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

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Fifty Social Skills that Can be Used in Aftercare Lessons Skill 32: Answering a Complaint SKILL STEPS 1. Listen to the complain 2. Ask the person to explain anything you don’t understand. 3. Tell the person that you understand the complaint. 4. State your ideas about the complaint, accepting the blame if appropriate. 5. Suggest what each of you could do about the complaint. Skill 33: Being a Good Sport SKILL STEPS 1. Think about how you did and how the other person did in the game you played. 2. Think of a true compliment you could give the other person about his/her game. 3. Think about his/her reactions to what you might say. 4. Choose the compliment you think is best and say it. Skill 34: Dealing with Embarrassment SKILL STEPS 1. Decide if you are feeling embarrassed. 2. Decide what happened to make you feel embarrassed. 3. Decide on what will help you feel less embarrassed and do it. Skill 35: Dealing with Being Left Out SKILL STEPS 1. Decide if you are being left out. 2. Think about why the other people might be leaving you out of something. 3. Decide how you could deal with the problem. 4. Choose the best way and do it. Skill 36: Standing up for a Friend SKILL STEPS 1. Decide if your friend has not been treated fairly by others. 2. Decide if your friend wants you to stand up for him/her. 3. Decide how to stand up for your friend. 4. Stand up for your friend. Skill 37: Responding to Persuasion SKILL STEPS 1. Listen to the other person’s ideas on the topic. 2. Decide what you think about the topic. 3. Compare what he/she said with what you think. 4. Decide which idea you like better and tell the other person about it. Skill 38: Responding to Failure SKILL STEPS 1. Decide if you have failed at something. 2. Think about why you failed. 3. Think about what you could do to keep from failing another time. 4. Decide if you want to try again. 5. Try again using your new idea. Skill 39: Dealing with Contradictory Messages SKILL STEPS 1. Decide if someone is telling you two opposite things at the same time. 2. Think of ways to tell the other person that you don’t understand what he/she means. 3. Choose the best way to tell the person and do it. From Aggression Replacement Training: A Comprehensive Intervention for Aggressive Youth, Third Edition, by Barry Glick and John C. Gibbs (Champaign, IL: Research Press, 2011). Reprinted by permission of the publisher. Copyright 2011 by Barry Glick and John C. Gibbs. National Institute of Corrections Appendix C Thinking for a Change 50 Social Skills C-5
Fifty Social Skills that Can be Used in Aftercare Lessons Skill 40: Dealing with an Accusation SKILL STEPS 1. 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 accusation. 4. Choose the best way and do it. Skill 41: Getting Ready for a Difficult Conversation SKILL STEPS 1. Think about how you will feel during the conversation. 2. Think about how the other person will feel. 3. Think about different ways you could say what you want to say. 4. Think about what the other person might say back to you. 5. Think about any other things that might happen during the conversation. 6. Choose the best approach you can think of and try it. Skill 42: Dealing with Group Pressure SKILL STEPS 1. Think about what the group wants you to do and why. 2. Decide what you want to do. 3. Decide how to tell the group what you want to do. 4. Tell the group what you have decided. Group 6: Planning Skills Skill 43: Deciding on Something to Do SKILL STEPS 1. Decide whether you are feeling bored or dissatisfied with what you are doing. 2. Think of things you have enjoyed doing in the past. 3. Decide which one you might be able to do now. 4. Start the activity. Skill 44: Deciding What Caused a Problem SKILL STEPS 1. Define what the problem is. 2. Think about possible causes of the problem. 3. Decide which are the most likely causes of the problem. 4. Check out what really caused the problem. Skill 45: Setting a Goal SKILL STEPS 1. Figure out what goal you want to reach. 2. Find out all the information you can about how to reach your goal. 3. Think about the skill steps you will need to take to reach your goal. 4. Take the first step toward your goal. Skill 46: Deciding on Your Abilities SKILL STEPS 1. Decide which abilities you might want to use. 2. Think about how you have done in the past when you have tried to use these abilities. 3. Get other people’s opinions about your abilities. 4. Think about what you found out and decide how well you use these abilities. From Aggression Replacement Training: A Comprehensive Intervention for Aggressive Youth, Third Edition, by Barry Glick and John C. Gibbs (Champaign, IL: Research Press, 2011). Reprinted by permission of the publisher. Copyright 2011 by Barry Glick and John C. Gibbs. National Institute of Corrections Appendix C Thinking for a Change 50 Social Skills C-6
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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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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
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Content Notes state the problem and
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Problem Solving Skills 1, 2, and 3
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Provide background information Intr
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Prepare 2 actors: Student and frien
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Continue modeling display Skill 2:
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Major Activities Activity 1: Review
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Content Activity 1: Review of First
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Content Here is a skill card with t
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Content Notes Considering each of t
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Content Now let’s do step 1 of pr
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Content Step 2: Think About Consequ
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Content We will go through a proces
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Content Notes (Example answers: If
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National Institute of Corrections T
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Content (Answer: Think of choices a
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Content Now, each of you will have
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Content Activity 3: Overview of Les
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Content Step 4: Identify How You Wi
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Content 3 chart.) What are some of
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Content What tone of voice can help
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Name: ________________________ My g
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National Institute of Corrections M
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Step 2: Choose key social skills th
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Content Notes Activity 1: Homework
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Content Notes Key Question 1: Am I
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Content Notes Here is a skill card
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Content Notes Step 2: Ask Questions
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Content Notes Meet with a partner a
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Content Notes What did you see the
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Content Notes all six skills of pro
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Homework Sheet: Lesson 23 Between n
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Name: ________________________ Date
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Content Notes The role play needs t
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Content Activity 5: Small Group Pre
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Content Notes Problem Solving Skill
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Content Notes Activity 6: Repeat Ac
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Content Small Group Discussion We a
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All 6 Problem Solving Skills - Role
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All 6 Problem Solving Skills - Role
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Problem Solving Skill 5: Make a Pla
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Page 681 and 682: Supplements Charts - Make before fa
Page 683 and 684: Content Activity 3: Celebration Tod
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Page 687 and 688: Content Notes your social skills ar
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Page 692 and 693: Content Activity 1 : Homework Revie
Page 694 and 695: Content Who would like to begin? 1.
Page 696 and 697: Content situation. Imagine how you
Page 698: Content Notes Step 1: Pay attention
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Page 703 and 704: Major Activities Activity 1: Overvi
Page 705 and 706: Content Activity 1: Homework Review
Page 707 and 708: Content Skill Step Identification W
Page 709 and 710: Content Activity 3: Discuss Modelin
Page 711 and 712: Content Notes before the next sessi
Page 713 and 714: Content Notes Try to play the part
Page 715 and 716: Content Notes Did (main actor) do t
Page 717 and 718: Content Activity 7: Homework Now th
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Page 733 and 734: Content Calm down Activity 2: Indiv
Page 735 and 736: Content Step 3: Pick a choice to ge
Page 737 and 738: Content Notes members. Who wants to
Page 739 and 740: Content co-actor? Discussion of Rol
Page 741 and 742: Content Notes The group facilitator
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“Thinking for a Change” Curriculum 3.1 - Trainer Counselor for T4C

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