Strategy-to-situation
Name that strategy!
In general
Illustrations
Uh oh
100
Two kids are pushing each other over who gets to wear the fireman hat. What’s your go-to strategy and describe how you’d execute it?
Stop the action (by physically restraining and separating the kids) and encourage the children to take 5 to calm down (using a calm voice to de-escalate the situation)
100
Label the following strategy: “Mike chose red. So did Sally. They have something in common.”
Friendly narration
100
We are looking for ________ during FG sessions.
Teachable moments
100
Zina was being silly and spinning and circles as the group settled back into closing circle. One of the coaches praised each of Zina’s peers by name for sitting quickly and quietly. What strategy does this illustrate?
Giving clear information about desired behavior
100
Name 1/2 challenges to social problem-solving
It can take a long time, some children may “hijack” the process
200
After some quick attempts to problem-solve with Alex and Sara, Sara still refused to negotiate, demanding that she get to save the husky. What is the next go-to strategy?
Induction
200
This strategy involves the use of contextual and behavioral cues to label what a child might be feeling and why they might be feeling that way.
Reflecting feelings
200
Name 2/5 induction strategies
Give alternative behaviors, give feedback about negative consequences, focus on consequences that matter, give choices, de-escalate power struggles
200
“Oh my gosh, did you guy see that?! I love how Alan waited his turn just then. I could tell he wanted to share his idea, but he held back and listened really closely to Benny.” What strategy does this statement illustrate?
Specific praise
200
Name 2/3 emotion coaching strategies
Talking about feelings, reflecting feelings, reframing feelings
300
You notice that Erin has a difficult time staying engaged during Friendship Circle. What might you do, and under what strategy does this fall?
Give her a role, such as holding materials or posters; Offering activity options and positive guidance
300
Two children are sitting down and talking at snack time. A coach comes over, sits between them, and begins a conversation with just one of the children. What strategy did this coach violate?
Positive support
300
During emotion coaching, it is important that coaches remain ________
Neutral and/or calm
300
“Sam, sometimes it’s difficult to work through problems. But I noticed that you made efforts to listen to Eliza. Even though you couldn’t reach an agreement this time, I’m confident that your efforts will help us solve the next problem that comes up.” What strategy does this statement illustrate?
Recognize problem-solving efforts
300
Name 2/3 ways to solve a stalemate in problem-solving
Ask a peer to decide, use induction, make an executive decision
400
Following an argument and pushing between two children, the coaches listen to one child share her perspective for a few minutes. Meanwhile, the other child is getting increasingly restless and upset and begins to yell again. What problem-solving strategy could the coaches have used to prevent this escalation?
Use active listening to help each child share feelings and explain his or her perspective
400
Before beginning to decorate the team poster, the coaches and kids discuss how they will share the materials. What strategy does this illustrate?
Social problem-solving in anticipation of a challenging situation
400
The goal of induction is to change to a focus on peers, from a focus on _______.
Compliance with adults; respect for coach authority
400
A coach saw two kids fighting over a car and said, “Uh oh. It looks like Mikey is upset because Cindy took the car that he wanted. Mikey, maybe you could just share with Cindy?” What is the coach’s misstep?
The coach tried to solve the problem. While this may be helpful at time for expediency, it is preferable that reflecting leads into social problem-solving.
400
Name 2/3 positive support strategies
Friendly narration, activity options and positive guidance, and make a connection
500
Tammy always has something to say and has difficulty waiting for her turn. In fact, she gets really restless trying to hold herself back from blurting out her ideas. What’s the first go-to strategy a coach could employ to support Tammy’s efforts to wait?
Make a connection (e.g., eye contact or smile to acknowledge her efforts to wait and that she will get a turn; thumbs up or hand on the back to reinforce her efforts)
500
When strategies to resolve non-compliance have been unsuccessful, what might be the final go-to strategy?
Giving choices
500
“Socially insensitive, self-serving behavior may be motivated by: 1) ____________, and/or 2) ______________.” Name one of the possible motivations.
1) a desire to control resources and attain rewards, and/or 2) a reaction to perceive threat
500
The children were really excited by the hula-hoop game and were jumping around and yelling afterward. One coach returns to the closing circle, sits, and in a calm voice praises kids who come and sit down. Another coach, during closing circle, raises the problem that occurred, describes his concern and expresses confidence that the coaches will be able to help the kids in this area. What general strategy does this illustrate? Name 1/2 specific strategies.
• Induction • Use a very calm and quiet tone of voice; clearly express disappointment, concern, and hope
500
Walk us through the stop signal, all 3 steps
• Stop at the red light, take 5, and say the problem and how it makes you feel • Go slow at the yellow light, generate ideas, check them out, and make a decision • Go ahead at the green light, try out your plan
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