Welcome Second Step Training. This approach is about teaching all children skills in: This approach is about teaching all children skills in: Empathy.

WelcomWelcomee

Second Step TrainingSecond Step Training

This approach is about teaching all children skills in:This approach is about teaching all children skills in:

EmpathyEmpathy

Problem solvingProblem solving

Impulse ControlImpulse Control

Anger ManagementAnger Management

Examine the sequence, content, and flow of the lessons.Examine the sequence, content, and flow of the lessons.

Where resources are located.

Hands-on teaching experience

Social-emotional LearningSocial-emotional Learning• Daniel Goleman’s 1995 best-selling book Daniel Goleman’s 1995 best-selling book Emotional IntelligenceEmotional Intelligence

•Identifying and managing our own emotions, Identifying and managing our own emotions, teaching people how to get along, teaching life teaching people how to get along, teaching life skills, teaching about developing successful skills, teaching about developing successful relationships, and teaching about responsibility.relationships, and teaching about responsibility.

•All the skills for success in our daily lives and in All the skills for success in our daily lives and in our interactions with others.our interactions with others.

•Correlation between social-emotional learning and Correlation between social-emotional learning and life success – academic success.life success – academic success.

Handout 14 – Implementation Handout 14 – Implementation Planning WorksheetPlanning Worksheet Anytime you learn the answer to one of Anytime you learn the answer to one of

the questions on this handout, go ahead the questions on this handout, go ahead and fill in the blanks.and fill in the blanks.

A quick reference for essential A quick reference for essential information in teaching the programinformation in teaching the program

Parking Lot – for sticky notesParking Lot – for sticky notes

Questions that don’t fit in with Questions that don’t fit in with what we are talking about at the what we are talking about at the momentmoment

Questions come up while you Questions come up while you are on break or at lunchare on break or at lunch

List of guidelines or training List of guidelines or training norms for our groupnorms for our group

To make this a safe learning To make this a safe learning environment that works for you.environment that works for you.

How can we create a respectful, How can we create a respectful, productive environment?productive environment?

Overview of the CurriculumOverview of the Curriculum Identify at least three reasons children Identify at least three reasons children

fail to act prosocially.fail to act prosocially. Describe the format of the Describe the format of the Second StepSecond Step

Unit CardsUnit Cards Explain key Explain key Second StepSecond Step concepts: concepts:

empathy, ways to calm down, problem-empathy, ways to calm down, problem-solving steps, anger-management steps, solving steps, anger-management steps, and transfer of learning/training.and transfer of learning/training.

Identify and explain the teaching time Identify and explain the teaching time guidelines for Second Step lessons.guidelines for Second Step lessons.

Video – Curriculum information for K-6.

Listen for reasons why Listen for reasons why children fail to act children fail to act prosocially. prosocially.

Information about the specific Information about the specific units in your grade-level kit.units in your grade-level kit.

Group work – 5 in a groupGroup work – 5 in a groupActivity with your Unit Cards Activity with your Unit Cards or unit description or unit description information.information.

Each person in the group responsible Each person in the group responsible for learning some key information for for learning some key information for one of the units.one of the units.

After individual study time, you will After individual study time, you will share back with your small group.share back with your small group.

Information you will need for this Information you will need for this activity is located in several activity is located in several places in your Level l binderplaces in your Level l binder

Read the information on select pages in Read the information on select pages in your unit, and if applicable, your your unit, and if applicable, your Teacher’s Guide, to answer the Teacher’s Guide, to answer the questions on your handout.questions on your handout.

20 minutes studying and 20 minutes studying and answering questions on your answering questions on your handouthandoutI will tell you when it’s time for I will tell you when it’s time for small-group reportssmall-group reports

Please do not start discussing Please do not start discussing until we are all ready.until we are all ready.

Small group reportsSmall group reports

Each person has 3 minutes for their Each person has 3 minutes for their reportreport

Report in the order your units are Report in the order your units are found in your kitsfound in your kits

Share the answers to the question Share the answers to the question on the handout and highlights you on the handout and highlights you learned.learned.

What is empathy and what What is empathy and what does it involve?does it involve? Identifying feelings in others by looking Identifying feelings in others by looking

at physical, verbal, and situational clues.at physical, verbal, and situational clues. Perspective takingPerspective taking Responding appropriately to another Responding appropriately to another

person by showing care and concern.person by showing care and concern.

Importance of developing Importance of developing empathy skills?empathy skills?The link between empathy and The link between empathy and anger management/problem anger management/problem solving?solving?Ways to Calm Down?Ways to Calm Down?Belly breathingBelly breathing

www.cfchildren.orgwww.cfchildren.org

Problem solvingProblem solving– How do we often handle students' problems How do we often handle students' problems

throughout the school day?throughout the school day? Importance of teaching problem solvingImportance of teaching problem solving

Neutral problem statements Neutral problem statements

““David won’t let me play that David won’t let me play that video game.”video game.”

““David and I ant to lay the David and I ant to lay the same game, but it’s a one-erson same game, but it’s a one-erson game.”game.”

Rationale for brainstorming Rationale for brainstorming prosocial and antisocial solutionsprosocial and antisocial solutions

Real situations will cause Real situations will cause antisocial solutions to come to antisocial solutions to come to students’ minds, so they need to students’ minds, so they need to know how to evaluate all know how to evaluate all options.options.

Behavioral skills training --- how Behavioral skills training --- how it’s used in role-plays.it’s used in role-plays. Breaking down a solution into 3-5 simple Breaking down a solution into 3-5 simple

steps steps Generated by studentsGenerated by students Used in the model role-play and student Used in the model role-play and student

role-plays.role-plays. Students generate steps in all Jr. High Students generate steps in all Jr. High

problem solving and applying the skills problem solving and applying the skills lesson except in Level I, Unit 5, Lesson 13 – lesson except in Level I, Unit 5, Lesson 13 – Resisting Gang Pressure . Steps are in the Resisting Gang Pressure . Steps are in the lesson script provided by law enforcement.lesson script provided by law enforcement.

What are some reasons for What are some reasons for having students generate having students generate their own behavioral skill their own behavioral skill steps?steps?

What is the thinking out loud What is the thinking out loud technique and how does it technique and how does it relate to calming down and relate to calming down and problem solving?problem solving?

Anger/emotion managementAnger/emotion management

Anger as a feeling is normal- Anger as a feeling is normal- that it is not a bad emotionthat it is not a bad emotion

Teach a coping model that Teach a coping model that allows children o reduce the allows children o reduce the level of their anger so they can level of their anger so they can more effectively solve the more effectively solve the problem that triggered the problem that triggered the anger.anger.

Anger-management steps for Anger-management steps for Jr. HighJr. High How does my body feel?How does my body feel?

– Calm down: Take three deep breaths, count Calm down: Take three deep breaths, count backward slowly, think calming thoughts, backward slowly, think calming thoughts, talk to myself.talk to myself.

– Think out loud to solve the problemThink out loud to solve the problem– Think about it later: Why was I angry? Think about it later: Why was I angry?

What did I do? What worked? What didn’t What did I do? What worked? What didn’t work? What would I do differently? Did I work? What would I do differently? Did I do a good job?do a good job?

Transfer of Learning/ Transfer Transfer of Learning/ Transfer of Trainingof Training Imagine the Day by having students Imagine the Day by having students

identify times throughout the day the identify times throughout the day the targeted skill could be used and targeted skill could be used and practiced.practiced.

Remember the Day by asking students Remember the Day by asking students how and when they used a specific skill how and when they used a specific skill throughout the day or week.throughout the day or week.

Teacher’ GuideTeacher’ Guide

Found in the beginning of your binders, Found in the beginning of your binders, indicated with a tabindicated with a tab

Include information about research Include information about research foundations, detailed information about the foundations, detailed information about the units, tips on preparing and presenting the units, tips on preparing and presenting the lessons, resource and book listslessons, resource and book lists

Take-Home Letter and homework Take-Home Letter and homework reproducible masters are with the lessonsreproducible masters are with the lessons

Nearly half of lesson time

Committee for Children Committee for Children RecommendationsRecommendations

Classroom-based, teacher-led, and Classroom-based, teacher-led, and sequentially taughtsequentially taught

Handout 14 – Implementation Planning Worksheet

Module 3: Second Step Teaching Strategies Define and give examples of modeling, Define and give examples of modeling,

coaching, cueing, storytelling, group coaching, cueing, storytelling, group discussion, and role-play facilitation as discussion, and role-play facilitation as they relate to teaching social skillsthey relate to teaching social skills

Explain the process of generating Explain the process of generating behavior skill steps with students and behavior skill steps with students and using them in role plays.using them in role plays.

Elephants and GiraffesElephants and Giraffes

What are some specific examples What are some specific examples of social skills teaching strategies of social skills teaching strategies used in this activity?used in this activity?

ModelingModeling PracticePractice CoachingCoaching CueingCueing Wait time Wait time Positive reinforcement Positive reinforcement Breaking the instructions downBreaking the instructions down Start slowing, increase difficultyStart slowing, increase difficulty Create a safe environmentCreate a safe environment FunFun

Video : Lesson 10 – Applying a Video : Lesson 10 – Applying a Solution Solution

What teaching strategies did the teacher What teaching strategies did the teacher use to facilitate the lesson – Handout 9use to facilitate the lesson – Handout 9

Connection between behavioral skills Connection between behavioral skills training and role-playtraining and role-play

Practice generating behavior Practice generating behavior skill steps as a groupskill steps as a group Focus on possible steps for apologizingFocus on possible steps for apologizing Situation: you borrowed your friend’s Situation: you borrowed your friend’s

CD and you scratched itCD and you scratched it After consideration, best solution is to After consideration, best solution is to

apologizeapologize Apology includes offering to make things Apology includes offering to make things

betterbetter Let’s focus just on what is said, not how Let’s focus just on what is said, not how

or whenor when

Possible Steps?Possible Steps?

Say “I;’m sorry.Say “I;’m sorry. Tell the person how you feel.Tell the person how you feel. Tell the person what happened.Tell the person what happened. Offer to make things better.Offer to make things better.

If actual lesson, teacher would model If actual lesson, teacher would model these steps then students practicethese steps then students practice

What can a teacher do to What can a teacher do to make role-plays an effective make role-plays an effective learning strategy?learning strategy?

Handout 11

To revisit the reasons children To revisit the reasons children fail to act prosocially (fail to act prosocially (handout 3handout 3), ), how does the program address:how does the program address:

The lack of modeling?The lack of modeling?The lack of practice?The lack of practice?Emotional responsesEmotional responsesInappropriate beliefs about Inappropriate beliefs about

aggression?aggression?

Module 4 : Teaching the Module 4 : Teaching the CurriculumCurriculum

Participants will be able to:Participants will be able to:– Prepare a Second Step lesson.Prepare a Second Step lesson.– Teach a lesson using the social skills Teach a lesson using the social skills

teaching strategies.teaching strategies.

Handout 12 C – groups of 3Handout 12 C – groups of 3 Each person in the group will choose a Each person in the group will choose a

different lesson from the ones on your different lesson from the ones on your handout.handout.

In all groups you will each select one In all groups you will each select one lesson listed from your chosen unit.lesson listed from your chosen unit.

10 minutes to prepare to teach the lesson10 minutes to prepare to teach the lesson Total teaching time for each person is 20 Total teaching time for each person is 20

minutesminutes At 5 minute warning, wrap up and move At 5 minute warning, wrap up and move

into the debrief.into the debrief.

Response to teaching a lesson?Response to teaching a lesson?

Module 5- ImplementationModule 5- Implementation

Handout 13 – 6 Brainstorming topicsHandout 13 – 6 Brainstorming topics 15 minutes15 minutes

Teaching resources:Teaching resources:

Teacher’s GuideCommittee for Children’s Cleint

Support Services department for free, unlimited phone consultation – M-F, 8 – 4:30 p.m. PACIFIC Time 800 – 634-4449

www.cfchildren.org

Parking LotParking LotReactions to training?Reactions to training?

Thanks for your Thanks for your cooperation!cooperation!