Lost at School by Ross W. Greene

Author:Ross W. Greene
Language: eng
Format: epub, mobi
Publisher: Scribner

1. ask for or seek help

2. give a little

3. do it a different way

These categories can be used to guide and structure consideration of possible solutions and, as with articulating one’s concerns, can be taught and facilitated through repetition and the use of pictures. If the child is able to understand the general idea of each solution, then, after being oriented to the pictures, he should be able to point to the one he thinks would make the most sense for resolving a specific problem. The adults then provide a verbal prompt (“Ah, do it a different way”) so as to confirm the kid’s idea and encourage the use of words. Then the different ways in which things could be “done a different way” (so as to solve the problem) can be explored.

Do these suggestions represent the universe of possible ways to go about training these skills? No way. Your creativity, expertise, knowledge of a given child, and sense of the specific increments and doses of skills-training he can handle will be crucial. So long as you’re recognizing that teaching the child skills, rather than relying exclusively on imposed solutions and punitive measures, is the key to helping him overcome his challenges, you’re good to go.

Skill-Focused Plan B

Let’s now turn our attention to other skills that might be better taught in a direct fashion. A kid wouldn’t learn these skills through mere participation in Plan B, but Plan B is a good format for making the skills-training process more collaborative, thereby increasing the kid’s investment and participation in learning the skills.

Let’s say you were trying to help a kid who was lacking some basic social skills, like seeking attention in appropriate ways. In this instance, Proactive Plan B might sound something like this:

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