you look to see if________ does step 4, and______, see if ______ does step 5.

Assign each of five groupparticipants a step in the skill toobserve.

Activity 6: Feedback(discussion) of the Role Play

Begin the role play, insuring thatthe main actor follow the steps ofthe skill exactly. If he/she doesn’t



3 - 5

stop the role play, reinstruct, andbegin again.

To the co-actor: How did you feelabout playing the role saying somethings for ____ to ask questions?



Who had step 2? Can you tell ushow well _____ did that? Didhe/she point to their head as theywere deciding whom they wouldask the question?


Who had step 3? Did _____ thinkabout different ways to ask aquestion and pick one way to do it?

And step 4, did ______ pick theright time and place to ask thequestion?

And step 5?

Activity 7: Plan and assign Homework (practice) of the skill

Well, now that you havehad an opportunity totry the skill, when,during the next week do

you think you can practice it? Here is a homework sheet. All ofus will complete the first part of it,here in class, and you willindividually complete the secondpart after you practice your skill,given the situation you havedescribed.




3 - 6

Activity 8: Repeat activities 5, 6,and 7 with each participant

Distribute the homework reports,and have everyone complete thefirst part as they complete their roleplay.

Now, who would like to go next. OK, _____ as I recall, yoursituation was....

Activity 9: Wrap Up

Next time we meet, we will have anopportunity to review yourhomework and see how well youdid practicing this week’s skill,Asking Questions.

Continue with role playing, usingthe same procedures as outlined inthe above sections, until everyonehas had an opportunity to completethe skill.

Next time we will learn a new skill. See you then, and be well.




OBJECTIVES:

4

Giving Feedback (An Optional Lesson)

This is the third of a series of three optional social skills which provide a

foundation for group interactions and group norms. Learning to Give Feedback

objectively to others to inform them of their behavior and performance is an

important skill for participants to master in all cognitive behavioral programs.

Building upon the previous two social skills, Active Listening and Asking

Questions, this skill teaches participants to provide objective information to

others about their thoughts, attitudes, and feelings.

Giving Feedback is a basic social skill required to interact with other individuals

or in groups.


1. understand the importance of the social skill, Giving Feedback.

2. learn and be able to perform the five steps of Giving Feedback.

3. perform the steps of Giving Feedback in real life situations.

MAJOR ACTIVITIES:

SUPPLEMENTS:

EQUIPMENT:

REFERENCES:

1. Homework Review (None for this lesson)

2. Overview of Lesson: a) the importance of social skills (generally);b) the importance of Giving Feedback

3. Model the social skill, Giving Feedback4. Discuss the Modeling Display5. Participants role play the skill, Giving Feedback6. Feedback (discussion) of the Role Play.7. Plan and assign homework (practice) of the skill8. Repeat Steps 5, 6, and 7 for each participant in the group9. Wrap up

• Pocket Cards:Giving Feedback skill duplicated on pocket cards for groupmembers.

C Overhead Transparencies:Giving Feedback

C Handouts:Homework Report (see Lesson 2)


Aggression Replacement Training. Goldstein, AP and Glick, B. 1987. Champaign, IL: Research Press.



Social Skill: Giving Feedback

4- 1



Hello! Good to see youall again. Last session,we introduced thesecond, of three skills

you will need to have in order tosuccessfully get along with others,either individually, or in groups. That first two skills were Listeningand Asking Questions.

Who remembers the five steps ofthe skill we learned last week?

Solicit responses and show theoverhead with the AskingQuestions skill on it.

You also had some out of classpractice to do using the AskingQuestions skill. Would you takeout your homework reports and letus quickly review them.


Activity 2: Overview of GivingFeedback

Today, we will learn the third ofthree important basic skills you willuse when getting along with others,either individually, or in a group. This week’s skill is: GivingFeedback.



4- 2

What does Giving Feedback meanto you?

Solicit some responses from thegroup that reflect giving feedbackis a way for individuals to provideobjective information to othersabout their behavior, thoughts, orfeelings.

We will have an opportunity to talkabout what Giving Feedbackmeans to you in a little bit, but rightnow Mr/Ms_____ and I would liketo show you some examples of theskill and the specific steps of theskill, Giving Feedback. After youhave had a chance to watch usmodel this for you, we will talkabout times when you may have toor want to use the skill in the nearfuture.

Activity 3: Model the Skill Giving Feedback

Would _____ (choose aparticipant) read the first step ofthe skill? Would ______ read thesecond step? Would ______ readthe third step? Would ______ readthe fourth step? Would ______read the fifth step?

Hand out the skill cards with theskill, Giving Feedback, on it andshow it on an overhead. Ask adifferent participant to read one ofthe steps of the skill in order. Besure to thank each individual andprovide positive feedback forreading.

Does everyone understand thesteps of the skill, GivingFeedback? Are there anyquestions you have? Good! NowMr./Ms. _____ and I will model theskill for you.



4- 3

Giving Feedback

1. Decide if you want to provide

objectiv e inform ation to

someone a bout their behavior,

thoughts, or feelings.

2. Decide what kind of information

you wish to provide.

3. Think a bout differe nt ways to

give the information and pick

one way.

4. Pick th e right time and plac e to

give feedback.

5. Give the other person the

information in an objective

mann er. Lesson 4 OH #1

Giving Feedback

Here is the situation. One of thegroup members keeps oninterrupting when others are talkingand he doesn’t realize that he isdoing it. I need to provide himfeedback about his behavior, andhow inconsiderate it is to others.

The two trainers act out thevignette, following the steps of theskill exactly. Be sure to point toyour head and talk aloud whenperforming a “thinking” step (e.g.steps #’s 1,2,3,& 4).

As you enact this vignette, be sureto also be clear about the kind of information you wish to provide,the different ways to give it, andclearly pick the best alternative. Identify 2 or three choices such as:I need to tell John he annoyspeople when he interrupts them. Ican interrupt him whenever hespeaks and then tell him why I didthat; I can just tell him what Iobserve and tell him how manytimes he has interrupted others; Ican ask him to stop interruptingwhenever he does that behavior.



4- 4


Now that you have seen a model ofthe skill, what situations can youthink of where you could use thisskill? Have you ever had difficultyin situations where you had to givefeedback to some one else?




Where would you be givingfeedback? OK, how is the roomfurnished, where are you, are youstanding or sitting?

Designate the volunteer trainee asthe main actor, and ask the traineeto choose a co-actor (someonewho reminds the main actor of theperson with whom the skill will beused in the real life situation”.




To the other group participants: Watch carefully how well ______

Assign each of five group



4- 5

performs the skill, becauseafterwards, we will discuss it. Infact, _____, you watch step #1 andsee if _____ decides if he/shewants to provide objectiveinformation. ____, you watch forstep 2 and see if ____ decideswhat kind of information to give. Be sure to note if he points to hishead since this is a “thinking” step. ______ you look for step 3, and______, you look to see if________ does step 4, and______, see if ______ does step 5.

participants a step in the skill toobserve.

Begin the role play, insuring thatthe main actor follows the steps ofthe skill exactly. If he/she doesn’t,stop the role play, re-instruct, andbegin again.

Activity 6: Feedback(discussion) of the Role Play


To the co-actor: How did you feelabout playing the role saying somethings for ____ to give feedback?



Who had step 2? Can you tell ushow well _____ did that? Didhe/she point to their head as theywere deciding what kind ofinformation to provide?

Who had step 3? Did _____ thinkabout different ways to give theinformation and pick one way to doit?



4- 6

And step 4, did ______ pick theright time and place to give theinformation?

And step 5?

Activity 7: Plan and assign Homework (practice) of the skill

Well, now that you havehad an opportunity totry the skill, when,during the next week do

you think you can practice it?




Activity 8: Repeat Activities 5, 6,and 7 with each participant



Activity 9: Wrap Up

Next time we meet, we will have anopportunity to review yourhomework and see how well youdid practicing this week’s skill,Giving Feedback. Next time wewill begin our work with CognitiveSelf Change. This is a part of theprogram that helps us examine ourthoughts and feelings.


Supplemental Materials

Lesson 1

Introduction and Overview

Supplemental Materials:

& Overhead Transparencies:Course Organizer

& Handouts:Course Schedule and Outline (TO BEMADE BY YOU)Rules and ExpectationsCourse Organizer

1Lesson 1Introduction and Overview Handout

RULES

1. Attend, be on time, and participate in all the group meetings.

2. Do assigned tasks.

3. Be respectful.

4. Maintain an open and honest channel of communication.

Lesson 2

Active Listening


& Pocket Cards:Active Listening Skill Steps duplicatedfor group members

& Overhead Transparencies:Social Skills DefinitionSocial Skills Lesson FormatListening

& Handouts:Homework Report

&Lesson 2Active Listening Skill cards

Active Listening1. Look at the person who is talking.2. Remember to sit quietly.3. Think about what is being said.4. Say yes or nod your head.5. Ask a question about the topic to

find out more.

Active Listening1. Look at the person who is talking.2. Remember to sit quietly.3. Think about what is being said.4. Say yes or nod your head.5. Ask a question about the topic to find

out more.


find out more.


out more.


find out more.


out more.


find out more.


out more.

Lesson 2 OH #1Active Listening

Social Skills Definition

Social skills are the skills we use when we

deal with other people. Good social skills get

us what we want and maximize the positive

response and minimize the negative response

from other people.


Social Skills Lesson Format

1. Homework Review.

2. Overview of new skill.

3. Trainer models the new skill.

4. Discussion of the modeling display.

5. All participants practice the skills (RolePlay).

6. Feedback (Discussion) of the role play(practice).

7. Prepare the homework assignment of theskill.


Listening

1. Look at the person who is talking.

2. Remember to sit quietly.

3. Think about what is being said.

4. Say “yes” or nod your head.

5. Ask a question about the topic to find outmore.

1Lesson 2Active Listening Handout

HOMEWORK REPORT

Name:_________________________________________Date:_________________________Group Leaders:_______________________________________________________________

Fill in during this class:

1. Homework assignment:a) Skill:

b) With whom:

c) Use when:

d) Use where:

2. Steps to be followed:

Fill in before next class:

3. Describe what happened when you did the homework assignment:

4. Steps you actually followed:

5. Rate yourself on how well you used the skill (check one):Excellent______ Good______ Fair_____ Poor______

6. Describe what you feel should be your next homework assignment:

Lesson 3

Asking a Question


& Pocket Cards:Asking a Question Skill Steps duplicatedfor group members

& Overhead Transparencies:Asking Questions

& Handouts:Homework Report (see Lesson 2)

&Lesson 3Asking a Question Skill cards

Asking Questions1. Decide what you would like to know

more about.2. Decide whom to ask.3. Think about different ways to ask

your question and pick one way.4. Pick the right time and place to ask

your question.5. Ask your question.


more about.2. Decide whom to ask.3. Think about different ways to ask your

question and pick one way.4. Pick the right time and place to ask


























Lesson 3 OH#1Asking a Question

Asking Questions

1. Decide what you would like to know moreabout.

2. Decide whom to ask.

3. Think about different ways to ask yourquestion and pick one way.

4. Pick the right time and place to ask youquestion.

5. Ask your question.

Lesson 4

Giving Feedback


& Pocket Cards:Giving Feedback Skill Steps duplicatedfor group members

& Overhead Transparencies:Giving Feedback

& Handouts:Homework Report (see Lesson 2)

&Lesson 4Giving Feedback Skill cards

Giving Feedback1. Decide if you want to provide objective

information to someone about theirbehavior, thoughts, or feelings.

2. Decide what kind of information youwish to provide.

3. Think about the different ways to givethe information and pick one way.

4. Pick the right time and place to givefeedback.

5. Give the other person the informationin an objective manner.































Lesson 4 OH#1Giving Feedback

Giving Feedback

1. Decide if you want to provide objectiveinformation to someone about theirbehavior, thoughts, or feelings.

2. Decide what kind of information you wishto provide.

3. Think about different ways to give theinformation and pick one way.


5. Give the other person the information in anobjective manner.

SUMMARY AND RATIONALE::


5Our Thinking Controls Our Behavior

This lesson demonstrates how thoughts, feelings, and attitudes control the way

people act. A conflict between an “authority” and an “offender” is presented in

a role play, and the class is asked to guess what thoughts and feelings each

person is having. Students see in a realistic situation how thoughts, feelings, and

attitudes lead to predictable patterns of acting. They also practice the process

of “objective detachment” in looking at the thoughts, feelings, and attitudes

behind our actions. The lesson ends with an explanation of the 3 steps of

Cognitive Self Change: 1) observe our thinking and feelings, 2) recognize the

risk of our thinking and feelings leading to trouble, 3) use new thinking to reduce

that risk.

Thoughts: ideas or words in our mind.

Feelings: emotions that go along with our thoughts

Attitudes: the thinking that goes on behind our particular thoughts and feelings.

OBJECTIVES:

MAJOR ACTIVITIES:

SUPPLEMENTS:

As a result of this session, participants will:

1. recognize how thoughts, feelings and attitudes lead to predictablepatterns of behavior.

2. practice “objective detachment” in observing and describingthoughts, feelings and attitudes.

3. understand the three steps of Cognitive Self Change.

1. Homework Review2. Overview of Lesson (Brief)3. Present a scenario demonstrating a conflict between an offender

and someone in authority4. Identify the thoughts and feelings of each player in the scenario 5. Identify the underlying attitudes of each player in the scenario6. Predict the future behavior of each player based on their thoughts

feelings, and attitudes7. Present the “Cognitive Principle”8. Present the three steps of Cognitive Self Change9. Apply the three steps of Cognitive Self Change to the

demonstration scenario10. Wrap up11. Assign Homework

� Overhead Transparencies:Our thoughts, feelings and attitudesCognitive Self Change

� Handouts:Homework

EQUIPMENT:

• Easels (2) with Chart Paper• Markers• Masking Tape

National Institute of Corrections Thinking for a ChangeOur Thinking Controls Our Behavior

5-1

LESSON

CORE CONTENT NOTES

Activity 1: Homework Review If the optional social skills lessons(2,3,4) were omitted, there is nohomework for this lesson.

If optional social skills lessonswere covered review thehomework from lesson 4.

Choose a volunteer participantand take but 1-2 minutes to reviewthe homework. Do this with eachparticipant in the class, insuringthey answer questions 3-6 on theHomework Report (i.e. describethe what happened when they didthe homework assignment; thesteps they actually followed; a selfrating; and what the nexthomework assignment shouldbe.....

Activity 2: Overview of theLesson

We’re going to look at how people’sthoughts and feelings control theway they act. This is an importantidea, because it points to a way wecan control our own ways of actingby controlling our ways of thinking.

Create excitement. This is new,this is exciting. We can look atthe thoughts and feelingsunderneath a conflict.

Activity 3: Present a scenarioillustrating conflict

Let’s start by imagining a scenebetween two people.

Set up a role play that displays aconflict between an offender andsomeone in authority. (E.g., aprobation officer, a correctionalofficer, or a police officer.) The


5-2

Example: a police officersuspects a young man ofdealing drugs and tells him tomove away from a publictelephone. The officer ignoresseveral other young peoplewho happen to be standingnear the telephone.

Example: a probation officerknows that this particular clientis defiant of authority andwants to set especially clearlimits. The client is ten minutes late for anappointment, and the officerlectures the client on theimportance of responsibilityand threatens to violate hisprobation.

role play will show an escalatingconflict in which the offender feelsunfairly treated and bullied by theofficer, and the officer feels thatthe offender is rude, defiant andcriminal.

Make the conflict dramatic. Makesure both role players expressdeep-seated attitudes that willensure future conflicts. However,be sure to keep the roleplay toless than 1 minute.


5-3

Example: a correctional officerkeeps an inmate waiting at thedoor or his living unit while theofficer finishes a conversationwith another officer about theduty schedule for the next workshift. The inmate expressesirritation with sarcasm (“Takeyour own sweet time.”) Theofficer expresses irritation atthis by asserting his authority ina gruff tone. (“Jones, you standbehind that line until this door isopen and you’re cleared topass.” He points to a line onthe floor some feet behindwhere the inmate is standing.)

The role play will consist of anescalating conflict, with each sidegetting more and more angry. It willstop safely short of violence, butwill show the possibility of violenceor other serious consequences.

It’s also important that neither sidebe completely in the wrong orcompletely in the right. The pointis to demonstrate two conflictingpoints of view in a familiar kind ofconflict situation.

Facilitators may recruit groupmembers to play parts in the roleplay. Or two staff can play bothparts. Staff should play theauthorities.

You can let the class watch andlisten as you set up the role playwith the players.

Keep the preparation brief and lowkey. Keep it simple. Introduce therole play to the class with very littleexplanation:


5-4

We’re going to show a scenariobetween an officer and anoffender.

Do the role play. When the conflictis clearly represented, stop the roleplay and ask the class:

Activity 4: Identify the thoughtsand feelings of each player

How would you describe the waythese two people are acting towardeach other?

Get a few responses.Point out this was an escalatingscene.

Let’s look at the players one at atime. How would you describe theway the officer is acting?

Get a few responses.

How would you describe the waythe offender is acting?

Get a few responses.

Don’t be critical of the answers(assuming they are within thebounds of reason). Practice anddisplay a completely objective pointof view toward the scenario itselfand the answers offered by theclass.

How do you think each of thesepeople is thinking and feeling?Let’s look at them one at a time.Assuming this is a typical kind ofconflict—a kind of conflict you haveseen before—what do you think isgoing on in the mind of the inmate?What are his thoughts while this ishappening?

Encourage lots of answers. Writedown on chart paper each thoughtsuggested by any member of theclass. (Or have your co-trainerwrite while you speak.)

Construct your charts so they willbe in a thinking report form. Leavesome space at the top for theSituation (to be introduced inLesson 6). Leave space belowfeelings for Attitudes and Beliefs.

Label the list “Thoughts:”.


5-5

After you get several reasonableguesses, ask:

Add the feelings the groupsuggests to the thoughts alreadywritten on the flip chart.

What do you think he is feeling? Label these“Feelings:”.

Put this sheet on the wall so thatthe group can see it while theyanswer the next question

OK. That looks like a reasonableguess about what might be goingon inside this inmate’s mind. Nowlet’s look at the officer

On a new sheet, write everythought suggested.

What do you think the officer isthinking?

Label this list “Thoughts:”.

What you think he is feeling? Add the feelings to the sheet. Label this list “Feelings:”.

Step back and look at both sheetstogether.

It looks like we have a pretty goodpicture of what’s going on—or whatmight be going on—inside theminds of each of these people.

Encourage a brief discussion. Youwant to be sure everyone is givingfull attention to the thinking andfeelings displayed.

Ask, for instance, “Do the thoughtsand feelings we have written downseem realistic to you? Is theirthinking the same or different? Dothey have the same kind offeelings?”

But the point is not to find a lessonin the content of the thoughts andfeelings. The point is to practice


5-6

objectively observing thoughts andfeelings.

Activity 5: Identify theunderlying attitudes and beliefsof each player

There are differences betweenattitudes and beliefs. Both refer tounderlying ways of thinking andfeeling about certain types ofsituations. In this program we donot teach a technical distinctionbetween attitudes.

Attitudes and beliefs are rules orprinciples or habits of thinking welive by. They can be stated in asentence. For example:

• Dogs are better than cats.• You have to stand up for

yourself.• If someone disrespects, you

have to take care of it.• It is impossible to communicate

with teenage kids.• The posted speed limit is for

little old ladies.

Do you think these people areexpressing a definite attitude orbelief? What attitudes and beliefsmight the officer have?

Get the class to agree on one ortwo fairly obvious attitudes, andadd them to the officer’s sheet.Label them “Attitudes.”

Ask if they think the officer mighthave certain beliefs that influencethe way he acted in the situation.Write these down and label them“beliefs.” (Prompt the group byasking what kinds of beliefs aboutinmates he might have.)

Encourage the class to guess. Ofcourse, we cannot know for sure.But we can make reasonableguesses based on what weobserved of his behavior.


5-7

What kind of attitudes and beliefsmight the offender have?

Write the offender’sAttitudes and Beliefs onthe chart paper, and labelthem.

Remember: You must clearlydemonstrate a totally objectiveattitude to all of this information.

Activity 6: Predict the players’future behavior

Based on these thoughts, feelings,attitudes and beliefs, do you thinkwe can predict how these peoplewill act toward each other in thefuture?

For instance, if nothing happens tointerrupt the scenario in our roleplay, what might eventuallyhappen?

Group members should be able topredict violence or revenge on thepart of the inmate, and some kindof punishment on the part of theofficer. If they don’t, suggest theseconsequences yourself.

Suppose this situation doesn’t getas far as violence. Suppose theofficer continues to threaten theinmate and because there are lotsof other officers around and theinmate doesn’t want to get intoreally big trouble, he eventuallyshuts up and does what he is toldto do.

Is that going to be the end of thestory? Let’s try to predict how theymight act toward each other in thefuture.

Get responses that indicate it won’tbe.

Suppose this inmate holds on tothese thoughts and feelings andattitudes. What might happen lateron?

Reinforce the idea that the inmatemight look for chances to causetrouble for the officer or getrevenge.


5-8

Our thoughts, feelings andattitudes...

...control how we act.Lesson 5 OH #1

Our Thinking Controls Our Behavior

Suppose the officer holds on tothese thoughts and feelings andattitudes. How do you think theofficer is going to act toward theinmate?

Remind the class to look at theparticular thoughts and feelingsand attitudes that the officer isexperiencing.

It’s pretty clear, isn’t it? Thethoughts and feelings and attitudesthat these people have makes itpretty predictable that there will bemore conflict in the future. Wecan’t tell exactly what this conflictmight be—that will depend oncircumstances that come up. Butas long as they have thesethoughts and feelings andattitudes, the trouble isn’t going togo away.

Activity 7: Present the CognitivePrinciple

This is one example of the mainidea behind this program.

Most of the time our thoughts andfeelings are pretty automatic. Wethink and feel pretty much out ofhabit. But we can learn to takecontrol of the way we think. And ifwe do that, we take control overour feelings too.

This is what this course will teach.

We are going to learn how tocontrol our feelings and our actionsby controlling our thinking.


5-9


1. Pay attention to our thoughtsand feelings.

2. Recognize when there is risk ofour thoughts and feelingsleading us into trouble.

3. Use new thinking that reducesthat risk.

Lesson 5 OH #2Our Thinking Controls Our Behavior

Activity 8: Present the threesteps of Cognitive Self Change

We call this process, “CognitiveSelf Change.” Cognitive SelfChange is a simple skill forcontrolling our lives by controllingour thinking. It has 3 steps:

For the next few group meetingswe’ll practice these steps, startingwith step 1.

Point out the flip chart sheetslisting each person’s thoughts andfeelings

Activity 9: Apply the three stepsof Cognitive Self Change to thescenario

For now, let’s see how these 3steps might fit the scenario we justlooked at.

By listing these thoughts andfeelings we have done Step 1 forthese two people. In real life, Step1 means that we observe our ownthoughts and feelings while we areactually having them.

We all agreed that these thoughtsand feelings were likely to lead tofuture conflict between thesepeople. This is what it means tosee the “risk” in thoughts andfeelings. Risk means the risk ofleading to trouble. This is Step 2.


5-10

Now, Let’s try Step 3: What newways of thinking might thesepeople use if they were going toavoid trouble in the future?

Encourage suggestions. The ideais to get the class to recognize thatthere are alternative ways ofthinking that might avoid thetrouble that seems inevitable. Thepractical ability to imagine newways of thinking will be developedin future lessons.

Activity 10: Wrap Up

1. We can pay attention tothoughts and feelings just as wecan pay attention to actions.

Review the class content. Be sureto mention the following points.

2. We can recognize how somethoughts and feelings result in verypredictable ways of acting.

3. People can change their actionsby changing their thoughts,feelings, and attitudes.

Challenge participants to be surethey grasp these ideas andappreciate their suggestions.

Activity 11: Assign Homework

Think about 2 situationswhen you had a conflictwith another person.What were your

thoughts and feelings at thebeginning of the situation?

What were your thoughts andfeelings as the situationdeveloped?

Write down the thoughts andfeelings you can remember.

We’ll review these situations andyour thoughts and feelings at ournext meeting.

Note: Keep easel chart papersdescribing offender andauthority thoughts, feelings, andattitudes to use in Lesson 6.



OBJECTIVES:

6 Paying Attention to our Thinking

This lesson teaches the technique of “thinking reports.” Thinking reports are the

main technique for objectively observing our own thoughts and feelings and

attitudes.

Thinking report: a structured objective report of our thoughts and feelings, with

4 parts: 1) a brief description of the situation, 2) a list of the thoughts we had, 3)

a list of the feelings we had, 4) a list of the attitudes or beliefs we had.

Objective Process: without blame, without excuses, and without argument. An

objective thinking report is like a tape recording of what was happening in our

mind.


1. learn how to use thinking reports to observe and report theirthoughts, feelings, attitudes, and beliefs.

2. begin to recognize the thoughts, feelings, attitudes, and beliefsthat lead them into conflict with other people.

3. begin to establish as a group norm an objective, non-argumentative frame of reference to examine thoughts, feelingsand behaviors.

MAJOR ACTIVITIES:

SUPPLEMENTS:

EQUIPMENT:

1. Homework Review2. Overview of lesson (brief)3. Present the four parts of a thinking report and illustrate them by

the scenario from Lesson 54. Present a sample thinking report5. Explain the meaning and importance of objectivity in thinking

reports6. Each participant presents a thinking report7. Wrap up8. Assign Homework

• Overhead Transparencies:Cognitive Self Change (see Lesson 5)Thinking Reports - Definition Thinking Report FormObjective MeansAttitudes and BeliefsWe are our own authority

• Handouts:Homework - Thinking Report

• Easel with Chart Paper• Markers• Masking Tape

National Institute of Corrections Thinking for a ChangePaying Attention to Our Thinking

6-1

Cognitive Self Change1. Pay attention to our thoughts

and feelings.2. Recognize when there is risk of

our thoughts and feelingsleading us into trouble.



Lesson

CORE CONTENT NOTES


Ask each participant in turn toreport briefly on one example ofconflict. (They prepared twoexamples as their homeworkassignment from their last lesson.)Encourage each participant toidentify at least one thought andone feeling they experienced at thetime.

Keep it very simple. As a norm,take no more than thirty secondsfor each to describe their situation,and no more than one minute toreport their thoughts and feelings.

The goal is to make this a veryobjective and matter - of - factexercise.

Activity 2: Overview

In our last class welooked at the kinds ofthoughts and feelings

and attitudes people canhave when they are in conflict witheach other. We also learned the 3steps of Cognitive Self Change.

Display the overhead listing thethree steps.


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Thinking Reports1. A brief, factual description of

the situation.2. A list of all the thoughts you had

in that situation.3. A list of all the feelings you had

in that situation.4. Attitudes or beliefs behind your

thoughts and feelings.Lesson 6 OH#1

Paying Attention to Our Thinking

Today we’re going to practice thefirst step. We do this step by doingwhat we call “thinking reports.”

Activity 3: Present the four stepsof a Thinking Report (TR)

A thinking report is a way ofreporting the thoughts and feelingswe have in a particular situation. Let’s review the steps in order.

For Step 1, we stick with the facts,tell what happened, who wasinvolved and what was said anddone.

For Step 2, we try to list everythought we can remember, exactlyas we thought them at the time.

For Step 3, we list all the feelingswe remember having and use thewords that seem right to us.

For Step 4, remember thatattitudes and beliefs are rules,principles and habits of mind thatwe carry with us in lots of differentsituations.

Review the two lists of thoughtsand feelings from lesson 5. Pointout how each report listed thethoughts and feelings that eachperson had in the scenario, andalso listed some attitudes andbeliefs each person had.

What do we need to add to makethese complete thinking reports,according to the definition on thechart?

We need to add a brief, factualdescription of the situation.


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Let’s do that. What can we write fora brief, objective description of thesituation from the point of view ofthe offender?

Thinking ReportSituation: Thoughts:1. 2. 3. 4. 5. 6. Feelings: Attitudes and Beliefs: Lesson 6 OH #2Paying Attention to Our Thinking

Any description is OK as long as itis brief, accurate, and objective.Insist that these criteria be met.

If a suggestion is long, ask howthat description could be madeshorter. Point out that we’re notinterested in the story of what wasgoing on. We’re interested in thethoughts and feelings that thepeople had inside their heads.

If a suggestion is subjective andincludes emotional language orjudgments of what is right or wrongas part of the description, point outwhere the description is notobjective.

Point out that feelings andthoughts about right and wrong area very important part of the report,but that they belong below thesituation, in the thoughts andfeelings section.

The ability to write a brief, objectivedescription of a situation is a basic


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skill that will be used throughoutthe program. It is a key step inProblem Solving (Module 2).

Add a brief, objective description ofthe situation to the offender’sreport.

Now let’s do the same thing for theofficer’s report.

Point out that the description isdifferent from the two differentpoints of view, but both can becompletely objective and accurate.

Have the class agree on wording,then add a brief, objectivedescription of the situation to theofficer’s report.

Activity 4: Explain the natureand importance of objectivity inThinking Reports

A thinking report is like amicroscope that lets us look insideour heads and see the thoughtsand feelings that are going onthere.

Explain clearly that when we lookat each other’s TR that we don’tmake judgements that a person’sthoughts are good or bad, right orwrong.

A thinking report is a clear andexact picture of what goes on in aperson’s head. That’s the goal. We don’t make judgements abouteach other’s thinking. We don’tlook at thoughts as right or wrong,good or bad.

The objectivity of a thinking reportis the key to making Cognitive SelfChange work. Reinforce thisobjectivity at every opportunity.Make your own objectivity veryclear, especially when classmembers give reports of their own.It helps to repeat some of thereport being given, using a purelyobjective tone of voice. Write downthe reports, numbering thethoughts and being absolutelyneutral about the content reported,no matter what it is.


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Being objective about our thinkingmeans:

We don’t: ...give excuses for our thinking ...blame each other for our thinking ...argue about the right or wrong about our thinking ...embellish our thinking or tell stories about itLesson 6 OH#3

Paying Attention to Our Thinking

Why do you think this is important?

This is important because we firsthave to be aware of exactly whatour thinking is before we can learnto control it. Objectivity opens upthe channel of communication. There is no need to be defensiveor embarrassed.

Trainers should also understand(but not necessarily share withthe class: 1.) If people honestlypresent their thoughts and they arelabeled as “bad” thoughts, then weshut this process down. 2.) In theend an individual’s objectiveawareness of their thinkingbecomes a powerful motivator forchange because it promotes anhonest, self-reflective processwithout defensiveness or distortion.

Activity 5: Present a sampleThinking Report

Here’s an example of a thinkingreport done by a member ofanother group.

Explain the situation: A young manwas on supervised release fromjail. Because he was on intensivesupervision, the authorities


6-6

Situation: I was in trouble forbeing out of the area.

Feelings:

Uncomfortable, angry, controlled,threatened

Thoughts:1) I know that if I do these things I

will be going back to jail.2) It’s really starting to get to me.3) I feel locked up in my own

apartment.4) I really resent this5) I shouldn’t have to follow these

rules.6) Maybe it would be better to just go

back to jail and get my sentenceover with.

7) I feel like I’m not in charge of mylife anymore.

8) I can’t stand it.

checked on him several times aweek. He was often caught doingsmall violations, like being latecoming home from work, or talkingto people he was not supposed totalk to, or being in places he wasnot supposed to be.

He was asked to do a thinkingreport on a time he went to visitfriends when he wasn’t supposedto.

Present the TR on a flip chart.(Have it written before group.)


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Attitudes and Beliefs:

Nobody has the right to control my life. If I let them do this to me I’m a nobody.

It’s important that class memberssee how a thinking report lets uslook inside our thoughts andfeelings. Encourage discussion byasking questions like: “Do youunderstand how he felt?” “Haveyou ever had thoughts and feelingslike these?” “What other thoughtsand feelings do you think thisperson might be having, in additionto the ones he listed?

Class members may identify withthe person in the report and defendhis way of thinking. That’s OK, buttake care as the teacher not toimply any personal judgment at allas to whether the thoughts andfeelings are good or bad, justifiedor unjustified.

Activity 6: Each participant doesa Thinking Report

Now I want to ask you to dothinking reports of your own.

Call on a group member by nameand ask him or her if they will bewilling to do a thinking report basedon a conflict situation they thoughtabout as part of their homeworkassignment

Be casual. Make the task as non-threatening as possible. Assurethem, if necessary, that this will bea simple task.


6-8

OK. You tell us about the conflictsituation you were involved in andI’ll ask you and other members ofthe class for advice in how to writeit down in the form of a thinkingreport.

Have the person describe thesituation they are reporting on. Letthem take their time and let themtell as much detail as they want to.Ask questions if you need to inorder to get a clear and completepicture of what was going on. Thisis all preliminary to the thinkingreport itself. Don’t write yet.

Then I’ll write it on the flip chart.OK?

Start by just telling us about thesituation in your own words. Afteryou talk about it a little bit, we’llwrite your thinking report.

When the situation is clear and youhave an idea of how the personwas thinking and feeling about it,turn to the thinking report proper.

OK. Now let’s put this down in theform of a thinking report. First, howshall I describe the situation, brieflyand objectively?

Ask the person who is giving thereport. Then ask the group if theycan describe the situation evenmore accurately, more briefly, ormore objectively. Then ask theperson giving the report how he orshe wants to define the situation.

Make a point of making theindividual client the final authorityin this and all other aspects of theirown thinking report.

Label the top of a flip chart sheet“SIT” (for situation). Then writedown the brief, objectivedescription the client has settledupon.

Now let’s get the thoughts youwere having during this situation.What was the very first thought inyour mind when this situationstarted to happen? Can youremember?

Label the next section of the report“TH.” Then write down eachthought the client remembershaving.

Ask a few simple, probingquestions if they get stuck.


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Examples: “Do you remember thevery next thought after this one?”“When you had this thought, didyou have more thoughts about theperson?” The person may haveexpressed some thoughts whilethey were describing the situationthat they aren’t remembering now.Remind him or her of these. If theyget stuck remembering thoughts,ask for their feelings, then go backand see if remembering thesefeelings helped them rememberany more thoughts.

But keep the process brief andsimple. The major point is todemonstrate how easy it is to do athinking report

OK. Good job. Now let’s look atyour feelings. Can you rememberwhat feelings you had?

List the feelings as they namethem or describe them. Use theirwords. Don’t translate their wordsinto other terms. You want toemphasize that they are theauthority on their own thinkingreport. Feelings that seem to bemore like thoughts than feelingsare OK. List them as feelings ifthat’s how the client presents them.

Ask a few simple probing questionsto help them remember moredetails of their feelings. Example:“When you had this thought aboutthe other person, do you rememberwhat you were feeling then?”

When you have written a fewfeelings and the client doesn’tremember anything else to add totheir report, stop. Reinforce theireffort.

Good job. This is exactly what athinking report is supposed to be.


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The Thinking Behind Our Thinking

Lesson 6 OH#4Paying Attention to our Thinking

1. You gave a brief, objectivedescription of the situation.

2. You listed a number of thoughtsthat you had, just as youremember having them.

3. And you listed your feelings thatwent along with those thoughts.

Review the parts of the report sofar.

Now let’s try to go one step furtherand find any attitudes or beliefsyou were having during thissituation.

Attitudes or beliefs are the kind ofthinking that goes on behind ourthinking.

It may be hard to put our attitudesand beliefs into exact words.

Ask the client.

Do you think there was anunderlying attitude or belief thatyou were expressing with thesethoughts and feelings?

Reinforce any plausiblesuggestions.

Then ask the group forsuggestions. Do they think theysee signs of a general attitude orbelief in the report? Encouragethem to guess. Then turn back tothe person to have the final word.

Try to pull out at least oneunderlying attitude or belief thatmay not have been expressed as aspecific thought.

Very good. Your report is a clear,complete picture of what you werethinking and feeling.

Remember, you are reinforcingtheir performance in giving athinking report. You are notreinforcing (or condemning) thecontent of their thinking or theirbehavior in the situation.


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We are our own authority:! How we think! How we feel! How we act

Lesson 6 OH#5Paying Attention to Our Thinking

This is how we do thinking reports.

We practice being completelyobjective. We don’t makejudgements. We don’t blame. Wedon’t make excuses for ourthinking. We don’t makesuggestions about how we shouldhave thought or how we couldhave thought. We just report ourthoughts and feelings exactly asthey were.

The rest of us try to help theperson give their thinking report.We can ask questions and makesuggestions about how they mighthave been thinking. We try to helpthem remember more thoughtsand feelings and attitudes andbeliefs.

But the person giving the report isalways the final authority abouthow they were thinking.

That’s one principle that holds trueall the way through this program.

We don’t make judgments and wedon’t tell people how they aresupposed to act or how they aresupposed to think.

Ask for questions. Encourageenough discussion to assure thatpeople are grasping the mainideas.

Each individual is always the finalauthority about how they think andhow they are going to think.

If the class truly accepts theprinciple that in this class “We areour own authority,” the ground isset for a cooperative relationship,without the power struggle thatgoes on when offender feel theyare being made to do something,


6-12

or are being told there is somethingwrong with how they are.

The program will teach youimportant skills to give you moreoptions and more control over howyou think and how you feel andhow you act.

It’s up to you to decide if and whento use them.

Let’s do some more thinkingreports.

Have each class member give athinking report in turn, following thesame steps as the first report,described above.

These are all good thinking reports. Be very supportive andencouraging. Give lots of praise fordoing it right. Remember: you arereinforcing their report, not thethoughts they had or the actionsthat came out of them. Practicestrict objectivity—no judgment,right or wrong—about their thinkingand behavior.

In the next few classes, we’ll lookmore closely at the thinking thatcomes out in out thinking reports,and find the particular thinking thatgets us to do things that get us intotrouble.

Make sure each member gives areal thinking report. When they getoff track (for instance, if they start“story telling” while they arereporting their feelings. Or if theystart to justify their thinking) bringthem back on track. Be a coach,not a policeman.

Brief reports are OK. It doesn’tmatter that they remember lots ofthoughts and lots of feelings. Whatmatters is that they stretch theirmemory to remember as much asthey can, and that they give theirreport in the objective format ofSituation, Thoughts, Feelings, andAttitudes/Beliefs.


6-13

When the whole class hassuccessfully presented a thinkingreport, summarize what they haveaccomplished.

Activity 7: Wrap Up

The hardest thing about doingthinking reports is to let them be assimple as they really are. We needto remember to avoid judgement. Don’t bother with excuses,explanations, or worrying about“better” thoughts we might havehad. Later on, we will learn how tochange out thinking and replaceold habits of thinking with newways of thinking. But the first stepis to look at exactly what ourthinking is now. To do that, wereport our thoughts and feelingsand attitudes and beliefs exactly asthey are.

In the next class, we’ll do thinkingreports on some situations whenwe actually broke a rule or hurtsomeone. Then we will try to seehow our thoughts and feelings ledus to do what we did. This is step2 of cognitive self change:recognizing the thoughts andfeelings that lead to trouble. We’llbe completely objective. We won’tmake judgements or cast blame. We will practice a non-judgmental,objective point of view.


Pick 1 situation when youbroke a rule or hurtsomeone and review in

your mind the thoughts andfeelings you had at the time. Thenwrite a thinking report on that

The situation can be a time whenthey hurt someone emotionally,hurt someone while breaking asocietal norm or physically hurtsomeone.


6-14

situation. Follow the four parts ofa thinking report.



OBJECTIVES:

7Recognizing the Thinking thatLeads to Trouble

Step 2 of Cognitive Self Change is recognizing the thinking that leads to trouble.

(It is based on Step 1: observing our thoughts and feelings.) This lesson

explains and practices Step 2 with a sample thinking report and thinking reports

of group members on situations when they broke rules or hurt someone in the

past.

Risk Thinking: Thoughts or attitudes that might lead to trouble. Note: risk

thinking includes both high risk (when the likelihood of doing something to get

in trouble is very great) and low risk (when there is only slight risk of doing

something to get in trouble). It is important that participants learn to pay

attention to both.


1. be able to identify thoughts and feelings that have led them totrouble in the past.

MAJOR ACTIVITIES:

SUPPLEMENTS:

EQUIPMENT:

2. adopt an objective point of view in describing the risk in theirthoughts and feelings.

1. Homework Review2. Overview of Lesson (brief)3. The group practices step 1 (observing thoughts and feelings) and

step 2 (recognizing the risk in these thoughts and feelings) basedon the sample thinking report presented in Lesson 6

4. Individual group members practice step 1 and step 2 based onthinking reports of their own when they broke a rule or hurtsomeone

5. Wrap up6. Assign Homework

� Overhead Transparencies:Cognitive Self Change (see Lesson 5)

� Handout:Thinking Report Form (from Lesson 6)

• Easel with Chart Paper• Markers• Masking tape• Overhead Projector

National Institute of Corrections Thinking for a ChangeRecognizing the Thinking that Leads to Trouble

7-1


Activity 1: Thinking Check Inand Homework Review

Have each participant present theirThinking Report on a situationwhen they broke a rule or hurtsomeone. Ask them to begin bydescribing the situation informally,but briefly. Then ask them to readtheir Thinking Report, withoutfurther comment or explanation. This is an oral report. Do Not writecheck in reports on chart paper.

Ask for clarification only whennecessary for understanding. Keep the exercise as simple aspossible.

Coach individuals as necessary toget them to report the four parts ofa Thinking Report objectively.


In the last class welearned how to dothinking reports. Bydoing objective thinking

reports we were practicing Step 1of Cognitive Self Change. Step 1 isto observe our thoughts andfeelings.

Today we are going to practiceStep 2.

Ask someone in the class to defineStep 2. Make sure they get it right.

Now display the overhead of the 3steps.


7-2



2. Recognize when there is risk ofour thoughts and feelingsleading us into trouble.



When we do Step 2, we alwaysstart by doing step 1. We look atwhat our thoughts and feelingswere before we try to identify whichof these thoughts and feelingshave risk of leading to trouble.

Display the sample thinking reportfrom the last class: “I was in troublefor being out of area.”

We’re going to work with situationswhen we actually broke a rule orhurt someone in the past. Bylooking at these situations we cansee what parts of our thinking ledus to do the things that we did.

Review the content of the reportbriefly, just until everyoneremember it clearly and “thinkstheir way back into” the mind-set ofthis sample offender.

Activity 3: Practice Steps 1 and 2with sample Thinking Reports

But we’ll start with the samplethinking report we worked with lasttime.

Good. We’ve done Step 1: We’veobserved the content of thisperson’s thinking and feeling.

Now let’s do Step 2.

What thoughts do you think helpedlead this person to break the ruleabout being out of area?

Encourage suggestions andspeculation. In this report all thethoughts and feelings helped leadthe person to break the rule. But


7-3

get the group members to identifyparticular thoughts. Have themexplain how this thought led to thatbehavior.

As you go through the process ofidentifying risk thoughts, feelings,attitudes and beliefs, circle thosethat participants identify as themost risky. You will need to savethis chart for the next lesson.

Good. Now what about thefeelings? Did this person’s feelingshave anything to do with themdeciding to break the rule?

After a few successful suggestions

Encourage the same kinds ofsuggestions as above. Be sure tohave each suggestion backed upwith an explanation of how the feeling led to the behavior. If noone in the class notices it, point outthat breaking the rules might bethe only way this person thought offor escaping the feeling of beingcontrolled by the rules

Good. Now how about the attitudesand beliefs? Did they haveanything to do with this persondeciding to break the rules?

Repeat the process as above,focusing on the attitudes andbeliefs. These are attitudes orbeliefs that pretty clearly lead todefiance of rules and authority.

Do you think these attitudes orbeliefs are likely to lead this personinto other kinds of trouble?

The class should be able to seethe obvious connections. Somemembers might be able torecognize similar attitudes orbeliefs in themselves.

Activity 4: Participants practiceSteps 1 and 2 using their ownThinking Reports


7-4

Now let’s work with our ownthinking reports.

Have each participant put their TRon chart paper all at once. Be sureto keep these to use in the nextlessons.

Pick a member to begin and posttheir TR in the front of the group.Ask them to read their thinkingreport on a time they broke a ruleor hurt someone.

Help guide him or her through thethinking report process: Gethim/her to describe the situationinformally, but briefly andobjectively. Then ask them for thethoughts they can rememberhaving.

Ask them if they can rememberany more thoughts. Ask the groupif they think they can see where theperson may have left out a thought. Check with the person giving theTR.

Then ask them for the feelings.Then ask for the attitudes orbeliefs. Follow the same process ofasking the participant if he/she canidentify other feelings and attitudesand beliefs they may have had. Get the group to contribute as well.

Take notes during this process andhave the participant amend the TR,if other thoughts, feelings, attitudesor beliefs are identifies and agreeto by the author of the TR.

Take time to do Step 1 clearly andcompletely.

Then go through Step 2 as you did did with the sample thinking report.


7-5

Good. Now let’s do Step 2. Let’s tryto find 1 thought, 1 feeling, and 1attitude or belief that had a lot todo with leading [this person’sname] to do their behavior.

! Start by asking the person ifthey see any particular thoughtsthat led them to do what they diddo.

! Then ask the class if they seeany other thoughts or feelings thatmight have played a part.Encourage speculation, but make itclear that they are just guessing.The person him/her self is the onlyperson who really knows how theirthinking worked.

! Then go back to the personand ask them to pick out thethought or thoughts that they thinkhad most to do with leading themto do what they did. Have themexplain how it worked, but don’tmake them defend their choice.They are the final authority. Circlethe thought or thoughts they pickout.

Then do the same with thefeelings:

! Ask the person to identifyfeelings that led to their behavior.

! Then ask the class. Havethem explain how they think itworked.

! Then ask the person again.They are the final authority. Circlethe feeling or feelings they pick out.

Then do the same with theattitudes or beliefs.

! Ask the person.

! Ask the class.


7-6

! Ask the person again. Theyare the final authority. Circle theattitudes or beliefs they pick out.

Remember to reinforce the strictobjectivity of the process. There isno blame, and no excuses.

When the first member has done asatisfactory job, go on to anothermember. Continue until everymember has practiced step 1 andstep 2 with a thinking report on atime they broke a rule or hurtsomeone.

Activity 5: Wrap Up

You have learned how to do Step 2of Cognitive Self Change. Youhave each picked out 1 keythought, 1 key feeling, and 1 keyattitude or belief that led you tobreak a rule or hurt someone in thepast. By practicing with newsituations and new thinking reportsyou will be able to recognize thethoughts, feelings, and attitudesthat have most often led you tobreak rules or hurt people. Theseare the thoughts, feelings, andattitudes that are “high risk” foryou.

Next time we’ll practice doing Step1, Step 2 and Step 3 together.We’ll use the same thinking reportswe used today. And we’ll take alittle time to go back over Step 1and Step 2. But then we’ll go on toimagine new ways of thinking thatmight have helped us avoid doingthe behavior that got us in trouble.

We’ll be completely objective aboutStep 3, just as we have with Steps


7-7

1 and 2. No one will makejudgments of good or bad or whatwe should or shouldn’t do. And noone will tell you how you shouldthink. We’ll just practice thinking ofnew ways of thinking that wouldlead to doing different behaviors.


Write a thinking reportabout a recent or pasttime when you broke arule or hurt someone.

Note: Keep the “Out of Area”chart with circled risk thoughts,feelings and beliefs to use inthe next lesson. Keep eachperson’s T.R. on chart paper touse in Lesson 8 as well.



OBJECTIVES:

8Finding New Thinking

Step three of Cognitive Self Change consists of finding new thinking that

reduces the risk in our old thinking. This lesson teaches the first part of Step

three: identifying new thinking we could use. Note that Step three is not

complete until this new thinking is actually practiced. Comprehensive practice

of new thinking will come with the application of Problem Solving and Social

Skills.

Intervention: New thinking that reduces the risk of doing something hurtful or

criminal.


1. be able to identify new thoughts and feelings that will avoid the riskin their old thinking.

2. continue to develop skill in observing their thoughts and feelings(step 1) and recognizing the risk in their thoughts and feelings(step 2).

MAJOR ACTIVITIES:

SUPPLEMENTS:

EQUIPMENT:

1. Homework review2. Overview of Lesson3. The participants practice steps 1, 2, and 3 based on the sample

thinking report presented in Lesson 64. Individual group members practice steps 1, 2, and 3 based on

Thinking Reports of their own when they broke a rule or hurtsomeone

5. Participants role play their new ways of thinking6. Wrap up7. Assign Homework

• Overhead Transparencies:Cognitive Self Change (see Lesson 5)New Thinking

• Handouts:Homework - Thinking Report Form (from Lesson 6)

• Easel with Chart Paper• Markers• Masking Tape• Overhead Projector

National Institute of Corrections Thinking for a ChangeFinding New Thinking

8-1



2. Recognize when there is riskof our thoughts and feelingsleading us into trouble.

3. Use new thinking thatreduces that risk.


Lesson

CORE CONTENT NOTES

Activity 1: Homework Review Have each participant read theirThinking Report from homeworkfrom Lesson 7 and then identify theparticular risk thoughts, feelings,attitudes and beliefs that led themto do what they did. Have eachperson explain the risk.

Keep it objective and simple. Allowdiscussion only to clarify and makesure the group grasps the “logic” ofthe risk. As a norm, each personshould complete their report withinone minute.


We have practiced thefirst two steps ofCognitive Self Change.

Ask a volunteer to define whatthese steps are. Then ask anothervolunteer to define Step three.

Today we’re going to practicedoing Step three. We’re going tothink of new thinking to use inplace of the thinking that got usinto trouble. We’ll practice thesituations and thinking reports wedid in the last group. It’s too late tochange what we did or what wethought in these situations. But wecan imagine what thinking wecould have used that might havehelped us avoid getting intotrouble.

Remember, we’re completelyobjective, without judging right andwrong. We’re just looking for new

Now display the overhead of the 3steps.


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New Thinking

risk thought risk feeling risk attitude

Lesson 8 OH #1Finding New Thinking

ways of thinking that would haveled to different consequences.

Activity 3: The participantspractice steps 1, 2, and 3 basedon the sample thinking report

First, let’s start with the examplewe used before.

Present this thinking report andreview the particular thinking andfeelings the class identified asleading this person to break therules. (“I was in trouble for beingout of area.”)

We have identified some “keythinking” that put this person at riskof breaking the rules.

List one key thought, one keyattitudes, and one key feeling thatthe class identified as risky in theprevious lesson.

We see the thinking and feelingthat led this person to break therule. Now we need to find somenew thinking that would havereduced his risk of breaking therule.

Lead a “brainstorm” session. Getmembers to think of as many newthoughts and beliefs and attitudesas they can. Explain that abrainstorm is to practice creativethinking. Even unrealistic ideascount in a brainstorm.

List new thoughts beside theidentified risk thought. Do the same


8-3

with the risk feeling and the riskattitude.

After an extensive list has beenmade, ask the group to go backand evaluate which of thesuggestions are the most realisticand the most practical.

Ask them which new thoughts, etc.would be most realistic and mostpractical for themselves,personally.

When they have done this andunderstood it:

OK, Good job. It’s not real hard tothink of new thoughts that wouldhave changed what we did in agiven situation. Whether we wouldreally want to think these newthoughts is a different question.Maybe we would and maybe wewouldn’t. But that’s not the point ofwhat we are learning right now.Right now we’re just practicing themechanics of Cognitive SelfChange. We’re doing the 3 steps.

Activity 4: Members practicesteps 1, 2, and 3 based on theirown Thinking Reports

Now let’s practice with ourselves. One at a time, display eachperson’s TR chart from theprevious lesson. Ask a member ofthe group to present their thinkingreport.

Review the report and point out theparticular thinking that was alreadyidentified as leading the person todo the behavior that they did. Make


8-4

a point of clearly performing Step 1(reviewing the content of thereport) and Step 2 (identifying therisk thinking) before you proceed toStep 3.

Do Step 3 by using the followingprocess:

1) Ask the person if they can thinkof new thoughts, attitudes orbeliefs they could have used thatwould probably not have led themto do what they did. Write downthese new thoughts, attitudes orbeliefs on a flip chart.

2) Then ask the class members ifthey can think of any otherthoughts, beliefs, or attitudes thatmight have avoided the behavior.Write these down on the same flipchart.

Then ask each group member toidentify which of these possiblenew thoughts, attitudes or beliefswould be most realistic and mostpractical for themselves personally.

3) Finally, ask the person whogave the report which newthoughts, attitudes or beliefs wouldbe most realistic and most practicalfor him/her.

Good job. This is exactly how wecan find new thinking to change theways we act. It’s not hard to findnew ways of thinking that work forus, but it takes practice. Our oldways of thinking can be so much ahabit that—at first—we find it hardto think of any new ways ofthinking.

When the process has been donesatisfactorily:


8-5


8-6

Activity 5: Members Role Playtheir new Thinking

But to finish Step 3 we need to putour new thinking into practice. Wecan start that by doing practicescenarios in group. Then we cantake our new thinking into the worldand find places to practice using itthere.

Let’s do a practice scenario of[student’s name]’s new thinking.

Set up a brief scenario. Use theoriginal scene in which this studentactually performed a hurtful orrule-breaking behavior. Use otherstudents. Take a part yourself.

Explain that the scenario willconsist of the person re-enactingthe scene, up to the point that hisrisk thinking begins to appear in hismind. At that point he is todeliberately force himself to thinkthe new “intervention thoughts”identified in the exercise above.

Then he is to continue the scenariobased on this new thinking.

Have the student speak his old andnew thinking out loud so everyonecan hear his thoughts. He cantouch his hand to his head toindicate that he is speaking histhoughts.

Make it simple.

Then review the process. Ask: Howdid it feel to do the scenario thisway? Do you think you could reallyuse your new thinking in a situationlike this one? Do you think youshould change your intervention


8-7

thoughts a little bit to make themmore practical?

Be on the watch for role plays thatdon’t seem to work for theparticipant. Try to observe ifsomeone is role playing thoughtsand actions that they would notrealistically do. Ask the participantif their thoughts and actions in thescene really work for them. Theymay answer “no”. They may havetried something that they would notrealistically do. That’s okay.Discuss what didn’t work about therole play and then try somethingelse that is more realistic.

Emphasize that it takes practice toget good at using new“intervention” thinking. Thepurpose of the first practicescenarios is not to master the newthinking, but just to try it on for size.

This is just practice for now.Eventually we will learn to do the 3steps in real life, in the middle ofreal life situations. But right nowwe’re just learning how to do thesteps.

Go on to another member of thegroup, repeating the process aswith the first member.

As members get more practice it’spossible to spend less time witheach particular example. But besure in every example that eachmember clearly understands theprocess.

Continue until every member haspracticed step 3 with their ownthinking report, including the


8-8

scenario practice of their newthinking.

Ask a volunteer to define the 3Steps of Cognitive Self Change. Besure they get it right.

Activity 6: Wrap Up

Next time we are going to continuepracticing the 3 steps. Only we aregoing to be looking at newsituations, not situations from thepast. After we do that for anothermeeting or two, we’ll go on to thenext section of the program, whichis Social Skills. We’ll find thatSocial Skills gives us additionaltools/skills to use in situations withothers.

But for now, we’ll practice the 3steps of Cognitive Self Change onreal life situations that happen now.


Watch for situationsbetween now and the nextclass where you feel some

degree of tension or stress orconflict. Do a Thinking Report onthe situation. Identify key thoughts,feelings and beliefs that put you at-risk for getting in trouble.

We’ll practice working with thesesituations in our next class.



9

Using Thinking Check Ins

The three Steps of Cognitive Self Change can be practiced in a brief form. This

Lesson introduces the brief process of “Thinking Check Ins.” A thinking check

in is based on each student reporting a situation in which they experienced

some degree of risk. The check in consists of a brief report of the situation,

followed by a brief report of the thoughts and feelings they had, followed by

identification of the risk in those thoughts and feelings, followed by a description

of the new thinking they used (or could have used, depending on their level of

competence) to reduce their risk of doing something hurtful or criminal.

In other words, a thinking check in is a performance of all 3 Steps of Cognitive

Self Change. A complete thinking check in (when new thinking has actually been

used) is the complete process of Cognitive Self Change in miniature.

We use thinking check ins to begin future lessons.

Thinking Check In: A brief report of a risk situation and the application of the

3 Steps of Cognitive Self Change to that situation.

OBJECTIVES:

MAJOR ACTIVITIES:

SUPPLEMENTS:

EQUIPMENT:

As a result of this session, students will:

1. learn the technique of doing brief self reports (thinking check ins)as a way of practicing and reinforcing the three steps of CognitiveSelf Change in their every day life.

2. continue to develop skill in objective self observation.

1. Go directly to the overview (Activity 2) Homework is reviewed aspart of the body of this lesson in Activity three

2. Overview of lesson3. Participants practice self report thinking check ins based on their

homework assignment4. Wrap up5. Assign Homework

• Overhead Transparencies:Thinking Check Ins

• Handouts:Homework

• Easel with Chart Paper• Markers• Masking Tape



9-1

Check Ins

! Prese nt a shor t thinking re port.

! Identify risk thoughts, feelings,

attitudes/beliefs.

! Identify new thinking you used

or could have used to reduce

the risk.

Lesson 9 OH #1Using Thinking Check Ins

LESSON

CORE CONTENT NOTES

Activity 1: Thinking Check inand Homework Review

Homework is reviewed as part ofActivity 3. Proceed directly toActivity 2.

Activity 2: Lesson Overview

We’ve practiced all thesteps of Cognitive SelfChange doing one step ata time.

Ask a volunteer to define the 3Steps of Cognitive Self Change.

Now we’re going to practice doingall 3 steps together. In groups fromnow on, we’ll start our groups byreporting on a situation and thengoing through the 3 Steps based onthat situation. We call this process a“check in”.

With a little practice, a “check in”can be done in 2 or 3 minutes. Atfirst we’ll take more time to be surewe get the steps right.

Have members of the group reviewthe parts of a “check in”. Ask themto identify how a “check in” is likethe 3 steps of self change.

Activity 3: Participants practiceThinking Check Ins based upontheir homework assignment.

For homework, I asked you to watchfor situations when you felt somedegree of stress or conflict. Thesekinds of situations are risky for most

Pick a group member to begin.



9-2

people. They tend to bring outthoughts and feelings that have thepotential of leading to trouble.

So let’s use these examples topractice doing check ins.

Start with step 1. Get a brief clearstatement of the situation.

Then ask him/her to do step 2. Geta clear objective report of theirthoughts and feelings. Don’telaborate the report into afull-fledged thinking report. Thisstep of a check in is a sketch ratherthan a full portrait.

Then ask the person to identify andexplain the risk in these thoughtsand feelings. Remind them that riskmeans risk of leading them to dosomething hurtful or irresponsible.And make it clear that risk meansany degree of risk at all, even veryslight. Be prepared to point out thatin a given situation there may beno chance that they would acthurtfully or break a rule because ofparticular circumstance (such as apoliceman standing nearbywatching you). But the risk mightstill be there in your thoughts andfeelings. In different circumstancesthese same thoughts and feelingsmight lead to doing somethinghurtful. This is what risk means.

Ask the group to help identify riskin this person’s thoughts andfeelings. It is very important toactively engage the whole group ineach member’s check in. Every



9-3

member of the group should learnto be a “co-facilitator” of theprocess.

Then ask the person to identifynew thinking that would havereduced this risk.

At this point, members need tostart imagining new thinking. Theyneed to recognize that there isalways more than one way ofthinking about a situation, and thatdifferent ways of thinking lead todifferent behaviors and differentconsequences. They are notexpected at this point to be puttingthese new ways of thinking intopractice. Right now, we’re justbreaking the ground.

At this level of practice, the priorityof attention should be on step 1: aclear and objective report ofthoughts and feelings. The secondpriority is step 2: recognizing therisk in those thoughts and feelings.Step 3 (finding new thinking toreduce that risk) is the last priority.Step 3 will be developed fully onlyafter the next two sections of theprogram: Problem Solving andSocial Skills. These sections teachimportant new ways of thinking thatclients can use in place of their old,destructive ways of thinking.

Continue until each member haspresented their check in.

Activity 4: Wrap Up



9-4

Good job. You have learned how todo all 3 of the steps of CognitiveSelf Change. With more practiceyou will be able to identify the risk inyour thinking and make changes inthat thinking right on thespot—while the situation is actuallygoing on.

We’ll practice doing check-ins at thebeginning of our group meetings.

The next group will begin the nextmain section of the program: SocialSkills. In Social Skills we will learn aseries of simple steps for dealingwith a whole lot of different kinds ofsocial skills. These steps involvepracticing new ways of using socialskills.

As we learn and practice socialskills, we’ll keep doing check-insbased on the 3 steps of CognitiveSelf Change.


Between now and the nextgroup I want you to watchfor times where you havethoughts and feelings that

have some risk for you. Rememberthat risk can be very high risk orvery low risk. Look for risk in yourthinking at every degree of risk. Theability to notice even very slightdegrees of risk in our thinking is oneof the most important skills in theprogram.



9-5

Do two short thinking reports onsituations when you experience riskthinking.

Pay attention to your thoughts andfeelings and notice every instanceof risk in your thoughts and feelings.

Lesson 5

Our Thinking ControlsHow We Act


& Overhead Transparencies:Our thoughts, feelings and attitudes...Cognitive Self Change

& Handouts:Homework

Lesson 5 OH#1Our Thinking Controls How We Act

Our thoughts, feelingsand attitudes . . .

. . . control how weact.

Lesson 5 OH#2Our Thinking Controls How We Act


1. Pay attention to our thoughts and feelings.

2. Recognize when there is risk of ourthoughts and feelings leading us intotrouble.

3. Use new thinking that reduces that risk.

1Lesson 5Our Thinking Controls How We Act Handout

Homework

Think about two situations when you had a conflict with another person. What were yourthoughts and feelings at the beginning of the situation? What were your thoughts and feelingsas the situation developed? Write down all the thoughts and feelings you can remember.

Describe situation 1:

Thoughts:

Feelings:

Describe situation 2:

Thoughts:

Feelings:

Lesson 6

Paying Attention to OurThinking


& Overhead Transparencies:Thinking ReportsThinking Report FormObjective MeansAttitudes and BeliefsWe are our own authority

& Handouts:Homework - Thinking Report


Thinkin g Reports

1. A brief, objective description of thesituation.

2. A list of all the thoughts you had in thatsituation.

3. A list of all the feelings you had in thatsituation.

4. Attitudes or beliefs behind your thoughtsand feelings.


Thinking ReportSituation:

Thoughts:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Feelings:



Objective means:

Without excuses:

Without blame.

Without argument

Without story-telling

Like a record or a tape recording



The ThinkingBehind Our Thinking


We are our own Authority:

& How we Think

& How we Feel

& How we Act

1Lesson 6Paying Attention to Our Thinking Handout

Thinking ReportSituation:

Thoughts:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

Feelings:


1Lesson 7Recognizing the Thinking that Leads to Trouble Handout

Homework

Time and Place Situation What I Did My Thoughts and Feelings

Lesson 8

Finding New Thinking


& Overhead Transparencies:New Thinking

& Handouts:Homework - Thinking Report Form

Lesson 8 OH#1Finding New Thinking

New Thinking

risk thought

risk feeling

risk attitude

1Lesson 8Finding New Thinking Handout

Homework

Watch for situations between now and the next class where you feel some degree of tension orstress or conflict. Make a note of the situation and what about the situation caused you to feelthe stress or conflict.

Lesson 9



� Overhead Transparencies:Thinking Check Ins

� Handouts:Homework - Thinking Check In Report

Lesson 9 OH#1Using Thinking Check Ins

Check Ins

� Present a short thinking report.

� Identify risk thoughts, feelings, attitudes/beliefs.

� Identify new thinking you used or couldhave used to reduce the risk.

�Lesson 9Using Thinking Check Ins Handout

Homework

Watch for times where you have thoughts and feelings that have some risk for you. Remember that risk can be very high risk or very low risk. Look for risk in your thinking atevery degree of risk. Pay attention to your thoughts and feelings and notice every instance ofrisk in your thoughts and feelings.

�Lesson 9Using Thinking Check Ins Handout

Thinking Check In Report

Situation:

Thoughts:

Feelings:




OBJECTIVES:

10

Knowing Your Feelings

This lesson expands and reinforces the self observation skills learned in the past

five lessons on Cognitive Self Change. Many offenders need extra practice

focusing on and identifying their feelings. This session also sets the stage for

the next two social skill lessons: Understanding the Feelings Others and

Responding to the Feelings of Others. These three lessons as a whole

constitute a brief exploration in empathy training.

Feelings are emotions and physical sensations. We have feelings almost all of

the time but often don’t pay attention to them.


1. understand the importance of the social skill of Knowing YourFeelings.

2. learn and be able to perform the three steps of Knowing YourFeelings.

3. perform the three steps of Knowing Your Feelings in real lifesituations.

MAJOR ACTIVITIES:

SUPPLEMENTS:

EQUIPMENT:

REFERENCES:

1. Thinking Check In and Homework Review2. Overview of Lesson3. Model the social skill, Knowing Your Feelings4. Discuss the Modeling Display5. Participants role play the skill, Knowing Your Feelings6. Feedback (discussion) of the Role Play7. Plan and assign homework (practice) of the skill8. Repeat Steps 5, 6, and 7 for each participant in the group9. Wrap up

• Pocket Cards:Knowing Your Feelings skill duplicated on pocket cards for groupmembers

• Overhead Transparencies:Knowing Your Feelings

• Handout:Social Skills Homework Assignment Worksheet



The Prepare Curriculum. Goldstein, AP. 1988. Champaign, IL:

Research Press.


Social Skill: Knowing Your Feelings

10-1

LESSON

CORE CONTENT NOTES


Hello again! Since thelast time we met to learna social skill, you havehad an opportunity to

explore some ideas about how ourthinking controls how we act andhow to pay attention to our thinkingby objectively writing reports aboutour thinking. In those reports, wealso paid some attention to ourbeliefs and feelings.

Briefly review a thinking reportusing the check in processdescribed in Lesson 9,emphasizing participants’ thoughtsand feelings and the risk in them.

Well today, we will specificallylearn a specific social skill:Knowing Your Feelings.

Let us briefly review the last socialskill we learned which was Lesson4, Giving Feedback.

Note: Only if skill lesson wastaught.

Take out your homework for thatskill and let’s review how you didpracticing this skill outside of thegroup.




10-2

Activity 2: Overview of SocialSkill: Knowing Your Feelings

Today, we will learn one of twoimportant skills you will use whichshould help you better explore yourthinking and that of others. Thisweek’s skill is: Knowing YourFeelings.

What does Knowing Your Feelings mean to you?

Solicit some responses to thegroup that reflect knowing yourfeelings is an important skill toknow because it requiresindividuals to identify emotions,which are vague, as specificfeelings. Once this isaccomplished, they can then beempowered to understand others(feelings) better.

Activity 3: Modeling the Skill: Knowing Your Feelings

We will have an opportunity to talkabout what Knowing Your Feelingsmeans to you in a little bit, but rightnow Mr/Ms_____ and I would liketo show you some examples of theskill and the specific steps of theskill, Knowing Your Feelings. Afteryou have had a chance to watchus model this for you, we will talkabout times when you may have toor want to use the skill in the nearfuture.

Hand out the skill cards with theskill, Knowing Your Feelings, on itand show it on an overhead. Ask adifferent participant to read one ofthe steps of the skill in order. Besure to thank each individual and



10-3


1. Tune in to what is going on in

your body that helps you know

what you are feeling.

2. Decide what happened to make

you feel that way.

3. Decide what you could call the

feeling.

Lesson 10 OH #1Knowing Your Feelings

provide positive feedback forreading.

Would _____ (choose aparticipant) read the first step ofthe skill. Would ______ read thesecond step. Would _____ readthe third step.

Does everyone understand thesteps of the skill, Knowing YourFeelings? Are there any questionsyou have. Good!

Now Mr./Ms. _____ and I willmodel the skill for you. Here is thesituation. My Celly just accusedme of taking his stash of candy andI want to punch him in the mouth. Ihave a vague, intense emotion,which I need to identify. It isprobably anger. My face isflushed, and fists clenched, mystomach is all jittery.

The two trainers act out thevignette, following the steps of theskill exactly. Be sure to point toyour head and talk aloud whenperforming “thinking” steps. (Nb:All the steps of this skill arethinking steps).

As you enact this vignette, be sureto identify the physical reactionsyou have such as flushed face,clenched fists, gritting teeth (anyphysical reaction that supportsanger). Also be certain to repeatthe reason for the emotion when



10-4

doing step # 2 (i.e. being accusedfalsely).



10-5


Now that you have seen a model ofthe skill, what situations can youthink of where you could use thisskill? Have you ever had difficultyin situations where you had toknow your feelings in order tosuccessfully deal with thesituation?




Where would you be when trying toknow how you were feeling aboutthis situation? OK, how is theroom furnished? Where are you,are you standing or sitting?







10-6

To the other group participants: Watch carefully how well ______performs the skill, becauseafterwards, we will discuss it. Infact, _____, you watch step #1 andsee how well _____ tunes intowhat is going on in their body thathelped them know their feelings.____, you watch for step 2 and seeif ____ decides what happened tomake them feel a particular way. Be sure to note if he points to hishead since this is a “thinking” step. ______ you look for step 3, to seeif ___ identified the feeling.

Assign each of three groupparticipants a step in the skill toobserve.

Begin the role play, insuring thatthe main actor follow the steps ofthe skill exactly. If he/she doesn’t,stop the role play, re-instruct, andbegin again.





Who had step 2? Can you tell ushow well _____ did that? Didhe/she point to their head as theywere deciding what happened tomake them feel that way?


Who had step 3? Did _____decide what he/she could call theirfeeling?






10-7



Distribute the Social SkillHomework Assignment Sheet. Have the person complete the toppart (1 & 2) now. Remind them tocomplete the lower part (1-7) afterthey practice the skill.

Activity 8: Repeat activities 5,6, and 7 with each participant



Activity 9: Wrap Up

Next time we meet, we will have anopportunity to review yourhomework and see how well youdid practicing this week’s skill,Knowing Your Feelings. Next timewe will learn a new skill. See youthen, and have a good week.

As a trainer, you should becomefamiliar and comfortable with thesteps and sequence of the skilllesson, since the format is thesame throughout the curriculum.

Only the content changes.



OBJECTIVES:

11

Understanding the Feelings of Others

This social skill lesson builds upon the previous lesson (Knowing Your Feelings)

and anticipates the next lesson (Responding to the Feelings of Others). All

three of these lessons teach empathy or the ability to consider other people’s

points of view. This is a key skill in Problem Solving (Lessons 16-21) and a

basic skill to counteract self-centered thinking that leads to criminality.

Others Feelings are emotions and physical sensations felt by others. The ability

to recognize the feelings of others is a basic requirement for effective

communication in nearly every situation.


1. understand the importance of the social skill: Understanding theFeelings of Others.

2. learn and be able to perform the five steps of Understanding theFeelings of Others.

3. perform the five steps of Understanding the Feelings of Others inreal life situations.

MAJOR ACTIVITIES:

SUPPLEMENTS:

EQUIPMENT:

REFERENCES:

1. Thinking Check In and Homework Review2. Overview of Lesson3. Model the social skill, Understanding the Feelings of Others4. Discuss the Modeling Display5. Participants role play the skill, Understanding the Feelings of

Others6. Feedback (discussion) of the Role Play7. Plan and assign homework (practice) of the skill8. Repeat Steps 5, 6, and 7 for each participant in the group9. Wrap up

• Pocket Cards:Understanding the Feelings of Others Skill Steps duplicated onpocket cards for group members

• Overhead Transparencies:Understanding the Feelings of Others

• Handout:Social Skills Homework Assignment Worksheet (see Lesson 10)

• Overhead Projector• Easel with Chart Paper• Masking Tape• Markers (12, assorted colors)

Aggression Replacement Training: Goldstein, AP and Glick, B.. 1987.Champaign, IL: Research Press.




11-1

LESSON

CORE CONTENT NOTES


Have each person report on theirSocial Skills homework includingitems 1-7.

Hi! It is good to see youhere this week. Todaywe will continue ourexploration of the topic of

feelings so that we may better thinkabout our own feelings, and others. Before we introduce a new skill, letus briefly review the last skill welearned which was Knowing YourFeelings. Take out your homeworkfor that skill and let’s review howyou did practicing outside of thegroup.

Activity 2: Overview of SocialSkill: Understanding theFeelings of Others

Today, we will learn a second important skill you will use whichshould help you better explore yourthinking and that of others. Thisweek’s skill is: Understanding theFeelings of Others.

What does Understanding theFeelings of Others mean to you?

Solicit some responses to thegroup that reflect understandingothers feelings is an important skillto know because it requiresindividuals to identify specificfeelings of others, which is basic togetting them to empathize (that isput themselves in the otherperson’s position) with others.



11-2

Activity 3: Modeling the Skill: Understanding the Feelings ofOthers

We will have an opportunity to talkabout what Understanding theFeelings of Others means to you ina little bit, but right nowMr/Ms_____ and I would like toshow you some examples of theskill and the specific steps of theskill, Understanding the Feelings ofOthers. After you have had achance to watch us model this foryou, we will talk about times whenyou may have to or want to use theskill in the near future.

Would _____ (choose aparticipant) read the first step ofthe skill. Would ______ read thesecond step. Would _____ readthe third step. Would _____ readthe fourth step. Would _____ readthe fifth step.

Hand out the skill cards with theskill, Understanding the Feelings ofOthers, on it and show it on anoverhead. Ask a differentparticipant to read one of the stepsof the skill in order. Be sure tothank each individual and providepositive feedback for reading.

Does everyone understand thesteps of the skill, UnderstandingOthers Feelings? Are there anyquestions you have. Good!

Now Mr./Ms. _____ and I willmodel the skill for you.



11-3

Understanding

the Feeling s of Oth ers

1. Watch the other person.

2. Listen to w hat the pe rson is

saying.

3. Figure out what the person might

be feeling.

4. Think about ways to show you

unders tand wh at he/she is

feeling.

5. Decide on the best way.Lesson 11 OH#1


Here is the situation. A member ofthe group is agitated because theyjust got a phone call from theirgirlfriend who said she was nolonger interested in seeing him.

The two trainers act out thevignette, following the steps of theskill exactly. Be sure to point toyour head and talk aloud whenperforming “thinking” steps. (Steps3,4, & 5)

As you enact this vignette, makesure to model for the participantseach of the steps by exaggeratingthe qualities of each. That is, instep 1, note the tone of voice andfacial expression; step 2,understand the content of themessage; step 3, identifyalternative feelings such as anger,sadness, anxiety; step 4, thinkabout ways to show youunderstand what he/she is feeling;step 5, decide on the best way anddo it.


Now that you have seen a model ofthe skill, what situations can you

Solicit responses and have eachparticipant describe a real, current



11-4

think of where you could use thisskill?

situation where the skill must beused.

Have you ever had difficulty insituations where you had tounderstand the feelings of others inorder to successfully deal with thesituation?



Where would you be when trying toknow how you were feeling aboutthis situation? OK, how is theroom furnished? Where are you,are you standing or sitting?





To the other group participants: Watch carefully how well ______performs the skill, becauseafterwards, we will discuss it. Infact, _____, you watch step #1 andsee how well _____ watches theother person. ____, you look forstep 2 and see if ____ listens towhat the person is saying.

Assign each of the groupparticipants a step in the skill toobserve.

Begin the role play, insuring thatthe main actor follow the steps of



11-5

______, you look for step 3, and______, you look to see if________ does step 4, and______, see if ______ does step 5.

the skill exactly. If he/she doesn’t,stop the role play, re-instruct, andbegin again.





Who had step 2? Can you tell ushow well _____ did that? Didhe/she listen to what the personwas saying?

Who had step 3? Did _____ figureout what the person might befeeling?


Who had step 4? Did ____ thinkabout ways to show that he/sheunderstood what he/she wasfeeling?

And step 5, did ____ decide on thebest way?







11-6



Activity 8: Repeat activities 5, 6,and 7 with each participant


Continue with role playing, usingthe same procedures as outlined inthe above sections, until everyonehas had an opportunity to completethe skill

Activity 9: Wrap Up

The next time we meet to learnanother social skill, we will have anopportunity to review yourhomework and see how well youdid practicing this week’s skill,Understanding Others Feelings. Have a good week.

As a trainer, you should becomefamiliar and comfortable with thesteps and sequence of the skilllesson, since the format is thesame throughout the curriculum.

Only the content changes.



OBJECTIVES:

12

Responding to the Feelings of Others

This social skill lesson continues the empathy training begun with Lesson 10

(Knowing Your Feelings). It differs from the previous lesson in calling for more

explicit skill performance toward the person whose feelings are being observed.

Responding to the feelings of others is one of the most important skills to

develop positive relationships with other people.


1. understand the importance of the social skill: Responding to theFeelings of Others.

2. learn and be able to perform the four steps of Responding to theFeelings of Others.

3. perform the four steps of Responding to the Feelings of Others inreal life situations.

MAJOR ACTIVITIES:

SUPPLEMENTS:

EQUIPMENT:

REFERENCES:

1. Thinking Check In and Homework Review2. Overview of Lesson3. Model the social skill, Responding to the Feelings of Others4. Discuss the Modeling Display5. Participants role play the skill, Responding to the Feelings of

Others6. Feedback (discussion) of the Role Play7. Plan and assign homework (practice) of the skill8. Repeat Steps 5, 6, and 7 for each participant in the group9. Wrap up

• Pocket Cards:Responding to the Feelings of Others Skill Steps duplicated onpocket cards for group members

• Overhead Transparencies:Responding to the Feelings of Others

• Handout:Social Skills Homework Assignment Worksheet (see Lesson 10)




Research Press.



12-1

NOT E: The format a nd direc tions to

deliver this social skill Lesson are

identical to those in previous Social

Skill Les sons, except for content

changes reflecting the difference

with this p articular s kill.

LESSON

CORE CONTENT NOTES


Directions:

Deliver this social skill lessonfollowing the same processdescribed in previous social skilllessons. Follow the Major Activitysteps outlined above.

In Activity 3, present the followingsteps for the Social SkillResponding to the Feelings ofOthers:



12-2

Responding to the

Feelings of Othe rs

1. Observe the other person’s words

and actions.

2. Decide what the other person

might be feeling and how strong

the feelings are.

3. Decide whether it would be

helpful to let the other person

know you understand his/her

feelings.

4. Tell the other person, in a warm

and sincere manner, how you

think he/she is feeling.Lesson 12 OH#1


Use examples that illustrateResponding to the Feelings ofOthers. In Activity 3: Modelingthe Skill, use the followingscenario:

My girlfriend (or boyfriend) is upsetbecause s/he has been fired fromhis/her job for being late. S/he hasbeen careless about getting towork on time and has been warnedbefore about being late. S/hereally needed the job in order topay bills, a lot of which are pastdue. S/he came home very angry,but now s/he is just sitting at theT.V. S/he doesn’t seem to bepaying attention to the show.

His/Her fists are clenched and jawis tight.

As you enact the vignette, be sure



12-3

to model for the participants, eachof the steps by performing eachstep deliberately and exactly. Thisskill is similar to the last social skill,but requires more detail in itsperformance.

In Activity 7: Prepare and assignHomework, use the Homeworksheet as used in previous socialskill lessons.



OBJECTIVES:

13

Preparing for a StressfulConversation

Stressful situations typically bring out automatic responses which, with criminal

offenders, are likely to be irresponsible or hurtful if not blatantly criminal. This

lesson develops the rational mind set toward problem situations begun in earlier

lessons and developed extensively in the Problem Solving Lessons (16-21).

Stressful conversations are verbal interactions with another person when we

have strong feelings and are uncertain about the outcome.


1. understand the importance of the social skill: Preparing for aStressful Conversation.

2. learn and be able to perform the seven steps of Preparing for aStressful Conversation.

3. perform the seven steps of Preparing for a Stressful Conversationin real life situations.

MAJOR ACTIVITIES:

SUPPLEMENTS:

EQUIPMENT:

REFERENCES:

1. Thinking Check In and Homework Review2. Overview of Lesson3. Model the social skill, Preparing for a Stressful Conversation.4. Discuss the Modeling Display5. Participants role play the skill, Preparing for a Stressful

Conversation6. Feedback (discussion) of the Role Play7. Plan and assign homework (practice) of the skill8. Repeat Steps 5, 6, and 7 for each participant in the group9. Wrap up

• Pocket Cards:Preparing for a Stressful Conversation Skill Steps duplicated onpocket cards for group members

• Overhead Transparencies:Preparing for a Stressful Conversation

• Handout:Social Skills Homework Assignment Sheet (see Lesson 10)

• Overhead Projector• Easel with Chart Paper• Masking Tape• Markers



Research Press.


Preparing for a Stressful Conversation

13-1

NOTE: The format and directions

to deliver this social skill Lesson

are identical to those in previous

Socia l Skill Les sons , except for

content changes reflecting the

difference with this particular

skill.

LESSON

CORE CONTENT NOTES


Directions:

Deliver this social skill lessonfollowing the same processdescribed in previous social skilllessons. Follow the Major Activitysteps outlined on the previouspage.

In Activity 3, present the followingsteps for the Social Skill Preparingfor a Stressful Conversation:



13-2

Preparing for a

Stressful Conversation

1. Imagine yourself in the stressful

situation.

2. Think about how you will feel

and why you will feel that way.

3. Imagine the other person in the

stressful situation. Think about

how that person will feel and

why.

4. Imagine yourself telling the

other pe rson w hat you want to

say.

5. Imagine what s/he will say.

6. Repeat the above steps using

as many approaches as you can

think of.

7. Pick the best approach.Lesson 13 OH#1


Use examples that illustratePreparing for a StressfulConversation. In Activity 3: Modeling the Skill, use thefollowing scenario:

You have had a minor accident withthe delivery truck that belongs tothe company you work for. Theaccident was due to sliding onsome oil that had been spilled inthe parking lot of one of yourcustomers. You’re sure it was notyour fault, but you need to tell himabout the truck.

As you enact the vignette, be sureto model for the participants, eachof the steps by pointing to yourhead as you think through eachstep, indicating to the participants



13-3

that you are thinking, even thoughin reality they would not “see” youthinking “aloud”. Take your timewith this skill. It is quite anadvanced social skill and involvesmany thinking steps.




OBJECTIVES:

14

Responding to Anger

Anger is an element which is part of lots of criminal behavior. With many

offenders, it is automatic to respond to anger in others with anger of their own.

This leads to a cycle of escalating conflict that often results in violence or other

destructive behaviors.

Anger is one of the most common and most dangerous of our emotions.

Dealing with anger, in others — especially when that anger is directed towards

us — is an important skill to avoid violence and destructive conflict.


1. understand the importance of the social skill: Responding toAnger.

2. learn and be able to perform the five steps of Responding toAnger.

3. perform the five steps of Responding to Anger in real lifesituations.

MAJOR ACTIVITIES:

SUPPLEMENTS:

EQUIPMENT:

REFERENCES:

1. Thinking Check In and Homework Review2. Overview of Lesson3. Model the social skill, Responding to Anger4. Discuss the Modeling Display5. Participants role play the skill, Responding to Anger6. Feedback (discussion) of the Role Play7. Plan and assign homework (practice) of the skill8. Repeat Steps 5, 6, and 7 for each participant in the group9. Wrap up

• Pocket Cards:Responding to Anger Skill Steps duplicated on pocket cards forgroup members

• Overhead TransparenciesResponding to Anger

• Handouts:Social Skills Homework Assignment Worksheet (see Lesson 10)


Aggression Replacement Training. Goldstein, AP and Glick, B.. 1987.Champaign, IL.: Research Press.

The Prepare Curriculum. Goldstein, AP. 1988. Champaign, IL.:Research Press.


Responding to Anger

14-1

NOTE: The format and directions

to deliver this social skill Lesson

are identical to those in previous

Socia l Skill Les sons , except for

content changes reflecting the


skill.

LESSON

CORE CONTENT NOTES


Directions:


In Activity 3, present the followingsteps for the Social SkillResponding to Anger:


Responding to Anger

14-2

Responding to Anger

1. Listen openly to what the other

person has to say.

2. Show that you understand

what the other pe rson is

feeling.

3. Ask th e other p erson to

explain anythin g you d on’t

understand.

4. Show that you understand why

the other person feels angry.

5. If it is appropriate, express

your thoughts and feelings

about the situation.

Lesson 14 OH #1Responding to Anger

Use examples that illustrateResponding to Anger. In Activity3: Modeling the Skill, use thefollowing scenario:

The person who lives in the nextapartment comes into yourapartment and starts yelling abouthis wife. He is angry because shehas taken the car, the kids and allhis money. She left a note sayingshe has gone to visit her bestfriend in another state and won’t behome for a week. You know thisperson only a little, but he hasalways been friendly to you. Youare afraid that his yelling mightbring the manager or might evenescalate into violence.

As you enact the vignette, takeextra care with steps 2 and 4.


Responding to Anger

14-3

Make it obvious how you areshowing you understand.




OBJECTIVES:

15

Dealing with an Accusation

Most offenders are very thin skinned about being accused of anything. This is

true whether or not they have done what they are accused of. If they are

innocent, they are likely to react with extemely righteous anger, which is often

used to justify actual irresponsible behavior in the future.

An Accusation is a claim that you did something wrong. Accusations are true

if you did what you are accused of; and false if you did not do what you are

accused of.


1. understand the importance of the social skill: Dealing with anAccusation.

2. learn and be able to perform the four steps of Dealing with anAccusation.

3. perform the four steps of Dealing with an Accusation in real lifesituations.

MAJOR ACTIVITIES:

SUPPLEMENTS:

EQUIPMENT:

REFERENCES:

1. Thinking Check In and Homework Review2. Overview of Lesson3. Model the social skill, Dealing with an Accusation4. Discuss the Modeling Display5. Participants role play the skill, Dealing with an Accusation6. Feedback (discussion) of the Role Play7. Plan and assign homework (practice) of the skill8. Repeat Steps 5, 6, and 7 for each participant in the group9. Wrap up10. Introduce 50 Skills and distribute lists

• Pocket Cards:Dealing with an Accusation Skill Steps duplicated on pocket cardsfor group members

• Overhead TransparenciesDealing with an Accusation

• Handout:Social Skills Homework Assignment Worksheet (see Lesson 10)List of 50+ Social Skills List (Titles only)


Aggression Replacement Training. Goldstein, AP and Glick, B.. 1987. Champaign, IL: Research Press.




15-1

NOTE: The format and

directions to deliver this social

skill Lesson are identical to

those in previo us So cial Skill

Lesso ns, except for content

changes reflecting the


skill.


1. Think about what the other

person accus ed you of.

2. Think about why the person

might have accused you.

3. Think about ways to answer the

person’s accusations.

4. Choo se the be st way and do it.

Lesson 15 OH #1Dealing with an Accusation

LESSON

CORE CONTENT NOTES


Directions:


In Activity 3, present the followingsteps for the Social Skill Dealingwith an Accusation:



15-2

Use examples that illustrateDealing with an Accusation. InActivity 3: Modeling the Skill,use the following scenario:

Your girlfriend (boyfriend) accusesyou of going out with another boy(girl). The person s/he accusesyou of dating is someone you knowfrom work, and in fact, you like thatperson and have had coffee withhim (her) twice after work. Youhaven’t asked him (her) on a date,but you have been thinking aboutit.

As you enact the vignette, think thefirst three steps out loud, pointingto your head as you do.


In Activity 10: Introduce 50 Skillsand distribute list, inform theparticipants that this is a list ofsome of the skills that they canlearn, if they think they have aneed to. Review each of the groupof skills and lead a discussion withthe participants about each group,using specific skills from eachgroup as an example. Be sure tohave participants identify theimportance of the skills asenhancing their choices andempowering them to do more thanjust react negatively or anti-sociallyin any given situation.

Lesson 10



& Pocket Cards:Knowing Your Feelings Skill Stepsduplicated for group members

& Overhead Transparencies:Knowing Your Feelings

& Handout:Social Skill Homework AssignmentWorksheet

&Lesson 10Knowing Your Feelings Skill cards

Knowing Your Feelings1. Tune in to what is going on in your

body that helps you know what youare feeling.

2. Decide what happened to make youfeel that way.

3. Decide what you could call the feeling.





























Lesson 10 OH#1Knowing Your Feelings


1. Tune in to what is going on in your bodythat helps you know what you are feeling.

2. Decide what happened to make you feelthat way.


1Lesson 10, 11, 12, 13, 14, 15Social Skill Worksheet (for all Social Skill lessons) Handout

Social Skill Homework Assignment Worksheet

Name: Date:

Group Leader:

Fill in during class:1. Homework assignment:

a) Skill:

b) With whom:

c) Use when:

d) Use where:

2. Steps to be followed:

Thinking Check In: (to be filled in before next class):1. Describe the situation in which you actually practiced the above Social Skill.

2. What were your risk thought and feeling?

3. Was there risk in these thoughts and feelings of leading you to do somethinghurtful? (Indicate what hurtful behavior you did or might have done, and showhow your thinking could lead to doing it.)

4. What new thinking did you use (or could you have used) to reduce that risk?

5. Describe the skill steps you actually followed?

6. Rate yourself on how well you used the skill (check one):

Excellent Good Fair Poor

7. Describe what you feel should be your next homework assignment:

Lesson 11

Understanding the Feelings ofOthers


& Pocket Cards:Understanding the Feelings of OthersSkill Steps duplicated for groupmembers

& Overhead Transparencies:Understanding the Feelings of Others

& Handout:Social Skill Homework AssignmentWorksheet (see Lesson 10)

&Lesson 11Understanding the Feelings of Others Skill cards

Understanding Others’ Feelings1. Watch the other person.2. Listen to what the person is saying3. Figure out what the person might be

feeling.4. Think about ways to show you

understand what the other person isfeeling.

5. Decide on the best way to do it.





























Lesson 11 OH#1Understanding the Feelings of Others

Understandingthe Feelings of Others

1. Watch the other person.

2. Listen to what the person is saying.

3. Figure out what the person might befeeling.

4. Think about ways to show you understandwhat he/she is feeling.


Lesson 12

Responding to the Feelings ofOthers


& Pocket Cards:Responding to the Feelings of OthersSkill Steps duplicated for groupmembers

& Overhead Transparencies:Responding to the Feelings of Others


&Lesson 12Responding to the Feelings of Others Skill cards

Responding to Others’ Feelings1. Observe the other person’s words and

actions.2. Decide what the other person might be

feeling and how strong the feelingsare.

3. Decide whether it would be helpful tolet the other person know youunderstand his/her feelings.

4. Tell the other person, in a warm andsincere manner, how you think s/he isfeeling.


actions.2. Decide what the other person might

be feeling and how strong the feelingsare.























Lesson 12 OH#1Responding to the Feelings of Others


1. Observe the other person’s words andactions.

2. Decide what the other person might befeeling and how strong the feelings are.

3. Decide whether it would be helpful to letthe other person know you understandhis/her feelings.

4. Tell the other person, in a warm andsincere manner, how you think he/she isfeeling.

Lesson 13

Preparing for a StressfulConversation


& Pocket Cards:Preparing for a Stressful Conversation Skill Steps duplicated for groupmembers

& Overhead Transparencies:Preparing for a Stressful Conversation


&Lesson 13Preparing for a Stressful Conversation Skill cards

Preparing for a Stressful Conversation1. Imagine yourself in the stressful

situation.2. Think about how you will feel and

why you will feel that way.3. Imagine the other person in the

stressful situation. Think about howthat person will feel and why.

4. Imagine yourself telling the otherperson what you want to say.

5. Imagine what s/he will say.6. Repeat the above steps using as many

approaches as you can think of.7. Pick the best approach.




































Lesson 13 OH#1Preparing for a Stressful Conversation


1. Imagine yourself in the stressful situation.

2. Think about how you will feel and whyyou will feel that way.

3. Imagine the other person in the stressfulsituation. Think about how that person willfeel and why.

4. Imagine yourself telling the other personwhat you want to say.

5. Imagine what s/he will say.

6. Repeat the above steps using as manyapproaches as you can think of.

7. Pick the best approach.

Lesson 14

Responding to Anger


& Pocket Cards:Responding to Anger Skill Stepsduplicated for group members

& Overhead Transparencies:Responding to Anger


&Lesson 14Responding to Anger Skill cards

Responding to Anger1. Listen openly to what the other

person has to say.2. Show that you understand what the

other person is feeling.3. Ask the other person to explain

anything you don’t understand.4. Show that you understand why the

other person feels angry.5. If it is appropriate, express your

thoughts and feelings about thesituation.































Lesson 14 OH#1Responding to Anger

Responding to Anger

1. Listen openly to what the other person hasto say.

2. Show that you understand what the otherperson is feeling.

3. Ask the other person to explain anythingyou don’t understand.

4. Show that you understand why the otherperson feels angry.

5. If it is appropriate, express your thoughtsand feelings about the situation.

Lesson 15



& Pocket Cards:Dealing with an Accusation Stepsduplicated for group members

& Overhead Transparencies:Dealing with an Accusation

& Handout:Social Skill Homework AssignmentWorksheet (see Lesson 10)List of 50± Social Skills (Titles only)

&Lesson 15Dealing with an Accusation Skill cards

Dealing with an Accusation1. Think about what the other person has

accused you of.2. Think about why the person might have

accused you.3. Think about ways to answer the person’s

accusations.4. Choose the best way and do it.





























1Lesson 15Dealing with an Accusation Handout

THE STRUCTURED LEARNING SKILLS CURRICULUM

GROUP I: BEGINNING SOCIAL SKILLS1. Listening2. Starting a conversation3. Having a conversation4. Asking a question

5. Saying “thank you”6. Introducing yourself7. Introducing other people8. Giving a complaint

GROUP II: ADVANCED SOCIAL SKILLS9. Asking for help10. Joining in11. Giving instructions

12. Following instructions13. Apologizing14. Convincing others

GROUP III: SKILLS DEALING WITH FEELINGS15. Knowing your feeling16. Expressing your feelings17. Understanding the feelings of others18. Dealing with someone else’s anger

19. Expressing affection20. Dealing with fear21. Rewarding yourself

GROUP IV: SKILL ALTERNATIVES TO

AGGRESSION22. Asking permission23. Sharing something24. Helping others25. Negotiation26. Using self-control

27. Standing up for your rights28. Responding to testing29. Avoiding trouble with others30. Keeping out of fights

GROUP V: SKILLS FOR DEALING WITH STRESS31. Making a complaint32. Answering a complaint33. Sportsmanship after the game34. Dealing with embarrassment35. Dealing with being left out36. Standing up for a friend37. Responding to persuasion

38. Responding to failure39. Dealing with contradictory

messages40. Dealing with an accusation41. Getting ready for a difficult

conversation42. Dealing with group pressure

GROUP VI: PLANNING SKILLS43. Deciding on something to do44. Deciding what caused a problem45. Setting a goal46. Deciding on your abilities

47. Gathering information48. Arranging problems by importance49. Making a decision50. Concentrating on task

Lesson 15 OH#1Dealing with an Accusation


1. Think about what the other person accusedyou of.

2. Think about why the person might haveaccused you.

3. Think about ways to answer the person’saccusations.

4. Choose the best way and do it.



16Introduction to Problem Solving

This is the introductory lesson to Problem Solving. The steps of problem solving

are a tool participants can use to change their old ways of thinking and acting

patterns that get them into trouble.

Problem Solving in this program is designed to integrate the skills of Cognitive

Self Change (lesson 5-9) and Social Skills (lesson 10-15). By mastering the

steps of Problem Solving participants will also be using Cognitive Self Change

and Social Skills.

In this session we introduce the Conflict Cycle and the 6 steps of Problem

Solving.

The Conflict Cycle is a cycle of thoughts, feelings, beliefs, actions and

reactions that increase and escalate problem situations (see Conflict Cycle

supplement). The goal of problem solving is to escape the conflict cycle and

perform constructive problem solutions.

OBJECTIVES:

MAJOR ACTIVITIES:

Problem Solving is defined in this program by the following 6 steps:

1. Stop and think.

2. Describe the problem.

3. Get information to set a goal.

4. Consider choices and consequences.

5. Choose, plan, do

6. Evaluate

Time to think problems are problems where we have plenty of time to reflect

and plan a solution.

In your face problems are problems where we are under pressure to respond

right away.


1. understand the Conflict Cycle and describe a conflict situation interms of the Conflict Cycle.

2. understand the 6 steps of problem solving and apply these stepsto a realistic problem situation.

1. Thinking Check In and Homework Review2. Overview of lesson3. Show film clip from The Breakfast Club4. Apply the Conflict Cycle to the film scenario5. Apply the 6 steps of Problem Solving to the film scenario6. Wrap up7. Homework

SUPPLEMENTS:

EQUIPMENT:

• Overhead Transparencies:Conflict Cycle6 Steps of Problem Solving (graphic)

• Handouts:Conflict CycleProblem Solving Steps (graphic)Problem Solving Steps (overview of steps)Homework

� The Breakfast Club movie(Rent it at your local video store)

• Overhead projector• Easel with Chart Paper• Markers• VCR and monitor

National Institute of Corrections Thinking for a ChangeIntroduction to Problem Solving

16-1

LESSON

CORE CONTENT NOTES

Activity 1: Thinking Check In andHomework Review

Have each person report on theirSocial Skill homework.

Collect the Homework Sheets toreview their practice of the SocialSkill (Dealing With An Accusation)later.

Activity 2. Overview of Lesson

Today we begin a newsection of the program. It’s called ProblemSolving. Problem Solving

is a skill we can use to deal with allkinds of problems. In this programwe learn Problem Solving by doing6 steps. To do these steps we willmake use of the skills we’vealready learned in the CognitiveSelf Change lessons and theSocial Skills lessons.

Show course organizer. (SeeLesson 1.)

To begin with we’re going to look athow our ways of responding toproblems can actually make thingsworse. This is called the ConflictCycle.

Let’s look at an example of aproblem situation where theproblem goes from bad to worse. This is a scene from the movie,The Breakfast Club.

In this scene you will see a smallgroup of teenagers who are doinga Saturday detention in their highschool library. In this scene there

Tell participants to focus onBender as they watch the clip.


16-2

Lesson 16 OH #1Introduction to Problem Solving

are two main characters - Bender,one of the students, and Verne, theprincipal in charge of the detention. The rules laid down by Verne forthe students are no talking andstay in your seat. Watch Bender,we are going to discuss whathappens to him.

Show clip from Bender taking thescrew to after Verne exits thelibrary and takes a deep breath.

Activity 3: Show film clip fromthe Breakfast Club.

Activity 4: Apply the ConflictCycle to the film scenario.

Let's use this scene to explore theConflict Cycle. Let's start at thetop. Stress can be both internaland external.

Display Lesson 16 OH #1. Passout the Conflict Cycle handout.

Be clear that you are talking aboutthe final stage of the conflict whenBender looks Verne in the face andsays, “Eat my shorts.”


16-3

Discussion is to follow step-by-stepthrough the 5 stages of the ConflictCycle.

Note the progress of the discussionon the Conflict Cycle chart.

What stress was Bender feeling? Possible answers - he wasspending Saturday in detention,this confrontation was taking placein front of other students, Verne isin his face.

What beliefs do you think Benderhas that fueled this confrontation?

Possible answers - that he has tolook tough in front of the otherstudents, he has to have the lastword, being quiet means beingweak.

Based on Bender’s stress andbeliefs, how would Benderdescribe the problem?

Possible answers - Verne is tryingto put me down in front of theothers. Verne hates me. Verne istaking his anger out on me.

What do you think Bender wasfeeling when Verne was in his face,pointing a finger at him?

Possible answers - embarrassed,angry, challenged.

What thoughts do you think mighthave been going through Bender'shead?

Possible answers - “He can’t dothis to me.” “I’ll show him.”

What action did Bender take? Wasit impulsive or well-thought out?

Possible answers - Looked Vernein the face and said, “Eat myshorts.” It was not well-thoughtout.

What were the consequences? Possible answer - More detentions.

Bender now has more problemsthan when he started. He lost theconfrontation, he has moredetentions, Verne is very angry. Bender's stress increases and hehas more problems than when hestarted.


16-4

The key to solving problems is tobe able to use your head ratherthan let your emotions take over. We all have habits and impulsesthat get us into trouble. It ispossible to interrupt the conflictcycle between thoughts and feelingand actions that allow for choicesto be made rather than impulsestaking over or doing what we do byhabit.

One of the keys to problem solvingis to control our thinking. Thatgives us power and lets us decidewhat will happen. Bender gave uphis power to Verne. The goal ofproblem solving is to interrupt theconflict cycle so the problem canbe resolved in a way that createsless stress and tension for you.

We will explore what Bender couldhave done to make a betterdecision so he would not end upwith lots of detentions.

Activity 5: Apply the 6 Steps ofProblem Solving to the FilmScenario.

Display Problem Solving Steps(graphic) OH #2. Pass out thehandout of the Problem SolvingSteps.


16-5


Step 1: Stop and ThinkIn this program we use a simpleformula to help us stop and think.

This is just an introduction toproblem solving. Keep a briskpace.

Make a chart prior to the lesson. During the lesson write in keyinformation. You will use this laterto help you model the ProblemSolving Steps.


16-6

Step 6: Evaluate Step 1: Stop &Think

Step 5: Choose,Plan, Do

Step 2: ProblemDescription

Step 4: Choices &Consequences

Step 3: GetInformation to Seta Goal

Let’s look at how we can apply theStop and Think Step to Bender’ssituation.

Remember we are looking at thefew seconds between Bendersaying, “Eat my shorts.” under hisbreath and Verne saying “What didyou say?” and Bender’s next move. This is the last chance Bender hadto tone down the conflict.

We have already discussed therisk thoughts and feelings thatBender was having. What was arisk thought he was having? Whatwas a risk feeling he was having? These thoughts and feelings canserve as risk signs that Bender isin a problem situation and about tolose control. Thoughts andfeelings are risk signs; we alsohave physical signs that tell us weare upset, like a pounding heart,tense muscles, etc.

Possible answers -“Can’t look bad.”“Let’s have some fun.”

Possible answers: anger,embarrassment

What physical signs do you thinkBender was having? These signscan be used to trigger a thinkingrather than an emotional response. They can tell us to Stop andThink.

Possible answers - pounding heart,dry throat, tight stomach.


16-7

Problem Description

a) I feel/think _________________.b) Because __________________.c) My risk is to react by ________.

How did Bender’s thoughts andfeelings lead him to do somethingto make things worse?

Possible answer - His thoughtsfueled his anger.

What could Bender have done toget himself to stop and think?

Possible answers - Take a deepbreath, be quiet.

What could he have thought thatwould have helped him stop andthink?

Possible answers - It’s not worth it,stay cool, don’t give your poweraway.

Not all problems are like the onebetween Verne and Bender. Insome problem situations we havelots of time to think about them,like not having enough money topay bills, issues in raising a child,etc. In those situations there is alot of time to think them through. Itis even easier to apply these stepsin "time to think" problems.

We call the problems where wehave plenty of time to think, “timeto think” problems. We callproblems that demand a responseright now, “in your face” problems.

Step 2: Problem DescriptionThe next step in problem solving isto describe the problem being sureyou put yourself in the problemrather than describing the problemby blaming others. The bestproblem statements begin with I -even if you didn't start the problem.You want to describe the problemas objectively as possible -something like the situationdescription in a thinking report. You also want to note what yourrisk reaction is. This is a way tointerfere with risk reactions that getyou into trouble. We have aformula for problem descriptions.


16-8

1) the facts2) others thoughts and feelings3) my own beliefs and opinions

Let's try to figure out a problemstatement for Bender.

What do you think he is feeling? Sample answers: I feel angrybecause Verne is in my face withthe others watching.

What is an objective description ofthe situation?

Verne is calling me names andpointing is finger at me.

What do you think Bender's riskreaction is? Now let’s put this as aProblem Description using theformula.

My risk is to react by showing himthat he can’t put me down.

Step 3: Get Information to Set aGoal The next step is informationgathering. Why do you want togather information as part ofproblem solving?

In this step we look for 3 differentkinds of information. See if youcan tell why these 3 kinds ofinformation are important. The 3kinds of information are:

Let’s start with the facts. Facts arethings that have happened andstatements that are provable. Forexample, it is a fact that the conflictbetween Bender and Verne tookplace in the library. What aresome other facts?

There are other students in theroom. Bender took the screw.

OK, now what are some of theother peoples’ thoughts andfeelings?

Angry.He’s going to get us in moretrouble.

What do you think Verne isthinking and feeling?

Feels put on the spot.Bender is challenging my authority.

OK, now what do you think areBender’s opinions and beliefs inthis situation?

Get attention.Look tough in front of the others.


16-9

1.2.

Good, we’ve looked at all 3 kindsof information for this particularproblem. Now let’s use thisinformation to help us set a goal forBender.

We want to write a goal statementto solve the problem we describedin Step 2. A good goal statementshould be realistic and positive,and should say what it is we wantin the situation.

A goal statement can just say whatit is we want, or it can say what wewant and also what we want toavoid.

What would be a good goalstatement for Bender?

Example goal statement: I want tosave face without getting moredetention.

Step 4: Choices andConsequences Choices andConsequences is a crucial step inthe problem solving process. Themore choices you can think of, thebetter chance you have of comingup with something that will get youto your goal.

Be sure to write ideas for eachstep.

Let's replay the confrontationbetween Bender and Verne. I willstop the clip at the last pointBender had to stay out of trouble.

Stop the clip after Bender says,“Eat my shorts.” and Verne says,“What did you say?”

What actions can Bender take? Emphasize that the purpose tocome up with lots of ideas, realisticor not.

Now let's look at the consequencesfor some choices.

Pick 3 to 4 choices and discusspossible consequences.

Step 5: Choose, Plan, Do Go through and eliminate the most


16-10

Choose - Now that we have comeup with a lot of choices for Benderwe want to pick the best one. Theone that gets him closest to hisgoal.

obvious choices that won’t getBender to the goal.

Then have the group vote todetermine the best choice.

Plan - Now we need to come upwith a plan, what will Bender sayand do? How is he going to sayand do it?

Solicit ideas from participants. Putthem on chart paper numbered inspecific steps.

Do - Now I will play Bender andfollow the problem solving steps. Watch me and see how I do.

Model - ‘think aloud’ Starting withStep 1, model going through theSteps using think aloud. Give eachparticipant a problem solving stepto watch for.

One facilitator plays Bender andone plays Verne. Verne stays infront of Bender and says, “Youaren’t fooling anyone, Bender. Thenext screw that falls out is you.” Bender, “Eat my shorts.” Vernesays, “What did you say?” Bendernow does a think aloud up to Step4. At Step 4 ask participants tofeed you ideas from the chart. Then enact the plan.

Step 6: Evaluate Did the planwork?

Is Bender closer to his goal? Discuss how well they thought theplan worked.

If we helped Bender think throughthis conflict, what might he learn?

Possible answers - That he doesn’thave to mouth off. That he cancontrol himself if he wants to.

Activity 6: Wrap Up

We have done all 6 of the problemsolving steps. In the next 5classes we will go back andpractice them one step at a time.


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But the steps we just did withBender are all the steps ofProblem Solving.

Which step do you think might bemost helpful to you when you meeta problem?

Encourage discussion on theproblem solving steps.

What is one idea from what wehave done that you think you willremember?


For the next class Iwant you to watch forsituations where youcould use the steps of

Problem Solving.

Your assignment is to pick oneproblem situation, and do the firstpart of the Stop and Think step. Do you remember what that is? Iwant you to identify your thoughtsand feelings and also how thesethoughts and feelings might lead tomaking the problem worse.

SUMMARY AND RATIONALE::

17Step 1 — Stop and Think

Offenders learn that paying attention to their thoughts, feelings and physical

reactions can be used as warning signs that they are in a problem situation. To

support offenders' investigation of their thinking and behavior patterns, we ask

offenders to think about where the thoughts and feelings are leading them so

they can identify the risks associated with their reactions. Their thoughts and

feelings are warning signs telling them to Stop and Think. Offenders learn that

they can use the 3-Step - to be quiet, calm down, and get some space so they

can Stop and Think. This process helps them remain in control of the situation

rather than reacting emotionally to it.

Stop and Think and the 3-step are explored in two generic types of problem

situations: in your face problems which require immediate action and time tothink problems in which there are hours or days to think through the problem.

Linking: In Cognitive Self Change participants learned how to recognize their

thoughts and feelings in situations that lead to trouble. This lesson helps them

translate those insights into a quick recognition of thoughts, emotions and

physical reactions that can lead them to criminal or problem actions and

prompts use of the problem solving steps.


OBJECTIVES:

MAJOR ACTIVITIES:

Stop and Think Formula1. Recognize thoughts, emotions, and physical reactions as warningsigns.

2. Do the 3-Step. Get control by being quiet, getting some space,calming down.


1. identify specific thoughts, emotions and physical reactions aswarning signs that they are in a problem situation;

2. understand and practice doing the 3-Step.

1. Thinking Check In and Homework Review2. Review previous lesson3. Overview of lesson4. Explain how to recognize our thoughts, feelings, and sensations

as warning signs5. Give examples of your own warning signs (Facilitator)6. Participants give examples of their warning signs7. Explain the 3-Step8. Model identifying warning signs and doing the 3-Step9. Debrief the model demonstration10. Participants role play Step 1: Identifying warning signs and doing

the 3-Step11. Wrap up12. Assign Homework

SUPPLEMENTS:

EQUIPMENT:

• Overhead:Conflict Cycle (see Lesson 16)Stop and ThinkDirections (for role plays)

• Handouts:Stop and ThinkExample Problem SituationsStop and Think Role Play Planning SheetHomework

• Overhead• Easel with Chart Paper

National Institute of Corrections Thinking for a ChangeStop and Think

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LESSON

CORE CONTENT NOTES


Review the homework assignmentfrom lesson 16. (This was to pickout a problem situation and identifythe thoughts and feelings they hadthat might lead to making theproblem worse.) Use the check-informat: Ask each participant to 1)describe the problem situation verybriefly, 2) report their thoughts andfeelings, 3) indicate how thosethoughts and feelings could leadthem to do something destructive.

Activity 2: Review PreviousLesson

Make sure participants have theProblem Solving Steps handoutfrom Lesson 16 to refer to.

What do you rememberabout the Bender -Verne film clip?

Many different answers apply.

Show Lesson 16-OH#1 ConflictCycle

Would someone start us throughthe conflict cycle? How does aproblem usually start?

Stress and our beliefs cause us tofeel there is a problem. Proceedthrough each stage of the conflictcycle.

Show Lesson 16-OH#2 ProblemSolving Steps.

How many problem solving stepswill we be exploring?

Six (6)


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What are the steps?

Activity 3: Overview of Lesson

Today we are going to explore thefirst step of problem solving - Stopand Think. We will be discussingwhat we can do in situations thatcan lead to problems. The goal isto keep control by thinking ratherthan acting based on our emotions.

Rationale/The why of the lesson.

During this session we will:

identify specific thoughts, emotionsand physical reactions that arewarning signs that tell us we are ina problem situation;

� practice doing the 3-Step:be quiet, get space, calm down

Pass out handout and showoverhead.


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Activity 4: Explain How toRecognize Thoughts, Feelings,and Sensations as WarningSigns.

(See Lesson 16)

Let's look at the Conflict Cycleagain. The top box shows aproblem beginning with somethinghappening that we don't like. Thesecond box shows that we havethoughts, feelings and physicalreactions in response. We can useour thoughts, emotions andphysical reactions as warning signsthat we are entering a problemsituation.

We can think about the Stop andThink step as driving on a winding,dangerous road. There are signswe can see telling us that we haveentered the "Problem SolvingZone". We see signs that indicateemotions like anger and frustrationand other signs that indicatephysical reactions to our emotionssuch as a dry throat or feeling allpumped up and ready for action.

These signs tell us we areexperiencing a problem. The roadis narrow. In problem situationssome of us can feel like we’veentered a tunnel. We feel closedin.


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Activity 5: Give Examples ofYour Own Warning Signs.

Let's make a list of the thoughts, physical and emotional reactionsthat each of us feel in problemsituations.

Give your own example such as.... Here’s an example of my own.When I have a problem withsomeone in authority I tend tothink, "She/he doesn't have aclue." I feel frustrated and angryand my stomach gets tight. My riskis to react by losing my temper. Myrisk pattern is that I let anger buildup until I lose my temper. Thatpattern does not help me or thosearound me.

Activity 6: Participants GiveExamples of Their WarningSigns.

Now let’s look at some examples ofyour warning signs.

Set up a piece of chart paper in thefollowing format to recordresponses. Make sure participantsgive you a thought first, followed byemotions, followed by physicalreactions and then their riskreaction.

STOP AND THINK

Pay Attention To:

Thoughts Emotions PhysicalReactions

To Avoid Risk Reactions:

Ask offenders to give youexamples of problem situations


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1. Someone you are expecting doesnot show up on visiting day.2. Your teenage child stays out allnight and you don't know werehe/she is.3. A correctional officer accuses youof doing something you did not do.

they face in their current lives oryou can offer problem situationsthat would be easy for the group toidentify with. Some examples arelisted below.

The purpose of this next set ofquestions is to display the variedthoughts, emotions, and physicalreactions that can indicate aproblem situation.

Write responses on Stop andThink chart/board.

What are the emotional reactionsthat individual might feel in the firstsituation?

Probe for feelings such as: fear,anger, worry, discouraged,annoyed, embarrassed,depressed, etc.

What are the physical reactions? Probe for feelings such as: tightstomach, dry throat, poundingheart, headache, etc.

What are warning thoughts? Ask them to identify risk thinking.

How could these thoughts andfeelings lead to doing something tomake things worse?

Probe for reactions that lead totrouble.

Repeat the questions for 2 - 3situations from group listing ofproblem situations the groupcreated, or from the examples


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provided. Write responses onStop and Think chart/board.

What could happen if we don't getcontrol of our emotions andthoughts?

We get in trouble.

We need to recognize this packageof reactions as warning signs thattell us we are entering a problemsituation and that we need toSTOP AND THINK. We STOPAND THINK to keep our emotionsfrom taking over so we can decideon what our best action is ratherthan react emotionally.

We use our thoughts, feelings, andphysical reactions as warning signsso we can think through problemsrather than react emotionally. Weall have emotional reactionpatterns that get us into trouble. When we react emotionally, wehave lost control and have given into our pattern of reacting.

Activity 7: Explain the 3-Step.

Once we recognize our warningsigns, we need to find a way to getcontrol so we can find some time tomake ourselves Stop and Think. We call this doing the Three Step. Get control by:

being quiet,getting some spacecalming down

Show overhead #1 again.

Being quiet. Be quiet by doingthings to keep from or stop yelling,


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In Your Face Problems

threatening, arguing, complaining. Try to be quiet.

Don't feed into the emotion of thesituation. Don't say things thatthen have to be defended or livedup to. For example, if I say, "I'mgoing to make you pay." and then Idecide that I want to just let thesituation go, it is harder for me todo that. If I am in an argumentand I say, "Tell me you aren't goingto do {insert an action} again." andthe other person refuses then Ihave to decide what my next stepis. The more angry and upset, themore that is said, the more likelythat the problem will get worse.

Get some space. Find a way toget some space between you andthe other person involved. At thevery least don't move closer. Ifpossible increase or change thespace between yourself and theother person. If you are on thephone, pull the receiver away.

Calm down. Find a way to getcontrol of your emotions. You cando this through self-talk, things yousay to yourself like, "I can figurethis out." You can also begin tocalm yourself down by taking deepbreaths or counting to slowyourself down.

Applying the 3-Step

We can think about two types ofproblems. In your face problemswhere we are really on the spot.These problems require immediatereactions. We are in a


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Time To Think Problems

confrontation and have to takequick action. Those are verydifficult situations because therejust is not much time to think. Let'scome up with some examples of inyour face problems. Although inyour face problems are theproblems we tend to rememberbecause they are intense, mostproblems that we face give usmore time to think.

Have the offenders give youexamples of confrontations withcorrectional officers, otheroffenders, family or friends overrules, misunderstandings, etc.

Time to think problems aresituations where we do not have toreact to them immediately. In thesesituations we have time to thinkthrough the problem anywherefrom 10 to 20 minutes to days ormonths. These are situations likenot having enough money to paybills, having difficulty finding a job,or being worried about arelationship.

Have participants give youexamples.

In both kinds of problems, we needto do the same thing, to get sometime and space to think. We callthis the 3-step. We can do this ina number of ways.

Let's work with the most difficultsituation first. When you are in anin your face problem - here aresome things you can do to getyourself to Stop and Think bydoing the Three Step.

Be quiet - stop talking or ask aquestion to buy some time and toget control.

Get some space - in your faceproblems, don't move closer, holdyour space or step back slightly or


17-9

change your body position to getyourself more space.

Calm down - take deep breaths,count, visualize, say things to calmyourself down like, "Do I reallywant to get into this?" or "Chill". Visualize something calming.

In time to think problems, get awayfrom the person or situation tothink it through.

Activity 8: Model IdentifyingWarning Signs and Doing the 3-Step.

Now I’d like to demonstrate whatwe have just been talking about. I’m going to show how I mightidentify my own warning signs anddo the 3-Step in a problem of myown.

Instructors model a problemsituation for the purpose ofshowing (1) identification ofthoughts, emotions, and physicalreactions that indicate a problemand (2) doing the 3-step. Theproblem modeled should berelevant to the lives of yourparticular group of offenders. Besure to model using think aloud.

Model Problem - ExampleThe situation is this. A woman callsher boyfriend because she needs aride home from her night shift job.Her boyfriend tells her that he isgoing to go out to party and won'tbe able to pick her up. The personfacing the problem situation is thewoman. She finds this out whenshe calls him from her work.

Female (F): Hello, Juan. I need aride home from work tonight atmidnight. I want you to pick me up.


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Male (M): Sorry, I am going to aparty tonight with some friends. I'llbe way on the other side of town.

F: Who are you going with? Aren'tI more important than some boringparty?

M: Can't do it, I have other plans.

F: (Begins to get angry): And whoare these plans with?

M: (Angry) Get off my back. I saidI am busy.

F (This begins think aloud): Thismakes me really angry. I've beenso good to him and helped himthrough a lot. Why is he doing thisto me? He can't get away with this. My heart is pounding. I can't standthis. I'm afraid he has anotherwoman. I need to stop talking so Idon’t make things worse. Wait aminute, let me stop talking, take adeep breath and get off the phoneso I can think about what I want todo. (Says into the phone). Heylisten, I have another break in anhour, I'll call you back then. I reallyneed a ride.

Activity 9: Debrief the ModelDemonstration.

What are the thoughts that tell hershe is in a problem situation?

I’ve been good to him. I’ve helpedhim. I can’t stand this. I’m afraidhe has another woman.

What emotions is she feeling? Anger, fear

What are her physical reactions? Heart pounding


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Problem Situations

You are unjustly accused ofstealing a computer at work.

Your cell mate unjustly accusesyou of stealing his/her cigarettes.

You have been looking forward toa special visitor who doesn't showfor a scheduled visit.

Your child takes your car andstays out all night.

Your neighbor plays loud musiclate into the night and you can'tsleep.

If she does not STOP AND THINK,what do you think will happen?

What did the 3-step look like forher? Was she quiet? How did shecalm down? How did she getdistance and buy time?

By taking a deep breath.

Told herself to get off the phoneand then ended the conversation.

Activity 10: Participants PracticeIdentifying Warning Signs andPlan Doing the 3-Step.

Now let’s look at some problemsituations that you might have.

Your choice - either askparticipants to give examples ofproblem situations or you givethem problem situations (seeexamples at the end of this lessonlabeled Problem Situations). Eitherwork on this as a whole group orbreak them up into smaller groups.If you break them into small groupsto do this make sure you workthrough one example as a wholegroup to ensure they understandthe directions.


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Stop and Think

My thoughts are_________________.

I am feeling_____________________.

Physically I feel _________________.

Show the 3-step:

Be quiet

Get space by______________.

Calm down by_____________.

Directions

(1) Describe the situation: is it inyour face or time to think;(2) identify thoughts, emotionsand physical reactions whichwould indicate there is a problem; (3) describe how you would do the3-step.Lesson 17 OH #2

Stop and Think

Take participant responses andwork with them to role play Stopand Think. You may want toparticipate in the first few role playsto help them feel comfortable with'think alouds'. Make sure to onlytake the situation through the Stopand Think point with offendersclearly identifying their thoughts,emotions, and physical reactionsand how they are doing the 3 step.

Use the following format to plan theStop and Think role play.


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Activity 11: Participants RolePlay Step 1: Identify WarningSigns and the 3-Step.

Now let’s practice by role playingour problem situations and actuallydoing Step 1.

Pick a participant to do the first roleplay. Review his/her role playplanning sheet, and help him/herplan the role play. Have the playerpick other participants to take partsin the role play. You may apply apart yourself.

Have the role player keep theirplanning sheet with them to readfrom as they go through the stepsof identifying their warning signsand doing the 3-Step.


What are the signs we use to tellus to stop and think?

How do our thoughts and feelingslead to risk reactions?

What is the 3-Step?

What are some things you can doto be quiet? To get some space? To calm down?

How does stop and think help uskeep control of problem situations?

Activity 13: Assign Homework.

For your homeworkassignment I want youto watch for problemsituations and practice

Step 1.

At the start of the next class I’ll askyou to describe one real problem


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situation you have had, what yourwarning signs were, and how youdid the 3-Step.



OBJECTIVES:

18Step 2 — Problem Description

In this Step participants learn to combine their awareness of their own warning

signs and an appreciation of the risk of making the problem worse, with an

objective description of the problem situation. This step continues the process

of creating an “objective distance” between the student and the pressures of the

problem they are facing. It helps keep them from jumping to conclusions.

A problem description follows the 3-part formula: I (feel or think)

, because (Objective description of situation),

and my risk is to react by .


1. identify the thoughts, feelings, and physical sensations theyexperience in problem situations.

2. describe problem situations objectively

3. identify how their thoughts, feelings, and physical sensations poserisk of their reacting to make the problem worse.

MAJOR ACTIVITIES:

SUPPLEMENTS:

EQUIPMENT:

1. Thinking check In and Homework Review2. Review previous lesson3. Overview of lesson4. Explain the 3 parts of a Problem Description5. Review examples of good Problem Descriptions6. Review the rationale of the 3 parts of a Problem Description7. Practice making good Problem Descriptions8. Facilitator models problem Solving Steps 1 and 29. Participants role play Problem Solving Steps 1 and 210. Wrap up11. Assign homework

� Overhead Transparencies:Example Problem Description-Using the Formula

� Handouts:Problem Description Example Problem Descriptions-Using the FormulaProblem Description ExerciseDirections for Problem ScenariosExample Problem ScenariosHomework

� Instructor Supplements:Suggested Problem Descriptions for Problem DescriptionExercise

� Overhead Projector� Easel with Chart Paper� Markers

National Institute of Corrections Thinking for a ChangeProblem Description

18-1

LESSON

CORE CONTENT NOTES


Review the homework assignmentfrom Lesson 17. (This was to pickout a problem situation and do stopand think and the 3-Step.) Use thecheck in format: Ask eachparticipant to 1) describe theproblem situation very briefly, 2)report his/her thoughts andfeelings, 3) indicate how thosethoughts and feelings could leadher/him to do somethingdestructive, and how she/he didthe 3-Step.

If a participant failed to actually dothe 3-Step when faced with theproblem, have them describe nowhow they could have done the 3-Step.


Last session welearned about Stop andThink. We comparedthis Stop and Think step

to entering a tunnel.

Make sure participants have theProblem Solving Steps handoutfrom Lesson 16 to refer to.

What do you need to pay attentionto in Step 1 - Stop and Think?

Thoughts, feelings, physicalreactions.

We also said that entering aproblem situation can make someof us feel closed in. Taking thenext step in problem solving canhelp us feel less closed in. Onereason for this is that we use ourthinking rather than our emotions.


18-2


2. Problem Description

I (feel or think) because and my risk is to react by Lesson 18 OH#1

Problem Description


Today we are going to learn thenext step in taking control of aproblem situation which is todescribe a problem in objectiveterms as well as identifying our riskreaction to the situation. Thishelps us gain control by looking atthe situation using our thinkingmore than our emotions.

Display the Conflict Cycle(See Lesson 16)

If we look at the Conflict Cycle, wecan see that we are adding somethinking steps between thoughtsand feelings and the actions wetake.

Activity 4: Explain the 3 Parts ofa Problem Description

Pass out the Problem Descriptionhandout.

A good problem descriptionincludes the word “I”. You shoulddescribe yourself as being in theproblem. Starting with “I” showsthat you have power in thissituation.

We use this formula for writingProblem Descriptions:

The first part of this formuladescribes the thoughts and


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Example Problem Descriptions -Using the FormulaI think my boyfriend is cheatingbecause I heard him make a date onthe phone last night agreeing to meetsomeone at the mall. My risk is toreact by getting angry at him.

I think that my wife doesn’t carebecause she agreed to be home so Icould call her at 7:00 p.m. I called andno one answered the phone. My riskreaction is to want to hurt her.

I feel angry because my teenagercame home from a date smelling ofalcohol. He locked himself in his roomand won’t come out. My risk is to reactby pounding on the door until he opensit.

I think someone stole my cigarettesbecause I went to my locker thismorning and they were gone. My riskis to immediately react by planning howI will hurt the person who stole mycigarettes.Lesson 18 OH #2

Problem Description

feelings I have in response to theproblem.

The second part of the formula isan objective description of whathappened. It tells who wasinvolved and what was said ordone. It is important that this partof the formula be completelyobjective, without emotion andwithout blame.

The third part of the formulaidentifies how my thoughts andfeelings might lead me to make theproblem worse.

Activity 5: Review Examples ofGood Problem Descriptions

Here are some good problemdescriptions.

What does the person think orfeel?

Who is involved?

What was said or done?

Is there risk?(Ask this set of questions for eachexample.)


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See supplements forsuggestions for rewriting thedescriptions so they follow theformula. These are onlysuggestions.

Activity 6: Review the Rationaleof the 3 Parts of a ProblemDescriptions

The way we know these areproblems is by the STOP ANDTHINK warning signs, thethoughts, feelings and physicalreactions we experience when weare in the situation. We identifythese in the first part of theproblem description.

How does describing the problemobjectively after the because helpus get our emotions under control?

We try to define the problem asobjectively as possible to get ourminds focused on the facts andaway from our feelings and thethoughts that make us feelemotional. This way we have morecontrol and are better able to thinkthrough the problem.

How can identifying our riskreaction help us to think about theproblem?

Our risk reactions get us in trouble. By recognizing the risk we giveourselves time to think of a newway of responding.

Activity 7: Practice Making GoodProblem Descriptions

Here are some problem situationswith problem descriptions that don'tfit our formula. Let's fix theproblem descriptions to fit theformula.

Handout worksheets - ProblemDescription Exercise. Read thefirst problem scenario and problemstatement.

We will use the problemdescription formula to improvethese descriptions. Let's look atthe first one.


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Problem DescriptionExercise

1. There was a traffic jam this morning. I wasonly 5 minutes late for work again. I startedworking right away. My boss called me over andwarned me that I cannot be late again.

A Problem Statement: My boss is a jerk.

2. Every time I come back to my cell the COmakes me wait a long time before he opens mycell. I know he is out to get me. He has an uglyface.

A Problem Statement: I know the CorrectionalOfficer is out to get me.

3. I am working as hard as I can but I am stillshort of money. I have had the same apartmentfor a year. I came home from work and foundan eviction notice. I haven't paid rent for 6months.

A Problem Statement: I have to get some moneyright away.

4. I don't trust my husband. He and I don't talkmuch. Today I saw my best friend riding in hercar with my husband.

A Problem Statement: I'll never trust anotherperson again.

5. I have been going on job interviews. I amworried about how to handle my record.

A Problem Statement: I just can’t take thesestupid job interviews anymore.

6. I have a bunch of speeding tickets and lostmy license. I am only driving 15 miles over thespeed limit. It’s really difficult to drive 45 milesan hour on an open road. I look in my rear viewmirror and see the State Trooper signaling me topull over.

A Problem Statement: I don’t have a license so Ihave to try to outrun the State Patrol car which istrying to pull me over.

Read each problem scenario anddiscuss what is wrong with theproblem description. As a groupcome up with problem descriptionsthat use the formula for the first 2. Then have participants work onthese in small groups.


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Stop & Think Thought Feeling Physical

3-Step Quiet Space Calm down

Problem Description

I, , because . My risk is .

Note: Examples of correct ProblemDescriptions are in thesupplements. These are onlysuggestions.

Activity 8: Facilitator Model ofProblem Solving Steps 1 and 2

Now I’d like to demonstrate whatwe have just been talking about. I’m going to pick a problemsituation and do the first two stepsof problem solving.

Refer to the Supplement:“Directions for Problem IDScenarios.” This Supplementdisplays the first 2 steps ofProblem solving on one form with 4parts.

Preview the example of Shewanwith the class. Put the Stop andThink and Problem Descriptionsteps on a flip chart. (See examplebelow.)

Choose a co-actor and role playthe situation using ‘think aloud’ toshow Stop and Think and theProblem Description.


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Sample Model

Situation - Shewan is starting hersecond week in a new job. Shelikes to work alone and does notmake friends easily. She does nottrust other people and would ratherdo her own work She comes backfrom lunch and her boss, Ms.Shells, calls her into her office andaccuses her of stealing. Inproblem situations Shewan oftenfeels depressed and picked on.

Ms. Shells: Shewan, I need to talkto you right away, please come intomy office. (walks in front ofShewan and sits on one side of atable).

Ms. Shells: Sit down, Shewan.

(Shewan sits down.)

Ms. Shells: Shewan, you havebeen working in the front officearea for the last two days, is thatright?

Shewan: That's right.

Ms. Shells: Mr. Brooks has beenin and out of the office for the lasttwo days. At noon today hediscovered that all of the petty cashthat he keeps in his desk ismissing. He had about $50 in hisdrawer. What do you know aboutthis?

Shewan: (defiantly) I don't knowanything about it.


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Ms. Shells: Mr. Brooks says that hesaw you standing by his desk anumber of times when he walked inthe room. What were you doingstanding by his desk?

Shewan (loudly): I was just doingmy work.

Ms. Shells: There has hardly beenanyone else in the office. Did yousee anyone go into Mr. Brooks'desk?

Shewan: No.

Ms. Shells: Shewan, this is aserious matter. Both Mr. Brooksand myself suspect that you knowhow the money was taken from hisdesk. What can you tell me?

Shewan (leaning forward): I don'tknow anything about the moneythat is missing.

Ms. Shells: Shewan, I don'tbelieve you. This is a seriousmatter.

Shewan: I can see it is serious,but I don't know anything about Mr.Brooks' desk.

Ms. Shells: (raising her voice) Lying isn't going to help.

Shewan: (standing up) Why doyou think I am lying?

Ms. Shells: (raising her voice andleaning over her desk) I mean toget to the bottom of this. I needemployees I can trust.


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Shewan: (stares and says nothing)

[start think aloud here - stop andthink] I feel scared. She thinks Istole the money. Nothing I say willdo any good. She just wants toget rid of me. Here goes anotherjob. My heart is pounding and mymouth is dry.

[doing the 3-step] I need to bequiet, sit down and take a deepbreath. I really don't want to losethis job.

[Problem Description - I’m angrybecause Ms. Shells is accusing meof lying to her. My risk reaction isto quit.]

What were Shewan’s Stop & Thinkwarning thoughts, feelings andphysical reactions?

Write answers on the chart youhave prepared. Keep this chart todisplay in other lessons.

What did she do for the 3-Step?

What was her problemdescription?

Activity 9: Participants Role Playthe First 2 Steps of ProblemSolving

Now let’s practice by doing roleplays of the first 2 steps.

Role PlayTake another situation from theExample Problem Scenariosworksheet and put the informationon the chart/board. Use thesystem you have developed forselecting offenders to role play. Prepare the role players and havethem role play the problemsituation by showing steps 1 and 2. When the role play is over haveeach offender report what he/she


18-10

saw for the step he/she wasassigned.

Repeat the role play exercise withevery participant. Encourage eachparticipant to pick a problemsituation that has meaning to them.


1. Why is it important to stop andthink in problem situations?

2. What are some things peoplecan do to help them stop andthink?

3. What makes a good problemdescription?


I want you to continuelooking for real lifeproblems and usingthem as a chance to

practice the steps of problemsolving.

For next time, your assignment isto pick one real life problemsituation and practice the first 2steps of problem solving. If you’renot able to do the first 2 steps whilethe problem is actually happening,then write out the steps of how youcould do the steps. Use the sameoutline form we practiced with intoday’s lesson.


CONCEPTS AND DEFINITION:

OBJECTIVES:

19Step 3 — Getting Information

to Set a Goal

In this Step participants practice gathering information by considering: 1) the

objective facts, 2) others’ thoughts and feelings, 3) their own beliefs and

opinions. Finally, they use this survey of information to state a goal, or what

they want to come out of the situation. This is a key step in Problem Solving.

It requires participants to consider others’ points of view as well as their own.

It recognizes the significance of feelings and opinions, but sets these out in

comparison with objective facts.

fact - something that has actually happened or that is really true.

opinion - what we think is true based on our attitudes and beliefs.

goal - an event or achievement we want to accomplish.

As a result of this lesson, participants will:

1. identify reasons to consider other people's thoughts andfeelings in a problem situation.

2. observe situations to determine other's thoughts and feelings.

3. identify facts.

MAJOR ACTIVITIES:

SUPPLEMENTS:

EQUIPMENT:

4. Identify facts and beliefs

5. use information to develop simple, realistic and positive goalstatements.

1. Thinking Check In and Homework Review2. Review Previous Lesson3. Overview of Lesson4. Explain: Facts5. Explain: Others’ Thoughts and Feelings6. Explain: Our Beliefs and Opinions7. Explain: Setting A Goal8. Role Plays: Practicing Step 39. Wrap Up10. Assign Homework

� Overhead Transparencies:Getting Information to Set a GoalSample Goal StatementsDirections for Observing Role Plays

• Handouts:Getting Information to Set a Goal Role Play Scenarios Directions for Observing Role PlaysProblem 1 Role Play - Background InformationProblem 2 Role Play - Background InformationProblem 3 Role Play - Background InformationHomework


National Institute of Corrections Thinking for a ChangeGetting Information to Set a Goal

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Activity 1: Thinking Check In and Homework Review

Review the homework assignmentfrom Lesson 18. (This was to pickout a problem situation and do thefirst 2 steps of Problem Solving.) Abbreviate the homework reviewby asking each member to brieflyand informally describe theirproblem situation, and then readtheir prepared ProblemDescription.


We are working our waythrough the problemsolving steps. Let'sreview what we have

done so far.


Make sure participants haveProblem Solving Steps handoutfrom Lesson 16 to refer to.

What is the first step of problemsolving?

Stop and Think

What is important about this step? Gets us to interrupt the conflict,helps us begin to take control ofthe situation rather than having usreacting to our emotions.

What is the second step ofproblem solving?

Problem Description

What are some do's and don't's indescribing the problem?

Do's- make it objective, recognizeour immediate reaction; Don'tsinterpret what is going on i.e., Myboss is a jerk.


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First we will discuss how yougather information and the types ofinformation you want to gather. We will also give you a simpleformula for a goal statement. Thenwe will practice gatheringinformation and stating goals.

Solving a problem requires gettinginformation. We need informationin order to help us choose what wewant to do to solve the problem. We get more information bylooking, watching, listening, talkingand thinking.

We want to use 3 sources ofinformation. These are: FACTS,OTHERS' THOUGHTS ANDFEELINGS, AND OUR OPINIONSand BELIEFS.

Activity 4: Explain Facts

FACTS - are objective statementsof what was said or done or a rulethat is enforced.

Pass out corresponding handoutGetting Information to Set a Goal


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(Give examples, e.g., Today is ; isPresident of the U.S., we are in aroom.)

Facts are things we cannotchange.

For example, (give an example ofa rule and consequence that isstrictly enforced).

How can facts help us? Possible answer - Facts should beinformation that other people knowand something we can check outor verify.

A fact should be something thatboth people in the situation can"see". For example, one personmay know a fact that the otherperson does not know. You canhelp solve some problems bysharing some facts or helping eachother to see the facts.

For example, you have a child whowants you to buy her somethingexpensive like a toy or clothes. You don't have the extra money. The fact that you do not have themoney is something you may knowthat the child does not know. Bytelling the child the fact, that youdon't have the extra money, canhelp resolve the conflict becausenow you both know the same fact. Both people having the same factswill not always solve a problem butit can help.

You may want to develop your ownexample.

Let's think back to Shewan andMs. Shells. What are the facts ofthis situation and how do you knowit is a fact?

Chart this information on an easelpad.

Possible answers - Ms. Shells toldShewan that $50 is missing. Mr.Brooks reported the money ismissing, Ms. Shells is the boss.


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Activity 5: Explain Others’Thoughts and Feelings

OTHERS' THOUGHTS ANDFEELINGS - The other person'sthinking report in the situation.

We can figure this out by what theperson is saying and doing as wellas on our previous experienceswith that person, how we think theother person is thinking andfeeling.

We’ve practiced the social skill -Understanding the Feelings ofOthers.

What do we do to help us figurehow someone else might befeeling?

Possible answer - Watch and listento the person.

Let’s think back to Shewan andMs. Shells. How was Ms. Shellsfeeling?

Chart this information on an easelpad.

Possible answer - Angry.

What evidence do you have Ms.Shells is angry?

Possible answer - She raised hervoice.

Problems cause emotionalresponses in others as well as inourselves. If we are going to solvea problem, we need to think aboutwhat the other person is feelingand thinking and use that asinformation that will help us solvethe problem.

We have a number of clues to helpus figure this out.

Tone of voice. For example, let meask a question two different ways.

Tone of voice and body languageparts of this activity are optional.


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Do them if you think the groupneeds this level of discussion.

What are you doing? In a loud angry voice.

How do you think I am feeling?

What are you doing? In a calm voice.

How do you think I am feeling?

Who can ask, "What are youdoing?" in a way that shows youare curious? frightened? sleepy? bored? So tone of voice is a clueto how a person is feeling.

Get participants to say “What areyou doing in different tones ofvoice?”

Body Language Looking at peoplecan also give us clues to how theyare feeling. A person's postureand facial expressions are calledbody language. Body

Language

BoredExcitedAngryTired

Model posture and facialexpression for each of the aboveand have participants identify theemotion. OPTION 1: If you wishyou can then ask participants tomodel their body language fordifferent emotions. "Show us howyou look when you are [bored,angry, etc.]. OPTION 2: Show aclip from a movie with the soundturned off, ask participants toobserve body language and guessat the feelings of the characters. You can then show the same clipwith sound and see how that helpsthem determine what is happening.


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Activity 6: Explain Our Beliefsand Opinions

Our opinion is how we see thesituation - how we would describethe situation based on ourthoughts, feelings and pastexperiences. The opinions wehave are often tied to our beliefs. The reason to examine ouropinions is to check to see if weare falling into a thought patternthat gets us into trouble. In the“Breakfast Club,” Bender's beliefmight have been that the only wayhe can get respect from the otherstudents was to mouth off toVerne. This may be tied to hisbelief that the only way to beimportant is to challenge people inauthority.

We have to be careful not to haveour opinions close off how wethink. We need to be aware of ouropinions and beliefs and realizethat they may only be what wethink and not jive with the facts orwith what the other person thinks.We need to be aware of ourthinking patterns and stop thinkingpatterns that lead us into trouble.

Let’s think back to Shewan andMs. Shells. What do you thinkShewan’s opinions and beliefsare?

Chart this on an easel pad.

Possible answer -Shewan’sopinion may be that Ms. Shells willfire her.


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What evidence do you have? Her belief that people in authorityare out to get her.

Activity 7: Explain: Setting AGoal

We gather information bydetermining what the other'sthoughts and feelings might be,what the facts are, becomingaware of our opinions and then weuse this information to decide ourgoal.

We help ourselves when our goalsare realistic and positive.

Realistic so that it is something thatwe can actually achieve. Forexample, if the problem is that wedon't have enough money to paythe rent, it would not be realistic tohave as a goal to get 1 milliondollars. Keep the goal close to thesituation at hand.

A goal should also be positive. Having a goal to do something tohurt yourself or others usually justmakes the problem worse. Solvingproblems can cause pain, but thatshould not be the goal. If the goalis to cause pain, then the conflictcycle usually keeps going andmore stress and problems occur.

Show OH#1 again.


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Sample Goal Statements

1. I want Ms. Shells to say she issorry and leave me alone.

2. I want Ms. Shells to believe methat I did not take the money.

3. I'm going to out yell her andwalk off this job.

Lesson 19 OH #2Getting Information to Set a Goal

Shewan thought about thefollowing three goals in hersituation with Ms. Shells. Whichone follows our guidelines for agood goal statement? A good goalstatement follows the formulas onthe overhead.

Note:1. not a good goal - not realistic2. realistic3. not positive, doesn't helpShewan in the long term

Activity 8: Role Plays PracticingStep 3

Chart Shewan’s goal statement onan easel pad for use in Lessons 20and 21.

I am going to give you 3 situationsto think about. I would likevolunteers to role play thesituations.

Distribute Role Play Scenarios forparticipants to read. First circulateamong the volunteers to ensurethat those with reading problemsknow what is on the paper. Takerole players for Problem 1 asideand give them their BackgroundInformation Sheet and help themprepare to role play. They shouldexaggerate actions to give clues.

Tell role play observers to look forfacts and to try to figure out thethoughts and feelings of the tworole players. Present the followingguidelines for determining others'thoughts and feelings. Identifywhich person is the problem solver. Give each participant a number (1-6) to observe for.


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Directions for Observing Role Plays

1. Watch and listen for the facts.2. Try to figure out what each personis feeling.3. Do a brief thinking report forproblem solver (2 to 3 thoughts and 1to 2 feelings).4. Do a brief thinking report for theother person (2 to 3 thoughts and 1to 2 feelings).5. Try to figure out the problemsolver’s opinions and beliefs.6. Decide on a realistic and positivegoal for the problem solver.Lesson 19 OH #3

Getting Information to Set a Goal

For all three scenarios do thefollowing. Read the scenario. Either use the ones provided ormake up ones that are morerelevant to your group. Have roleplayers act out the scene using theProblem-Role Play-BackgroundInformation sheets. Keep it short. Debrief by asking participants toreport on what they observed using1 through 6 above. Then ask eachrole player to give the backgroundinformation and tell what they werethinking and feeling. Getvolunteers to make suggestions fora realistic and positive goal for thesituation.


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Activity 9: Wrap Up

Today we explored Step 3 ofproblem solving - gettinginformation.

What are the three types ofinformation we want to think aboutin this step?

What are the challenges indetermining what is a fact and whatis opinion?

What clues do we use to determinehow another person is feeling?

Why is it important to consider theother person's feelings?


As homework, I want youto take a problemsituation through the first

three steps. This is a problem youwill work on through the next 3sessions.

Make it clear to group membersthat you want them to pick out areal life problem they have facedrecently in their life.

Step 1. Stop and ThinkWhat does the 3-step look like?

Step 2. Problem IdentificationWho (including I), where, what +my immediate reaction.

Step 3. Getting Information to Seta Goal

FactsOpinionsOthers' perspectiveGoal


CONCEPTS AND DEFINITION:

OBJECTIVES:

20Step 4 — Choices and Consequences

This is the “brainstorm” step of Problem Solving. Students stretch their

imagination to think of as many options as they can to solve their problem. After

thinking of a wide range of both thinking options and action options, students

then consider the consequences of each of the possible choices.

The process of doing this step thoroughly forces participants to look at problems

from a broad, social point of view.

Brainstorming is opening your mind to think of as many ideas as possible. The

ideas do not have to be realistic.

Consequences can be either positive or negative.


1. learn how to generate multiple alternative ways of thinking andways of acting in problem situations.

2. learn how to determine the probable consequences of the choicesgenerated, both for themselves and other people.

MAJOR ACTIVITIES:

SUPPLEMENTS:

EQUIPMENT:

1. Thinking Check In and Homework Review2. Review Previous Lesson3. Overview of Lesson4. Practice Brainstorming Choices5. Practice Considering Consequences6. Team Practice: Choices and Consequences7. Wrap Up8. Assign Homework

C Overhead Transparency:Choices and Consequences

C Handouts:Choices and ConsequencesList of 50+ Social Skills (see Lesson 15)Homework

C ChartsChoices and Consequences Chart Example

C Easel with Chart PaperC MarkersC Overhead Projector

National Institute of Corrections Thinking for a ChangeChoices and Consequences

20-1



Review the homework assignmentfrom Lesson 19. (This was to pickout a problem situation and do thefirst 3 steps of Problem Solving.) Abbreviate the homework reviewby asking each member to brieflyand informally describe theirproblem situation, then ask them toidentify the thinking that posed riskof getting them to do something tomake it worse, and then identifynew thinking that would make itbetter. (NOTE: this is the basiccheck-in process from Lesson 9. This check-in fits neatly into thechoices and consequences step.)



Let’s review the threesteps of problem solvingwe have discussed sofar.

Make sure participants haveProblem Solving Steps handoutfrom Lesson 16 to refer to.

What is the first step? Stop and Think.

What is important about it? Help us begin to think rather thanreact emotionally.

What is the second step? Problem description.

What is the purpose of this step? To describe the problemobjectively and to recognize ourimmediate reaction.

What is the third step? Getting information to set a goal.


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What happens in this step? This is where we reflect on theproblem, by determining the facts,the other person's thoughts andfeelings, and our opinions. Fromthis information we then set a goalthat is positive and realistic.


A key skill to becoming a goodproblem solver is to be able tothink of many different ways torespond to a problem. After we getinformation and know what ourgoal is in Step 4, it is time todecide what to do. In anysituation, there are many differentchoices a person can make. Asyou have learned previously, we allhave patterns in the way we think,feel and then act. When weexperience a problem we have ourautomatic patterns which can takeover. The purpose of this step isto open our minds and to first thinkof lots of different things we coulddo. After we have thought of manychoices, we can use theinformation we have to pick onethat will lead us to our goal.

Pass out handout Step 4. Choicesand Consequences and showcorresponding overhead.


20-3

In this step we ask three questions. This step is called the “brainstorm”step. In this step we think of asmany options as we can to solveour problem. We focus on 2 kindsof options: thinking options andaction options.

Let’s think back to Bender andVerne. What were some choicesBender had?

After we think of as many optionsas we can, we consider theconsequences of each option. Welook at the consequence of eachoption for ourselves, and we alsolook at the consequences for otherpeople.

Activity 4: PracticeBrainstorming Choices

Now let’s practice the brainstormstep. We’ll practice with Shewan’sproblem. Stress Shewan did notsteal the money. [option: facilitatorcan pick another problem, providedthe group has already preparedthe preliminary problem solvingsteps.]

Offer a problem that is relevant tooffenders’ lives or review Shewanand Ms. Shells situation. Givethem Steps 1 - 3: Stop and Think,Problem Description, andInformation Gathering and Goal. These should be on chart paperfrom previous classes. They canrefer to these as they brainstorm. Have participants brainstorm action choices. Make sure to


20-4

keep this as a brainstormingsession with ideas presentedquickly. Suggestion: You canrefer them to the guide sheet of 50social skills, Structured LearningSkills curriculum, to help themmake choices (see Lesson 15).

(After reviewing steps 1, 2, 3 forShewan’s problem, ask thesequestions.)1. What are some things Shewan

can do after she left Ms. Shell;soffice? (Get at least 7 ideas)

2. What are some risk thoughtsshe might have?

3. What might these thoughts leadher to do?

4. What’s some new thinking shemight use to keep one out oftrouble?

Choices Consequences

Actions

Risk Thinking

New Thinking

(See instructor resource insupplements for an example)

Have the class brainstorm as agroup. Be alert to the groupgetting “stuck” in a narrow track ofoptions. (For instance, they might


20-5

only consider destructive optionsor options that express anger. When this kind of narrowinghappens, remind the class that thepoint of the step is to consider awide a range of options aspossible. If necessary, make asuggestion or two of your own toget them on another track.)

Activity 5: Practice ConsideringConsequences

Now that we’ve thought of lots ofchoices, let’s consider the possibleconsequences of these choices. Remember, we consider 2 kinds ofconsequences: consequences forourselves and consequences forother people.

Have participants makesuggestions. Write down everyreasonable answer. Coach themas necessary to keep the groupfrom focusing too narrowly on thekind of consequences they think of. Just do consequences for actions.

Activity 6: Team Practice:Choices and Consequences

Now let’s try practicing with aproblem we’re already familiarwith. Pick any other problem thatthe group is already familiar withup through step 3.

Review the first 3 steps of thisproblem with the class.

Then put the group into teams of 2(one group may need to be 3). The task of the team is to do Step4: i.e., first brainstorm thinkingchoices and action choices for theselected problem. Then identifythe consequences of each choice,both for themselves and for otherpeople.

Have them write their choices andconsequences on paper preparedas the chart, above.

Give the group 10 minutes to doboth parts.


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At the end of 10 minutes haveeach team report the results of theexercise.

(Option: You can make it a gamewith the team who finds thegreatest number of choices thewinner.)

Activity 7: Wrap Up

Brainstorming choices andconsidering consequences is avery important step in problemsolving. Some people think it isthe most important step.

Aim to get a meaningful andthoughtful discussion of thesequestions. Be sure you think thequestions through yourself andguide the group to help themunderstand the full significance ofthis problem solving step.

Why do you think it is important? We are learning to consider newways of thinking and acting inproblem situations.

Why do we try to think of morechoices than we can really do?

It helps us expand our thinking

Why do we consider our riskthinking?

Risk thoughts can lead to riskybehavior.

Why do we considerconsequences for others as well asourselves?

The best way to solve a problem isto create a win-win situation or atleast not back the other personinto a corner.

Self-assessment. Write down thenumber of the step that is easiestfor you to do. Write down thenumber of the step that is mostdifficult for you to do.

The responses could beanonymous. Collect and read thenumbers. As a group discuss eachstep in terms of what might beeasy and difficult about each step.


20-7


For homework I wantyou to do Step 4 withthe problem youprepared for today’s

homework. Be sure you listseveral thinking choices andseveral action choices. Thenmake sure you list at least oneconsequences for yourself forevery choice and at least oneconsequences for other people forevery choice.



21Step 5 — Choose, Plan, Do and

Step 6 — Evaluate

Participants practice determining which choices from their Choices and

Consequences list hold the best potential for helping them reach their goal while

avoiding the Conflict Cycle. Once they determine their best choice they learn

to make an Action Plan. An Action Plan specifies who, when and what they will

do and say. Also, an Action Plan identifies (when appropriate) a particular

Social Skill that the person can use to help implement their chosen solution.

Finally, participants learn to Evaluate by reviewing their solution after they apply

it.

With the completion of Step 6, participants will have integrated the skills of

Cognitive Self Change (in Problem Solving Steps 1, 2, 3, and 4) and Social

Skills (in Problem Solving Step 5) into the Problem Solving process.

An Action Plan is a structured plan for implementing a chosen problem solution.

OBJECTIVES:

MAJOR ACTIVITIES:

SUPPLEMENTS:

EQUIPMENT:


1. learn and practice how to choose problem solutions that matchgoals and avoid harmful consequences to others.

2. learn and practice writing Action Plans to implement problemsolutions.

3. learn and practice performing problem solutions by following theirAction Plan.

4. learn and practice evaluating their problem solutions.

1. Thinking Check In and Homework Review2. Review Previous Lesson3. Overview of Lesson4. Choose5. Plan6. Do7. Evaluate8. Practice Exercise9. Wrap Up10. Assign Homework

� Overhead Transparencies:Choose, Plan, DoEvaluate

� Handouts:Choose, Plan, DoEvaluateAction Planning GuideList of 50+ Social Skills (see Lesson 15)Homework


National Institute of Corrections Thinking for a ChangeChoose, Plan, Do and Evaluate

21-1



Review the homework assignmentfrom Lesson 20. (This was toprepare Step 4 with their ownselected problem example.) Haveeach participant read their“Choices and Consequences”chart. Be sure they identify boththinking choices and actionchoices, and that they considerconsequences both for themselvesand others.

Note: This homework assignmentwill be used for the major practiceexercise in today”s lesson.


Make sure participants haveProblem Solving Steps fromLesson 16 to refer to.

What are the steps ofproblem solving?

Stop and think, problemdescription, getting information toset a goal, choices andconsequences, choose...plan..do,evaluate

Why do we keep practicing the 3-step?

It is what you do to help you startthinking through a problem.

What is the difference between afact and an opinion?

Facts are things everyone can see/verify - they are provable, opinionsare what we think is true.

What's the formula for a problemdescription?

I feel or think because and myrisk is to react by .

What makes a good goalstatement?

It focuses on what I can do and isrealistic and positive.


21-2

Why is it important to think of lotsof choices?

So we can find the best way tosolve a problem.


This lesson combines two ProblemSolving steps: Step 5 (Choose,Plan, Do) and Step 6 (Evaluate).

Pass out corresponding handout.

Step 5 is where the rubber meetsthe road. This is the step wherewe actually perform our problemsolution. This step is based onwhat we have done in the first foursteps.

In this lesson we will practice:1) choosing the best choices

from the options we generated inStep 4.

2) making an action plan forimplementing our choice. Ouraction plan will include selecting aSocial Skill to help us with oursolution.


21-3

3) doing our solution. Finally,we will be looking back andevaluating our solutions after weperform them. This is Step 6.

Pass out corresponding handoutand discuss the 4 questions.

Discuss

The Choose, Plan, Do step isdesigned to help you pick thechoice that will help you reach yourgoal and that will have the mostpositive results for all involved.

Why is it important to think ofothers when you are trying to solvea problem?

When we don't take time to do thiswe often end up with moreproblems and are farther awayfrom our goal.

If you do something to make theperson feel better or give themmore information, you have abetter chance of solving theproblem.

Activity 4: Choose

Let’s look at how it works. We’llpractice with Shewan’s problem.

Display and review the charts ofChoices and Consequences forShewan’s problem. (This chart


21-4

was constructed in the previouslesson.)

What was Shewan’s problem andgoal?

Review this information fromLessons 18 and 19.

Let’s start by narrowing down thelist of choices by first getting rid ofthe choices that we know won’thelp reach Shewan’s goal. Whatare those?

As participants identify thosechoices, cross them off the chart. You should start with the thinkingchoices and eliminate all but one ortwo. Then move on to the actionchoices, and try to select one/twothat may help Shewan get closer toreaching her goal.

Are there choices that may helpreach the goal but haveconsequences that we want toavoid?

Cross those off.

What is the best choice? Whichchoice/s best leads Shewan to thegoal?

At this point only positive optionsthat lead to the goal should be left. If participants have difficultychoosing the best one have themvote. The choice with the mostvotes wins.

Activity 5: Plan

Now let’s do the Plan step forShewan’s problem. We’ll use thisAction Planning Guide to help usmake a plan.

Display the Action Planning Guideon a flip chart. Write in the Goaland Choice, based on the stepsalready done.

Then proceed to guide the groupthrough the rest of the actionplanning steps, and write thegroup’s decisions on the ActionPlan Guide.


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PLAN

Goal:Choice:Who?What?When?Where?Steps to follow:1.2.3.4.5.6.

Social Skills that could help:

Who is Shewan going to speak to? What is she going to do or say?

Where and when is she going todo it?

Now, let’s come up with stepsShewan can follow, just as we didin Social Skills. We need boththinking and action steps.

Now, is there a Social Skill thatShewan might use to help her withher plan? Let’s look at the list ofSocial Skills.

Have class refer to the 50+_ SocialSkills, The Structured LearningSkills Curriculum (Lesson 15). Getseveral suggestions of Social Skillsthat might help Shewan, and helpthe group decide on one to try.


21-6

Activity 6: DO

Good. We’ve done the planning. Now all Shewan has to do is do it. Let’s look at how it might go.

The instructor models Shewanimplementing her chosen solution. Get participants to help with thisrole play. Perform the solutiononly, i.e., do not model goingthrough the choose and plan stepsover again.

Discuss the model demoafterwards to be sure allparticipants saw you following theagreed upon Action Plan.

Did I follow the plan? If not go back and do it again. Besure that Shewan is somewhatsuccessful.

Activity 7: Evaluate

OK, now we can move on to thelast step of Problem Solving, whichis to evaluate. We do this stepafter we have already tried ourproblem solution.

Evaluate means to look back atwhat we did and ask ourselves ifthe solution worked and how wemight have solved it better. Wecan usually learn somethingimportant from solutions we try,even when they don’t workperfectly.

When we Evaluate, we askourselves these questions

Write the following questions on aflip chart.


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Step 6 - Evaluate

Did it work?

Am I closer to my goal?

Did it hurt other people?

What have I learned?

Let’s use these questions toevaluate Shewan’s solution.

Did it work?

Is she closer to her goal?

Did she reach her goal?

Did her solution hurt other people?

What could she have learned?

Activity 8: Practice Exercise

Now let’s do the steps with yourown problems. We’ll work with theproblems you prepared for today’shomework.

Ask each participant to presenttheir Problem, Goal and Choicesand Consequences list, and havethe group help them in choosing 1)their best thinking choice, and 2)their best action choice.

Have each participant fill out theGoal and Choose sections of theGuide sheet.

Then ask each person to workalone to fill out the planning steps. Be sure they include a Social Skillchosen from the handout of 50+_Social Skills, The StructuredLearning Skills curriculum (Lesson15).


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When all participants havecompleted their Action Plan Guide,review them briefly by having eachperson read their plan to the class. Discuss and make corrections onlywhen someone has not followedthe steps correctly.

Then have each participant roleplay their solution.

After each role play , have thewhole class go through theEvaluate questions to help theperson evaluate their solution.

Activity 9: Wrap Up

This finishes the last of the steps ofProblem Solving.

We’ve learned how to do the steps,but have we mastered the skill ofProblem Solving? We have tokeep practicing to become reallyskillful.

Review and discuss the ThinkingFor A Change lessons as youjudge appropriate.

Instructors have the option ofcontinuing Problem Solvingpractice for as many more classesas you judge to be useful. If youtake this option, be sure the classpractices a broad range of newSocial Skills in the Choose, Plan,Do step.


For your homework Iwant you to do a specialkind of assignment. Iwant you to prepare a

chart that shows the followinginformation.


21-9

First, list 10 different situationsfrom your past when you didsomething to get in serious trouble.

Then, for each situation write downthe thoughts, feelings, attitudes,and beliefs you had that led todoing what you did.

Then, for each situation write down new thinking that you could haveused that would have helped youavoid getting in trouble.

Then write down new actions youcould have taken that would haveavoided getting in trouble.

Finally, for each situation writedown a Social Skill you could haveused to help avoid getting introuble.

Remember to use what you knownow when you look back at whatyou did in the past.

Situation Th/F/Att/Bel

NewTh.

NewActs

SocialSkills

This material can be used to createa Relapse Prevention Plan basedon the 21 lessons of Thinking ForA Change.

Or you can simply review eachparticipant’s chart in class anddiscuss how the skills of ThinkingFor A Change can help eachperson avoid getting into trouble inthe future.

Or you can use this material as a


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foundation for one of thespecialized Thinking For A Changemodules listed above.



OBJECTIVES:

22Self-Evaluation; What else do I need

In this lesson, participants will use an instrument to assess what areas in which

they need further skill development. The Structured Learning Skills Checklist

will be administered to the participants and significant others. Participants will

then assess and evaluate patterns of skill deficits which need to be learned.

The group will then be able to identify other skills which become the core of an

advanced social skills curriculum.

Structured Learning Skills Checklist — a structured instrument to assess skill

strengths and weaknesses.

As a result of this lesson participants will:

1. complete the Structured Learning Skills Checklist and identifythose skills they rated seldom or none;

2. share the list of skill deficiencies and create a group list which willbe the basis for an advanced social skills curriculum.

3. practice collecting information and self-evaluation.

MAJOR ACTIVITIES:

SUPPLEMENTS:

EQUIPMENT:

1. Complete the Structured Learning Skills Checklist and identifythose skills self reported as seldom or none

2. Complete a Skill Training Grouping Chart to identify thosecommon skill deficits of the group and develop an advanced socialskills curriculum

C Handouts:List of 50+ Social Skills (see Lesson 15)(Titles with Skill Steps)Student ChecklistGroup Chart

C Easel with Chart PaperC MarkersC Masking Tape

National Institute of Corrections Thinking for a ChangeSelf Evaluation; What else do I need

22-1

LESSON

CORE CONTENT NOTES

Prior to this session, the trainershould acquire from a significantother (counselor, teacher,correctional officer, family member)a completed Structured LearningSkills Checklist. This is to be keptto be used later in this lesson

You know that our thinking controlsour behavior. You also know thatto resolve any problems, you mustcontinuously collect informationand evaluate what your optionsare.

Today, we will continue thatprocess. You will have theopportunity to think about thosethings you do well, and thosethings you may not do so well. You will have an opportunity,today, to complete a checklist inwhich you will assess your ownskills.

The instrument is called theStructured Learning SkillsChecklist. It is fairly simple tocomplete, and of course, I shall behere to help you if you need it. Iam going to distribute the checklistnow. Complete the information atthe top which is your Name, Group,and Date. When you are finished,look up so I know I may continue.

I see you have completed theinformation at the top, so I am


22-2

going to read the directions as tohow to complete this checklist. You follow along as I read theseinstructions.

When the participants havecompleted the top part of thechecklist, read the directions aloudto them.

Now that you have completed thisinstrument, it is fairly easy toscore. Remember, there are noright or wrong answers. Wemerely want to assess our skills,and determine the strengths andweaknesses of our skillcompetencies.

Allow sufficient time for everyparticipant to complete thechecklist. Once they havefinished....

You will note that there are fiftyskills, so all the numbers will addto 50, no more, no less. First,count up each column anddetermine how many skills youhave rated in each category: that isnone, seldom, sometimes, often,always.

Once you have done that, let’sidentify those skills you rated asoften or always.

Now, let’s identify those skills yourated yourself as seldom or none. Have each participant identify theskills they so identified.

Let’s take a closer look and seethe skills which we, as a group,identified as those we need tolearn or need to practice further.

On chart paper, write down theskills that participants identify.


22-3

Note any patterns or themes. (Forexample, beginning social skills;advanced social skills; skillsdealing with feelings; skills dealingwith aggression.)

Here are the skills you haveidentified as a group. Of these,which ones do you think you wouldlike to concentrate on and learn?

But, before you make any finaldecision, remember that during ourproblem solving lessons, youlearned to get information to set agoal, and also learned to identifyyour choices and consequencesfor those choices. Well, let’s usesome of that knowledge and applyit here.

As each participant identifies thoseskills they rated as seldom ornone, the trainer should markthese on a Skill ChecklistSummary. This could be a chartor duplicated on an overhead.

I have some information for you toconsider. Here is anotherStructured Learning SkillsChecklist. This one was completedby someone who knows you well,and who is concerned about you. It might have been a teacher, acounselor, or even a familymember. They completed thesame checklist and identified, intheir opinion, which skills you doalways, often, sometimes, seldom,or never.

Distribute the Structured LearningSkills Checklist that was completedby the participant’s significantother.

Note the differences and write onchart paper. Do the same with thesimilarities.

On the Skill Checklist Summary,list those skills which theparticipants identify as the same ornearly the same which were notedas seldom or never.

Note and list the skills identified.

I want you to compare theresponses on your own checklist,with that of the person whocompleted one for you.

What are the differences?


22-4

What are the similarities?

Which skills have you identified asusing seldom or never, that are thesame or nearly the same as theones completed on the secondchecklist. Let’s make a list ofthose that are the same or nearlythe same.

Now, let us look at the two SkillChecklist Summary sheets wehave completed. Can we nowidentify ten or so skills that wewould like to learn during the nextperiod of time together.

Identify the skills which the grouprates as seldom or none and makea list on chart paper.

Good, this will become ourcurriculum for the next ten weeksor so.

Lesson 16

Introduction to Problem Solving


� Overhead Transparencies:Conflict Cycle6 Steps of Problem Solving (graphic)

� Handouts:Conflict CycleProblem Solving Steps (graphic)Problem Solving Steps (overview ofsteps)Homework

� The Breakfast Club Movie(Rent it at your local video store)


FeelingsThoughts

Consequences

Problem

Actions

Stress+

Beliefs

Conflict Cycle


3 Getting Info to Set a Goal INFO

Facts?Other person?My opinions and beliefs?

GOALWhat is my goal?

2 Problem DescriptionWhat is the problem?What is my risk reaction?

5 Choose-Plan-DoWhat is my best choice?What is my plan?Do it.

4 Choices and Consequences

What are my choices?What are theconsequences?

1 Stop and ThinkWhat are my thoughtsand feelings? Risk?Do the 3 step1. Be quiet2. Get space 3. Calm down

6 EvaluateAm I closer to my goal?Hurt others?What have I learned?

Stress +Beliefs

Problem

Consequences FeelingsThoughts

Actions Think !

Problem Solving Steps

�

Stress +Beliefs

Lesson 16Introduction to Problem Solving Handout

Conflict Cycle

�Lesson 16Introduction to Problem Solving Handout

THE PROBLEM SOLVING STEPS(Overview of Steps)

Step 1 - Stop and Think

What am I thinking and feeling right now?

How could my thoughts and feelings lead me to do something to make thingsworse?

Do the 3-step - Be quiet, get some space, calm down.

Step 2 - Describe the Problem

What is the problem?

I feel/think/am ________________________________

because ______________(what happened -what wassaid and what was done)

and my risk is to react by _____________.

Step 3 - Get Information To Set A Goal

Information

What are the facts?

The other person's thoughts and feelings?

My beliefs and opinions?

Goal

What is my goal?

I want _______________________________.

or

I want ______________________________ but not_________.

Step 4 - Consider Choices and Consequences

What are my choices?

What are the consequences for each choice? For me and for others?


Step 5 - Choose, Plan Do

Choose - What's my best choice (gets me closest to my goal)?

Plan - What am I going to do/say? (Who, what, when, where, how)

Do - Do it.

Step 6 - Evaluate

Did it work? Am I closer to my goal?

Did I hurt other people?



Homework

1. Describe a problem.

2. Do the first part of the Stop and Think step. Identify your thoughts and feelings.

3. How could these thoughts and feelings lead me to do something to make theproblem worse?

Lesson 17

Stop and Think


� Overhead Transparencies:Conflict Cycle (see Lesson 16)Stop and ThinkDirections

� Handouts:Stop and ThinkExample Problem SituationsStop and Think Role Play PlanningSheetHomework

Lesson 17 OH#1Stop and Think

What are my thoughtsand feelings?

How could mythoughts and feelingslead me to dosomething to makethings worse?

Do the 3 step

Think !

1. STOP and Think

Lesson 17 OH#2Stop and Think

Directions

(1) Describe the situation: is it in your face ortime to think?

(2) Identify thoughts, emotions and physicalreactions which would indicate there is aproblem.

(3) Describe how you would do the 3-step.

�Lesson 17Stop and Think Handout

What are my thoughtsand feelings?

How could mythoughts and feelingslead me to dosomething to makethings worse?

Do the 3 step

Think !

1. STOP and Think


Example Problem Situations - Stop and ThinkPracticing Step 1

You are unjustly accused of stealing a computer at work.

Your cell mate unjustly accuses you of stealing his/her cigarettes.

You have been looking forward to a special visitor who doesn't show for a scheduled visit.

Your child takes your car and stays out all night.

Your neighbor plays loud music late into the night and you can't sleep.


Stop and Think Role Play Planning Sheet

My thoughts are_____________________________________________________________.

I am feeling ________________________________________________________________.

Physically I feel _____________________________________________________________.

How could these thoughts and feelings lead me to do something to make things worse?

__________________________________________________________________________.

Show the 3-step:

Be quiet

Get space by____________________________.

Calm down by___________________________.


HomeworkStep 1 - Stop and Think

Situation: __________________________________________________________________

___________________________________________________________________________

My thoughts are______________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Emotionally I feel ________________________.

Physically I feel ___________________.

How can these thoughts and feelings lead me to make things worse? ____________________

__________________________________________________________________________.

What the 3-step looks like for me:

Be quiet _________________.

Get space by______________.

Calm down by_____________.

Lesson 18

Problem Description


& Overhead Transparencies/Charts:2. Problem DescriptionExample Problem Descriptions-Using theFormula

& Handouts:Problem Description Example Problem Descriptions-Using theFormulaProblem Identification ExerciseDirections for Problem ScenariosExample Problem ScenariosHomework

& Instructor Supplements:Suggested Problem Statements forProblem Identification Exercise

What is theproblem?

What is myrisk reaction?

I (think or feel) __________________________because (tell what was said or done) _________and my risk is to react by __________________

PROBLEM DESCRIPTION


Lesson 18 OH #1Problem Description

Lesson 18 OH #2Problem Description

Example Problem Descriptions - Usingthe Formula

I think my boyfriend is cheating because Iheard him make a date on the phone last nightagreeing to meet someone at the mall. Myrisk is to react by getting angry at him.

I think that my wife doesn’t care because sheagreed to be home so I could call her at 7:00p.m. I called and no one answered the phone. My risk reaction is to want to hurt her.

I am angry because my teenager came homefrom a date smelling of alcohol. He lockedhimself in his room and won’t come out. Myrisk is to react by pounding on the door untilhe opens it.

I think someone stole my cigarettes because Iwent to my locker this morning and they weregone. My risk is to immediately react byplanning how I will hurt the person who stolemy cigarettes.

NLesson 18Problem Description Handout

What is theproblem?

What is myrisk reaction?

I (think or feel) __________________________because (tell what was said or done) _________and my risk is to react by __________________

PROBLEM DESCRIPTION


1Lesson 18Problem Description Handout

Example Problem Descriptions - Using the Formula

I think my boyfriend is cheating because I heard him make a date on the phone lastnight agreeing to meet someone at the mall. My risk is to react by getting angry athim.

I think that my wife doesn't care because she agreed to be home so I could call her at7:00 p.m. I called and no one answered the phone. My risk reaction is to want to hurther.

I am angry because my teenager came home from a date smelling of alcohol. Helocked himself in his room and won't come out. My risk is to react by pounding on thedoor until he opens it.

I think someone stole my cigarettes because I went to my locker this morning and theywere gone. My risk is to immediately react by planning how I will hurt the personwho stole my cigarettes.


Problem Identification Exercise1. There was a traffic jam this morning. I was only 5 minutes late for work again. I startedworking right away. My boss called me over and warned me that I cannot be late again.

A Problem Statement: My boss is a jerk.Formula Description:___________________________________________________________________________

___________________________________________________________________________

2. Every time I come back to my cell the CO makes me wait a long time before he opens mycell. I know he is out to get me. He has an ugly face.

A Problem Statement: I know the Correctional Officer is out to get me.Formula Description:___________________________________________________________________________

___________________________________________________________________________

3. I am working as hard as I can but I am still short of money. I have had the same apartmentfor a year. I came home from work and found an eviction notice. I haven't paid rent for 6months.

A Problem Statement: I have to get some money right away.Formula Description:___________________________________________________________________________

___________________________________________________________________________

4. I don't trust my husband. He and I don't talk much. Today I saw my best friend riding inher car with my husband.

A Problem Statement: I'll never trust another person again.Formula Description:___________________________________________________________________________

___________________________________________________________________________

5. I have been going on job interviews. I am worried about how to handle my record. Duringthe job interview yesterday, I couldn't explain why I haven't worked in the last 2 years.

A Problem Statement: I just can't take these stupid job interviews anymore.Formula Description:___________________________________________________________________________


Lesson 18 - Directions for Problem Scenarios

Use the attached scenarios to apply the first two steps of Problem Solving.

Step 1: Stop and Think

1. Is this an in your face or time to think problem?

___________________________________________________________________________

2. Imagine what the person's warning signs would be. Write down the thoughts, feelings, andphysical reactions you think they might be experiencing.

Thoughts___________________________________________________________________

Feelings ___________________________________________________________________

Physical Reactions ___________________________________________________________

3. What could 3-step look like for this person?

Be quiet

Get some space

Calm down

Step 2: Problem Description

4. Give a problem description.

I feel/think/am _________________________________________________________

because ______________________________________________________________

(what happened -what was said and what was done)

and my risk is to react by ________________________________________________.


Lesson 18 - Homework for Step 2 - Problem Description

Step 1: Stop and Think

1. Is this an in your face or time to think problem?

___________________________________________________________________________

2. What are your warning signs?

Thoughts___________________________________________________________________

Feelings ___________________________________________________________________

Physical Reactions ___________________________________________________________

3. How could these thoughts and feelings lead me to do something to make things worse?

___________________________________________________________________________

___________________________________________________________________________

4. What does the 3-step look like for you?

Be quiet ___________________________________________________________________

Get some space______________________________________________________________

Calm down_________________________________________________________________

Step 2: Problem Description

5. Give a problem description.

I feel/think/am _________________________________________________________

because ______________________________________________________________

(what happened -what was said and what was done)

and my risk is to react by ________________________________________________.


Lesson 18 - Example Problem Scenarios

A. Shewan is starting her second week in a new job. She likes to work alone and does notmake friends easily. She does not trust other people and would rather do her own work Shecomes back from lunch and her boss, Ms. Shells, calls her into her office and accuses her ofstealing. In problem situations Shewan often feels depressed and picked on.

B. Juan was married for one year prior to his arrest and conviction for aggravated assault. Juan's wife writes him once a week and visits him regularly. Juan's wife has not written orvisited for a month. Juan is both worried and angry. Someone bumps into him in the yard andhe feels ready to fight.

C. Paul has a gambling debt of $200 which he cannot pay. John, who is the person collectingthe debt, wants the money right away. John comes up to Paul when there is no one elsearound and demands the money. Paul tends to feel panicked and argues when he is in a tightspot.

D. Your cellmate leaves dirty underwear on the floor. An officer came by the cell and madeyou pick it up. You have already received a disciplinary action for a fight the two of you hadlast week. Your cellmate will return from class in one hour.

Lesson 18Problem Description Instructor Supplement

INSTRUCTOR SUPPLEMENT - Problem Identification Exercise Sample Answers

1. There was a traffic jam this morning. I was only 5 minutes late for work again. I startedworking right away. My boss called me over and warned me that I cannot be late again.A Problem Statement: My boss is a jerk.Formula Description: I'm frustrated because my boss is watching what time I come to workand my risk reaction is to try to ignore him.

2. Every time I come back to my cell the CO makes me wait a long time before he opens mycell. I know he is out to get me. He has an ugly face.A Problem Statement: I know the Correctional Officer is out to get me.Formula Description: I am angry because the CO makes me stand and wait to get into mycell, and my risk reaction is to tell him off.

3. I am working as hard as I can but I am still short of money. I have had the same apartmentfor a year. I came home from work and found an eviction notice. I haven't paid rent for 6months.A Problem Statement: I have to get some money right away.Formula Description: I am afraid that I am going to be evicted because my rent is overdueand my risk reaction is to blame someone else and do nothing.

4. I don't trust my husband. He and I don't talk much. Today I saw my best friend riding inher car with my husband.A Problem Statement: I'll never trust another person again.Formula Description: I think my husband is cheating on me because I saw him withsomeone else and my risk reaction is to start of fight with him.

5. I have been going on job interviews. I am worried about how to handle my record. Duringthe job interview yesterday, I couldn't explain why I haven't worked in the last 2 years.A Problem Statement: I just can't take these stupid job interviews anymore.Formula Description: I hate to go on job interviews because I get asked questions I don'tknow how to answer and my risk reaction is to give up.

Lesson 19

Getting Information to Set a Goal


� Overhead Transparencies:Getting Information to Set a GoalSample Goal StatementsDirections for Observing Role Plays

� Handouts:Getting Information to Set a GoalRole Play ScenariosDirections for Observing Role PlaysProblem 1 Role Play - BackgroundInformationProblem 2 Role Play - BackgroundInformationProblem 3 Role Play - BackgroundInformationHomework

Lesson 19 OH #1Getting Information to Set a Goal

GOALWhat do I want?

Keep it realistic and positive."I want", or "I want, but I don't want".

INFOFacts: Objective statements

or rules

Other person: Others' thoughts and feelings. The other person's thinking report in the situation.

My opinions and beliefs:What I think is true. What I believe is happening.

3. Getting Information to Set aGoal

Lesson 19 OH#2Getting Information to Set a Goal

Sample Goal Statements

1. I want Ms. Shells to say she is sorry andleave me alone.

2. I want Ms. Shells to believe me that I didnot take the money.

3. I am going to out yell her and walk off thejob.

Lesson 19 OH#3Getting Information to Set a Goal

Directions for Observing Role Play1. Watch and listen for the facts.

2. Try to figure out what each person is feeling.

3. Do a brief thinking report for problem solver (2to 3 thoughts and 1 to 2 feelings).

4. Do a brief thinking report for the other person (2to 3 thoughts and 1 to 2 feelings).

5. Try to figure out the problem solver’s opinionsand beliefs.

6. Decide on a realistic and positive goal for theproblem solver.

�Lesson 19Getting Information to Set a Goal Handout

GOALWhat do I want?

Keep it simple, realistic and positive."I want", or "I want, but I don't want".

INFOFacts: Objective statements

or rules

Other person: Others' thoughts and feelings. The other person's thinking report in the situation.

My opinions and beliefs:What I think is true. What I believe is happening.

3. Getting Information to Set a Goal


Lesson 19 - Role Play Scenarios - Determining, Facts, Opinions and Other's Thoughtsand Feelings

Problem 1 - A person(*) is driving a car 10 miles over the speed limit. A police officer haspulled the person over and asked for their driver's license.

Problem 2 - A person(*) on probation arrives at 3:00 for a 2:00 appointment with her/hisprobation officer.

Problem 3 - You(*) are returning from the yard with your radio. The officer takes it toinspect it. The officer drops it and it breaks.

* indicates the person who is doing the problem solving.


Lesson 19 - Directions for Observing Role Plays - Getting Information to Set a Goal

1. Watch and listen for the facts.

2. Try to figure out what each person is feeling.

3. Do a brief thinking report for problem solver (2 to 3 thoughts and 1 to 2 feelings).

4. Do a brief thinking report for the other person(2 to 3 thoughts and 1 to 2 feelings).

5. Try to figure out the problem solver’s opinions and beliefs.

6. Decide on a realistic and positive goal for the problem solver.


Problem 1 - Role Play - Background InformationDetermining, Facts, Opinions and Other's Thoughts and Feelings

Information for Driver

Problem 1 - A person is driving a car 10 miles over the speed limit. A police officer haspulled the person over and asked for his/her driver's license.

More information for the driver -

If you get any more traffic violations, you will loose your driver's license. You are nervous.You are going to try to be friendly and cooperative but try to talk your way out of it.

Problem 1 - Getting Information to Set a Goal - Role PlayDetermining, Facts, Opinions and Other's Thoughts and Feelings

Information for Officer

Problem 1 - A person is driving a car 10 miles over the speed limit. A police officer haspulled the person over and asked for his/her driver's license.

More information for the police officer - You are at the end of your shift and are about togo home. You are in a good mood. You have a fun evening planned. You want to get thisover with as quickly and easily as you can.


Problem 2 - Role Play Background InformationDetermining, Facts, Opinions and Other's Thoughts and Feelings

Information for Probationer

Problem 2 - A person on probation arrives at 3:00 for a 2:00 appointment with her/hisprobation officer.

More information for the person on probation -

You have a sick child who was up all night. You are very tired. You really tried to be ontime. The bus you took broke down and had you to walk the last mile to get here. You feellike you are at the end of your rope.

Problem 2 - Getting Information to Set a Goal - Role PlayDetermining, Facts, Opinions and Other's Thoughts and Feelings

Information for Probation Officer

Problem 2 - A person on probation arrives at 3:00 for a 2:00 appointment with her/hisprobation officer.

More information for the probation officer -

You have a very busy day. One of the PO's had a family emergency and had to leave theoffice. You are trying to cover both of your appointments. You were just about to see theother PO's 3:00 appointment when this person walks in late. You have 6 other people to seebefore you leave at 5:00.


Problem 3 - Role Play -Background InformationDetermining, Facts, Opinions and Other's Thoughts and Feelings

Information for Inmate

Problem 3 - You are returning from the yard with your radio. The officer takes it to inspectit. The officer drops it and it breaks.

More information for the inmate -

You have just gotten this radio 2 days ago. It took you 2 months to get it.

Problem 3 - Getting Information to Set a Goal - Role Play Determining, Facts, Opinions and Other's Thoughts and Feelings

Information for Officer

Problem 3 - You are returning from the yard with your radio. The officer takes it to inspectit. The officer drops it and it breaks.

More information for the officer -

You are following a new directive that all electronic equipment must be inspected. It was anaccident. The radio just slipped.


Lesson 19 - Homework - Getting Information to Set a Goal

Apply the first 3 steps to a current or recent problem. Take a problem through the firstthree steps. Choose a problem you are willing to present in class.

Step 1. Stop and Think - What thoughts and feelings did you have that warned you that youwere in a problem situation?

___________________________________________________________________________

___________________________________________________________________________

How could these thought and feelings lead me to do something to make things worse?

___________________________________________________________________________

___________________________________________________________________________

Did you do the 3-step? ___________________________________

Describe how you could use the 3-step in this problem?

Be quiet _________________________________________

Get space ________________________________________

Calm down _______________________________________

Step 2. Problem Description

I _________________________________________because

__________________________________________________________________________.

My immediate reaction is _____________________________________________________.


Lesson 19 - Homework - Getting Information to Set a Goal (Continued)

Step 3. Getting Information to Set a Goal

What are the facts?

_____________________________________________________________________

What are the other persons' thoughts and feelings?

_____________________________________________________________________

What are your beliefs/opinions?

_____________________________________________________________________

What is your goal?

I want ______________________________________________________________________

___________________________________________________________________________.

Lesson 20

Choices and Consequences


� Overhead Transparency:Choices and Consequences

� Handouts:Choices and ConsequencesList of 50+ Social Skills (see Lesson 15)Homework

� Charts:Choices and Consequences ChartExample

Lesson 20 OH #1Choices and Consequences

What are theconsequences. . .

For Me ? For Others?

What are mychoices?

4. Choices and Consequences

�Lesson 20Choices and Consequences Handout

What are mychoices?

What are theconsequences. . .

For Me ? For Others?

4. Choices and Consequences

�Lesson 20Choices and Consequences Handout

Lesson 20 - Homework

Brainstorm at least 8 choices you have for your problem. Describe the consequences of eachaction choice for yourself and for others.

Step 4 - Choices and Consequences

Choice Consequences for Me For Others

1.

2.

3.

4.

5.

6.

7.

8.

Lesson 20Choices and Consequences Instructor Resource

Lesson 20 - Choices and Consequences Chart ExampleProblem: I'm angry because Mrs. Shells is accusing me of lying to her. My risk reaction is towalk out.

Choices Consequences for Self Consequences for Others

Thinking

I’m going to get fired Get depressed

She can’t treat me this way Get her angry

I can handle this Calming

Actions Consequences for Self Consequences for Others

Blame Mr. Brooks Makes Shewan look bad Make Mr. Brooks angry

Accuse Mrs. Shells of beingunfair

Shewan gets angrier Mrs. Shells gets angry

Expressing her feelings Lets Shewan say what shehas to say

Gives Mrs. Shellsinformation

Walk out Lose job Hurt Shewan's family

Get a co-worker to vouch forher

Gets some help Gives Mrs. Shells moreinformation

Offer ideas of what mighthave happened

Let's Shewan have somethingto say

More information for Mrs.shells

Tell Mrs. Shells whyShewan is trustworthy

Let's Shewan bring out herstrong points

Gives Mrs. Shells Shewan'sperspective

Dealing with an accusation Gets to explain She hears what Shewan hasto say

Lesson 21

Choose, Plan, Do and

Evaluate


� Overhead Transparency:Choose, Plan, DoEvaluate

� Handouts:Choose, Plan, DoEvaluateAction Planning GuideList of 50+ Social Skills (see Lesson 15)Homework

Lesson 21 OH #1Choose, Plan, Do and Evaluate

What is my bestchoice?What is my plan?

Do it.

Make choices that help youget closer to your goals.

Make step-by-step plans for success that include:

a. Who will be involved?b. What will be done?c. When and where will it

happen?

5. Choose-Plan-Do

Lesson 21 OH #2Choose, Plan, Do and Evaluate

Did it work?




Good problem solvers learn from both successes and failures.

6. Evaluate

�Lesson 21Choose, Plan, Do and Evaluate Handout

What is my bestchoice?What is my plan?

Do it.

Make choices that help youget closer to your goals.

Make step-by-step plans for success that include:

a. Who will be involved?b. What will be done?c. When and where will it

happen?

5. Choose-Plan-Do


Did it work?



What have I learned?s

Good problem solvers learn from both

successes and failures.

6. Evaluate


Action Planning Guide

GOAL: (write goal)

CHOICE:

Who?

What?

When?

Where?

PLAN: (steps to follow)

1.

2.

3.

4.

5.

6.

Social Skill that could help:___________________________________________________

___________________________________________________________________________

EVALUATE: (Did it work? Closer to goal? Hurt others? What did I learn?)


Homework

Situation Thought/FeelingAttitude/Belief

NewThoughts

NewActions

Social Skills

1Lesson 22Self-Evaluation; What Else Do I Need Handout

Directions: Based on your observations in various situations, rate your use of the following skills.

Circle 1 if you never use the skill.Circle 2 if you seldom use the skill.Circle 3 if you sometimes use the skill.Circle 4 if you often use the skillCircle 5 is you always use the skill. N

ever

Sel

dom

So

met

imes

Ofte

n

Alw

ays

1. Do I listen to someone who is talking to me? 1 2 3 4 5

2. Do I start conversations with other people? 1 2 3 4 5

3. Do I talk with other people about things that interestboth of us? 1 2 3 4 5

4. Do I ask questions when I need or want to knowsomething? 1 2 3 4 5

5. Do I say thank you when someone does somethingfor me? 1 2 3 4 5

6. Do I introduce myself to new people? 1 2 3 4 5

7. Do I introduce people who haven’t met before toeach other? 1 2 3 4 5

8. Do I tell other people when I like how they are orsomething they have done? 1 2 3 4 5

9. Do I ask for help when I am having difficulty doingsomething? 1 2 3 4 5

10. Do I try to join in when others are doing somethingI’d like to be part of? 1 2 3 4 5

11. Do I clearly explain to others how and why theyshould do something? 1 2 3 4 5

12. Do I carry out instructions from other people quicklyand correctly? 1 2 3 4 5

13. Do I apologize to others when I have donesomething wrong? 1 2 3 4 5

14. Do I try to convince others that my ideas are betterthan theirs? 1 2 3 4 5

15. Do I recognize the feelings I have at different times? 1 2 3 4 5


Nev

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Sel

dom

So

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Ofte

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ays

16. Do I let others know what I am feeling and do it in agood way? 1 2 3 4 5

17. Do I understand what other people are feeling? 1 2 3 4 5

18. Do I try to understand it, and not get angry, whensomeone else is angry? 1 2 3 4 5

19. Do I let others know when I care about them? 1 2 3 4 5

20. Do I know what makes me afraid, and do things sothat I don’t stay that way? 1 2 3 4 5

21. Do I say and do nice things for myself when I haveearned it? 1 2 3 4 5

22. Do I understand when permission is needed to dosomething, and ask the right person for it? 1 2 3 4 5

23. Do I offer to share what I have with others? 1 2 3 4 5

24. Do I help others who might need or want help? 1 2 3 4 5

25. Do I try to make both of us satisfied with result whensomeone and I disagree? 1 2 3 4 5

26. Do I control my temper when I feel upset? 1 2 3 4 5

27. Do I stand up for my rights to let other people knowwhat I think or feel? 1 2 3 4 5

28. Do I stay in control when someone teases me? 1 2 3 4 5

29. Do I try to stay out of situations that might get me introuble? 1 2 3 4 5

30. Do I figure out ways other than fighting to handledifficult situations? 1 2 3 4 5

31. Do I make complaints I have about others in a fairway? 1 2 3 4 5

32. Do I handle complaints made against me in a fairway? 1 2 3 4 5


Nev

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33. Do I say nice things to others after a game abouthow they played? 1 2 3 4 5

34. Do I do things that help me feel less embarrassedwhen difficulties happen? 1 2 3 4 5

35. Do I deal positively with being left out of someactivity? 1 2 3 4 5

36. Do I let people know when I feel a friend has notbeen treated fairly? 1 2 3 4 5

37. Do I think choices through before answering whensomeone is trying to convince me about something? 1 2 3 4 5

38. Do I try to figure out the reasons it happened when Ifail at something? 1 2 3 4 5

39. Do I deal with it well when someone says or doesone thing but means something else? 1 2 3 4 5

40. Do I deal with it well when someone accuses me ofdoing something? 1 2 3 4 5

41. Do I plan ahead the best ways to handle it before Ihave a difficult conversation? 1 2 3 4 5

42. Do I decide what I want to do when others pressureme to do something else? 1 2 3 4 5

43. Do I, when I feel bored, think of good things to do,and then do them? 1 2 3 4 5

44. Do I, when there is a problem, try to find out whatcaused it? 1 2 3 4 5

45. Do I think about what I would like to do before Istart a new task? 1 2 3 4 5

46. Do I think about what I am really able to do before Istart a new task? 1 2 3 4 5

47. Do I decide, before doing something, what I need toknow and how to find out? 1 2 3 4 5


Nev

er

Sel

dom

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imes

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48. Do I decide which problem is most important, andshould be handled first? 1 2 3 4 5

49. Do I think about different possibilities, and choosethe one which is best? 1 2 3 4 5

50. Do I pay full attention to whatever I am working on? 1 2 3 4 5

Lesson 22Self-Evaluation; What Else Do I Need Instructor Aid

Instructions: Write in ratings (from Skills Training Checklist). Ratings 1 and 2 generally indicatea skill deficit. For selection purposes, trainees having low ratings on a number of skills within askill group should be put together in the same training class.

Tra

inee

’s N

ame

Group I. Beginning Social Skills

1. Listening

2. Starting a Conversation

3. Having a Conversation

4. Asking a Question

5. Saying Thank You

6. Introducing Yourself

7. Introducing Other People

8. Giving a Compliment

Group II. Advanced Social Skills

9. Asking for Help

10. Joining In

11. Giving Instructions

12. Following Instructions

13. Apologizing

14. Convincing


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inee

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Group III. Skills for Dealing with Feelings

15. Knowing Your Feelings

16. Expressing Your Feelings

17. Understanding the Feelings of Others

18. Dealing with Someone Else’s Anger

19. Expressing Affection

20. Dealing with Fear

21. Rewarding Yourself

Group IV. Skill Alternatives to Aggression

22. Asking Permission

23. Sharing Something

24. Helping Others

25. Negotiating

26. Using Self-control

27. Standing Up for Your Rights

28. Responding to Teasing

29. Avoiding Trouble with Others

30. Keeping Out of Fights


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Group V. Skills for Dealing with Stress

31. Making a Complaint

32. Answering a Complaint

33. Sportsmanship After the Game

34. Dealing with Embarrassment

35. Dealing with Being Left Out

36. Standing Up for a Friend

37. Responding to Persuasion

38. Responding to Failure

39. Dealing with Contradictory Messages

40. Dealing with an Accusation

41. Getting Ready for a Difficult Conversation

42. Dealing with Group Pressure

Group VI. Planning Skills

43. Deciding on Something to Do

44. Deciding What Caused a Problem

45. Setting a Goal

46. Deciding on Your Abilities

47. Gathering Information

48. Arranging Problems by Importance

49. Making a Decision

50. Concentrating on a Task

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