Course Overview
Children and adolescents face wide ranges of pressure within and outside the school context. These can vary from family, social & relationships, family, academic stresses on top of their own biological, cognitive and psychological changes. When they are unable to cope with these challenges, they are likely to become frustrated and this can manifest as school refusal and anger problems.
In this workshop, we will examine the different expressions of emotions to more accurately label what the students may be experiencing, learn the risk and protective factors associated with emotional and behavioural issues, learn the principals and techniques of motivational interviewing better understand the students’ challenges, and discuss intervention strategies to address these concerns.
Each participant is required to bring a real case that they encountered at work/home on either school refusal or anger issues, or both. Through role-plays and group discussions of the real-life cases, motivational interviewing techniques and application will be applied.
Learning Objectives
- Spot and label the emotions that drives thoughts, thinking traps and consequential behaviours
- Learn the risk and protective factors associated with emotional and behavioural issues
- Identify external and internal reasons behind school refusal
- Learn motivational interviewing principles, techniques, and interventions to support students refusing to go to school
- Understand adaptive and maladaptive anger and related emotions
- Practice interventions to support angry students
Target Audience
- HOD Student Management, HOD Discipline
- School Counsellors, AEDs & Teachers
- Social Workers & Counsellors working in VWOs
- Parents
Duration
7 hours
Workshop Topics:
Part A: Understanding the multi-dimensions of Emotions and Thinking Traps to more accurately label and support what students and parents are experiencing
Activity: Self-discovery exercise using an adapted Emotions Map, and how emotions drives thoughts and behaviours
Part B: Understand vulnerability in children and adolescents, and Risk and Protective factors
Activity: Using case studies presented by participants, we will identify risk and protective factors, emotions and thinking traps that the students may be experiencing
Part C: School Refusal: Identify Internal and External stressors that drive school refusal behaviour
Use the Principles and Techniques of Motivational Interviewing (MI)* to engage and empower students to move towards change. (* Motivational Interviewing is a “client centred approach for enhancing intrinsic motivation to change by exploring and resolving ambivalence” (Miller, Rollnick, 2002). The key emphasis is on understanding the patients’ internal frame of reference, present concerns, and discrepancies between behaviours and values.)
- MI Principles: Empathy, Action vs Values, Roll with Resistance, and Empower Self-efficacy
- MI Techniques: EFEP – Engage, Focus, Evoke, and Plan
Activity: Role-play the case-studies, and apply the principles and techniques of motivational interviewing, so that participants can put them into practice immediately after the training at their workplace or home
Part D: Anger Problems
- Identify the differences between adaptive and maladaptive anger
- Identify triggers and warning signs
- Learn anger management techniques – a mindfulness self-care exercise
Activity: Using the case studies, consolidate and apply the emotions map, motivational interviewing principles and techniques to develop an intervention program