1	Developing Prosocial Competence Programs James D. Persinger, Ph.D. Director, School Psychology Emporia State University
2	Why is SC Important? Employers cite as necessary to workplace success : a) adaptability, b) personal management, c) group effectiveness, d) teamwork, and e) negotiation (Elias et al, 1997) SCP prevents and remedies: a) school safety concerns, b) gang membership, c) academic failure and school dropout, d) substance abuse, e) delinquency, f) aggression and antisocial behavior including weapons possession, g) bullying, h) sexual harassment, i) mental health disorders, j) loneliness/despondency, k) teen pregnancy (Goldstein; Kazdin; Howing; Adams; Hendrick; Walker et al.)
3	School Effect = Affect Measures of School effectiveness have increasingly changed to include affect emotional, social, and moral capacities “The building of self-esteem, interpersonal competence, social problem-solving skills, responsibility, and leadership becomes important both in its own right and as a critical underpinning of success in academic learning (Good & Weinstein, 1986 p. 1095).
4	What is Social Competence? Remains broadly conceptualized (which has hindered outcomes studies, Berkowitz, 2004) BUT Concurrent with academic success the “Hallmarks of success” are consistent: Ability to a) recruit social networks, b) meet demands of teachers, c) meet demands of peers, and d) adapt to changing conditions in one’s environment (cf. Walker et al., 1983) PATHS (Promoting Alternative Thinking Strategies) includes a) self-control, b) emotional literacy, c) interpersonal problem-solving, d) positive peer relations
5	Sociogram Example
6	What is Social Competence? Project ACHIEVE: a) social skills and social-emotional development, b) conflict resolution, c) self-management Second Step: a) empathy, b) impulse control and problem-solving, and c) anger management Other programs are specific to community concerns, e.g., Alcohol abuse (Class Action) Drug and tobacco abuse (Keep a Clear Mind) Violence/Bullying (Olweus) Teen Pregnancy (All Stars)
7	What is Social Competence? Substance Abuse and Mental Health Services Administration of the U.S. Dept. of Health and Human Services (SAMSHA) has “Model Program” designations for those which meet empirically-validated, rigorous efficacy criteria. Currently identify 26 specific to social competence All 26 have goals which are variations on the prototypes presented here.
8	Social Competence > Skills Social skills = specific behaviors used to accomplish social tasks E.g., making requests, making friends, and initiating interaction. Socially skillful behavior is presumed to lead to social competence Social Competence = Effectiveness and positive social impact of an individual’s behavior (Walker et al., 1995). Social skills = adoption of a specific program Social competence = broader school culture
9	Social Competence Promotion School Psychology “Best Practice” refers to Social Competence Promotion (McNamara, K., 2002) Defined as institutional efforts to combine the goals of prevention and competence building with problem-focused interventions (Hoagwood & Erwin, 1997)
10	What Kills SCP Programs? Most SCP programs are Scattered in their goal focus Provided piecemeal manner No organization or coordination of program elements Inadequate evidence of their likely or actual effectiveness
11	To live, SCP Programs MUST Be coordinated systems of activities Use activities with proven efficacy In intensity and nature of activity match the needs and priorities of the community Have strong leadership: “get it” “buy into it” “live it” DeRoche & Williams, 2001 Character Education Partnership; PATHS Greenberg et al 1995; Nance et al 2003 CEP 4H) Account for student risk status Account for “severity and intractability of students’ adjustment problems” (Walker et al., 1996, p. 196). Be infused into the school’s culture
12	Social Competence Sources Life experiences Some enter school as “early starters” without self-regulation, with maladaptive patterns (Walker,et al, 1995) Social-contextual factors Most not amenable to school intervention but recognize their contribution to deficits to best target prevention and intervention programs. Parenting patterns Instability in residence, family Via poverty Maladaptive behavioral norms
13	Social Competence Sources School experiences Schools are “critical socializing institutions which exert profound, enduring influence on social competence” (McNamara, K., 2002) through explicit curriculum (emotional, social, moral attitudes, skills and methods for attainment) through implicit curriculum—conveyed through culture of rules, enforcement methods, instructional practices, interpersonal interactions, student decision making, home-school communication
14	Goals of School-Wide SCP Must define intended scope of influence Goals must be explicit, consistent with the school’s stated mission and possibly tied to other (e.g., high academic) goals. E.g., a school that has prioritized good citizenship might have an SCP goal of “self-regulation in working toward a standard of academic excellence” or “active and capable participation in individual and group decision making.”
15	Goals of School-Wide SCP Avoid narrow goals E.g., specific violence prevention prioritized in wake of Columbine, even if less relevant locally. A goal of “elimination of weapons from school grounds through conflict mediation and zero tolerance” is better as “improved effectiveness in managing interpersonal conflict in a peaceful and respectful manner” (McNamara, K., 2002) SCP programs often abandoned when they fail to have an immediate impact upon a narrow goal or when interest in a particular bandwagon issue fades.
16	Goals of School-Wide SCP Organizations should set goals: Include stakeholders (e.g., CharacterPlus cf. Lickona et al, 2003) Consistent with a) stated philosophy, b) community needs, breadth needed to accommodate a number of specific objectives With goals set as described you have: assured that a variety of needs is addressed support for subsequent implementation efforts legitimized use of school resources for SCP created benchmarks for planning and evaluation.
17	Best Practice = SCP systemic Mental Health in Schools Center, 2003) School-wide system School climate and culture, rules and standards Specific setting system Governs behavior in common areas (e.g., cafeteria, playground, buses). Classroom system Individual student system Responds to students with problem behavior Walker et al., 1996)
18	Best Practice = SCP is Preventive Primary prevention (Berkotiwz, 2004) training for all in problem-solving skills positive climate extracurricular activities all practices that promote responsibility Secondary prevention targets children at risk for SC problems includes early screening and intervention to disrupt patterns from forming enforcement of disciplinary policies activities to draw at risk children into mainstream services to support families
19	Best Practice = SCP is Preventive Tertiary prevention to minimize established problems includes academic remediation, training in social skills (which at this point may be “survival skills) such as anger management, perspective taking and self-control career and vocational training efforts to reduce school dropout likelihood and other common outcomes (pregnancy, incarceration, poverty)
20	Most Schools have a Hodgepodge Most have some primary initiatives E.g., Drug awareness, weekly social skills lessons Most have some tertiary initiatives tutoring non-sped students with deficiencies programs aimed at older students with well-established patterns Most overlook the secondary prevention there’s a need to fit prevention to student characteristics (McNamara, 1995). early intervention essential for meaningful change
21	Early Identification of Children At-Risk Early starters (Walker et al, 1995) enter with negative patterns This predicates more severe problems Despite early intervention studies, most programs prioritize intervention resources for older children To offer younger, a reliable method of identification is needed A systematic way of screening children for behavior problems in K-1 is crucial for secondary prevention
22	Student Risk Screening Scale
23	Child Behavior Checklist Skillstreaming program forms Insert Copy of Forms here from PDF Include copy of student self assessment Show grouping form as well.
24	Advantages to Matrix Examine overall skill level of class Discover sub-groups of children with similar skill deficiencies Identify children deficient in a number of skills Use to plan instructional activities for the entire class for sub-groups of children for individuals needing intensive remediation
25	Disadvantage to Matrix Not norm-referenced Allows objective criteria for sped or tertiary activity referral Doesn’t distinguish “can’t do” from “won’t do” If skill lacking, use instructional intervention It motivation or fluency lacking, use motivation strategies and/or opportunities for practice (Gresham, 1986). Performance deficit, or skill deficit? FBA does sort this out
26	First Step to Success Available through Sopris West Designed to identify young children with problematic behavior patterns, and intervene The classroom component involves monitoring and reinforcing children’s prosocial behavior, with signals to indicate the appropriateness or inappropriateness of behavior
27	Promote Stable, Caring Adult-Student Relationships Builds climate Protective factor for at risk children (Doll & Lyon, 1998) Generally shown to be a SC correlate (Anderman & Maehr, 1994) Over time, role of teachers and structure works against Develops self-regulatory skills when students perceive teachers as expecting respectful relations (Ryan & Patrick, 2001)
28	Promote Stable, Caring Adult-Student Relationships Homeroom teachers adopt role of frequent, sustained contact (Felner et al 1982) Schools within schools (“houses” or “teams”) Mentoring programs Democratic Discipline Cooperative Learning Service Learning SCP Effectiveness mediated by student perception of a “caring community”
29	Promote Social Responsibility Primary instruction in self-regulation Active teaching of social norms and expectations for behavior Promoting group accountability for the behavior of individual members Encourage student leadership Provide opportunities for prosocial peer interactions (e.g., cooperative learning) (Wentzel, 1991; Maehr & Midgley, 1991).
30	Evaluate SCP Programs Include broad, socially valid outcomes (Walker et al., 1998) Rather than measure changes on social skills or self-esteem rating measures, answer a question such as “How do you know you have a sense of discipline in a previously chaotic school?” Social skills training can be readily measured: peer ratings, sociometrics, teacher/parent competency ratings, discipline records, CRT School climate / Effective schools ratings Academic Skills Progressions