“Thinking for a Change” Curriculum 3.1 - Trainer Counselor for T4C

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Content 3 chart.) What are some of the choices she brainstormed? (Example answer: read some of the choices from the skill 4 chart.) Which choice did Shewan/Sherry pick to get her to her goal? (Example answer: read choice from skill 4 chart.) Activity 5: Apply Skill 5: Make a Plan to the Ongoing Problem Situation Step 1: Identify Who, Where, and When Based on the action she chose, who will Shewan/Sherry communicate with? Where and when should she do it? Notes C-22-2 Restate the problem solver’s goal and choice. Either lead a large group discussion or ask pairs to discuss their ideas and then call on pairs to share their ideas. If there seems to be consensus, put that information on the chart. If not, call on one individual and let that person make the final decision and note that National Institute of Corrections Make a Plan Thinking for a Change Lesson 22 - 13
Content Notes on the chart. Step 2: Identify Key Social Skills That Can Write two social skills Help You on the chart. You have learned nine social skills in this program. Let’s identify two social skills you think would be most helpful to Shewan/Sherry with her choice. Step 3: Identify What You Will Do or Say What words do you think Shewan/Sherry Lead a discussion by should use (if the action chosen involves saying asking the questions, something)? one at a time, giving Should she start by saying something directly or by asking a question? group members time to think about and discuss each question How important will it be for her to listen? before you move on to What might she expect Ms. Shells/Ms. Porter to the next question. say to her? The group does not need to come to a consensus on answers. Note key ideas presented by the group on the chart. Step 4: Identify How You Will Do or Say It Either lead a large group discussion or ask pairs to discuss their ideas and then call on National Institute of Corrections Make a Plan Thinking for a Change Lesson 22 - 14
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U.S. Department of Justice National
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Copyright © 2011, Jack Bush, Barry
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Foreword Over the last six decades,
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practical manner. This was one of N
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The following icons outline when to
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Delivery The curriculum has been re
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Group Norms The program should also
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Acknowledgements The authors wish t
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4. Social Skills are behaviors or a
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Content Notes Activity 1: Introduct
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Content Notes Activity 2: Pocket An
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Content This idea - that thinking c
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Content Notes Discuss Example This
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Content Notes Discuss Example I did
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Content Notes Discuss Example Help
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Content mountain. The biggest part
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Content Notes head and say what tho
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Content Notes These are some great
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Content Notes schedule. Tell group
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Lesson 2 - Social Skill: Active Lis
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Equipment Supplies Easel (chart sta
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Content Notes Skills are abilities
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Content Notes Activity 2: Overview
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Content Notes that a thinking step
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Content and I must listen to him/he
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Content Notes was that modeled? Wha
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Content Notes can. Remember to poin
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Content Notes To the Co-actor How d
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Content Activity 7: Repeat Activiti
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Active Listening 1. Look at the per
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1. What happened when you did the h
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Major Activities Activity 1: Homewo
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Content Activity 1: Homework Review
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Content Notes Define the Skill Who
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Content was that about? (Answer: It
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Content Notes I have a friend with
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Content Notes (Example answer: He/s
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Content Notes skill. Identify Role
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Content Notes In fact, (group membe
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Content Notes of? Did (main actor)
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Content Notes Here is a homework sh
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Name: ________________________ Date
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Lesson 4 - Social Skill: Giving Fee
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Content Notes Tell us another situa
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Content Notes actually see the pers
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Content Notes fishing trip this wee
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Content Notes wanted to provide obj
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Content lesson. Activity 5: Group M
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Content Would (group member name) w
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Content To the Main Actor How well
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Content Notes the second shaded par
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Name: ________________________ Date
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Lesson 5 - Social Skill: Knowing Yo
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Content Who would like to begin? Ac
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Content every skill is made up of a
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Content Notes the mouth. I have a v
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Content In step 1, did _____ “tun
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Content Notes do a role play. Remin
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Content knowing what he/she is feel
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Content To the Main Actor How well
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Content Notes the one you just role
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Knowing Your Feelings 1. Tune in to
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1. What happened when you did the h
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2. Feelings are emotions that go al
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1. 2. Content Activity 1: Homework
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Content you have learned before our
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Content How would you describe the
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Content Notes think and feel this w
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Content You can’t trust the polic
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Content Activity 6: Predict Future
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Content Notes However, we can learn
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Content Notes Listed their thoughts
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Content Notes Disrespected? Since w
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Content Notes conflict with another
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Thoughts: 1. 2. 3. 4. 5. 6. 7. 8. 9
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3 Steps of Cognitive Self Change 1.
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Name: ________________________ Date
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Objective process means without: bl
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Supplements Charts - Make before fa
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Content Notes you to report briefly
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Content fear, frustration, exciteme
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Content For Jones Let’s have anot
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Content good or bad. Look at your t
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Content Notes Look closely at Jim
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Content brief, factual sentence or
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Content Notes stuck. Examples: “D
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Content Transition Good job. This i
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Content Very good. Your report look
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Content Notes authority on how he/s
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Content You have learned and practi
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Jim’s Thinking Report Situation:
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Name: ________________________ Date
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Objectives - As a result of this le
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Content Notes Activity 3: Practice
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Content Feelings leading Jim to bre
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Content attitudes and beliefs. Ques
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Content Notes Activity 5: Group Mem
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Content Part 3 - Feelings Now let
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Content Notes Feelings Group, do yo
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Content Notes Let’s look at the k
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Content Notes thought, feeling, and
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Content We will practice step 3 - u
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Homework Sheet: Lesson 8 Think of a
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Lesson 9 - Cognitive Self-Change: S
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Content Activity 2: Overview of the
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Content Will I feel okay about myse
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Content different new thoughts as y
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Content Notes new way if the new th
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Content Summary and Transition Good
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Content Notes quiet while Jim goes
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Content Notes thoughts, feelings, a
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Content Now, let’s look at the at
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Content way, what do you think you
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Content thinking? If you actually t
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Content noted when we first introdu
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Risk Thought: New Thoughts: 1. 2. 3
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Homework Sheet: Lesson 9 Watch for
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Lesson 10 - Cognitive Self-Change:
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Content A thinking check-in has 4 p
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Content 3. Now, tell us how your th
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Content Great job! Who wants to go
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Content Notes for times where you h
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Name: ________________________ Date
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References Aggression Replacement T
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Content vignette that shows you the
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Content action step? (Answer: “De
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Content Notes Be sure to point to y
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Content Notes In step 1, “Watch t
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Content situation. With whom will y
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Content Notes Be sure that the role
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Content To the Co-actor How did you
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Content Notes Remember, the anticip
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Name: ________________________ Date
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Lesson 12 - Social Skill: Making a
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Content Your homework was to practi
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Content Notes might be a mutual, ac
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Content Notes step. (Answer: Tell t
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Content Notes Activity 4: Discuss M
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Content Now that you have seen a mo
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Content To the Co-actor Try to play
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Making a Complaint 1. Decide what y
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Describe Your Actions (What you spe
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Content (Answer: It is called that
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Content Notes Tell group members to
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Content What were they? How about s
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Content Are you standing or sitting
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Content Activity 6: Discuss Role Pl
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Apologizing 1. Decide if it would b
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Content Activity 2: Overview of Soc
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Content What was a thinking step ab
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Content (Group member name) read st
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Content Activity 4: Discuss Modelin
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Content Notes Now that you have see
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Content To the Co-actor Try to play
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Responding to Anger 1. Listen to th
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Content What are we supposed to do
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Content if that is a thinking step
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Content And step 6, did _____ “su
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Content Notes Try to play the part
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Content Notes To the Co-actor How d
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Content Notes solving, in the next
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Name: ________________________ Date
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Lesson 16 - Introduction to Problem
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Objective - As a result of this les
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Content Notes As we look at the pro
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Content Notes detention. There is t
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Content (Example answers: “He can
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Content what Bender could have done
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Content Notes Activity 7: Explain P
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Content Notes throughout this progr
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Content Activity 9: Explain Skill 3
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Content Notes affect what they will
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Content identify which action or ac
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Content Bender’s face. Step 2:: C
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Content Evaluate means taking time
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Content Step 2: Ask Questions There
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Program Organizer What kinds of new
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Step 4: Identify How Will You Do an
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Homework Sheet: Lesson 16 Watch for
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Lesson 17 - Problem Solving: Skill
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Content cycle. Let’s review the c
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Content Goal and Gather Information
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Content control of ourselves in the
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Content (Example answers - head thr
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Content Let’s hear some of your i
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Content Notes 2. Get space Another
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Content Notes Who would like to sha
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Content Notes 3. Calm Down Problems
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Content Let’s hear some of your a
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Content to do; and she took a deep
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Content Notes Now let me collect th
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Name: ________________________ Date
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Homework Sheet: Lesson 17 Name: ___
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Woman’s Problem Situation Script
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Content my warning signs: physical
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Content Stating the problem means l
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Content that we have the most contr
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Content Notes and we need to use
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Content Notes Example 1 Here is an
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Content Activity 8: Model Problem S
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Content Step 2: Does she describe t
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Content Notes Problem Solving Skill
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Content Sherry made a problem state
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Content Activity 11: Wrap-up Today
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Reaction to Roster I (think or feel
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Step 1: Stop Physical Reactions: Ri
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National Institute of Corrections S
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Step 2: Think - Reduce your risk 1.
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Modeling Display - Shewan and Ms. S
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Modeling Display - Sherry and Ms. P
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Lesson 19 - Problem Solving: Skill
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Content Notes think ahead to set a
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Content nasty rumors about you. A p
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Content Notes of this place right n
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Content Notes so that when I make s
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Content (Example answer: The person
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Content What other thoughts do you
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Content Notes (and why)? discussion
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Skill 3: Set a Goal and Gather Info
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National Institute of Corrections S
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Step 2: Think - Reduce your risk 1.
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Problem Solving Skill 3: Set a Goal
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*Supplements Charts - Make before f
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Content Notes face’ or ‘time to
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Content Notes What do you guess the
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Content Notes reactions, risk thoug
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Content heard and how it fits into
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Content Notes Individual Practice o
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Content Individual Practice of Skil
Page 571 and 572: Content Notes state the problem and
Page 574 and 575: Problem Solving Skills 1, 2, and 3
Page 576: Problem Solving Skill 3: Set a Goal
Page 579 and 580: Provide background information Intr
Page 582 and 583: Prepare 2 actors: Student and frien
Page 584 and 585: Continue modeling display Skill 2:
Page 586 and 587: Lesson 21 - Problem Solving: Skill
Page 588 and 589: Major Activities Activity 1: Review
Page 590 and 591: Content Activity 1: Review of First
Page 592 and 593: Content Here is a skill card with t
Page 594 and 595: Content Notes Considering each of t
Page 596 and 597: Content Now let’s do step 1 of pr
Page 598 and 599: Content Step 2: Think About Consequ
Page 600 and 601: Content We will go through a proces
Page 602: Content Notes (Example answers: If
Page 606: National Institute of Corrections T
Page 610 and 611: Lesson 22 - Problem Solving: Skill
Page 612 and 613: Equipment Supplies Easel (chart sta
Page 614 and 615: Content (Answer: Think of choices a
Page 616 and 617: Content Now, each of you will have
Page 618 and 619: Content Activity 3: Overview of Les
Page 620 and 621: Content Step 4: Identify How You Wi
Page 624 and 625: Content What tone of voice can help
Page 626 and 627: Name: ________________________ My g
Page 628: National Institute of Corrections M
Page 631 and 632: Step 2: Choose key social skills th
Page 633 and 634: Major Activities Activity 1: Homewo
Page 635 and 636: Content Notes Activity 1: Homework
Page 637 and 638: Content Notes Key Question 1: Am I
Page 639 and 640: Content Notes Here is a skill card
Page 641 and 642: Content Notes Step 2: Ask Questions
Page 643 and 644: Content Notes Meet with a partner a
Page 645 and 646: Content Notes What did you see the
Page 647 and 648: Content Notes all six skills of pro
Page 650 and 651: Homework Sheet: Lesson 23 Between n
Page 652: Name: ________________________ Date
Page 655 and 656: Supplements Charts - Make before fa
Page 657 and 658: Content Notes The role play needs t
Page 659 and 660: Content Activity 5: Small Group Pre
Page 661 and 662: Content Notes Problem Solving Skill
Page 663 and 664: Content Notes Activity 6: Repeat Ac
Page 665 and 666: Content Small Group Discussion We a
Page 668 and 669: All 6 Problem Solving Skills - Role
Page 670 and 671: All 6 Problem Solving Skills - Role
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Problem Solving Skill 3: Set a Goal
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Problem Solving Skill 5: Make a Pla
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Homework Sheet: Lesson 24 Between n
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4. What thoughts do you have about
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Content Activity 3: Celebration Tod
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Content Notes Option 1 (facilitator
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Content Notes your social skills ar
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Cognitive Self-Change Aftercare Sum
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Content Activity 1 : Homework Revie
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Content Who would like to begin? 1.
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Content situation. Imagine how you
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Content Notes Step 1: Pay attention
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Name: ________________________ Date
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Major Activities Activity 1: Overvi
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Content Skill Step Identification W
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Content Activity 3: Discuss Modelin
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Content Notes before the next sessi
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Content Notes Try to play the part
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Content Notes Did (main actor) do t
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Content Activity 7: Homework Now th
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Name: ________________________ Date
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Fifty Social Skills that Can be Use
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Content Calm down Activity 2: Indiv
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Content Step 3: Pick a choice to ge
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Content Notes members. Who wants to
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Content co-actor? Discussion of Rol
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Content Notes The group facilitator
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U.S. Department of Justice National
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“Thinking for a Change” Curriculum 3.1 - Trainer Counselor for T4C

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