Solution Oriented Approaches - Introduction

A classroom intervention that focuses on what is working and uses solution oriented approaches and observation to set goals and targets!

Dysfluency/ Stammering/ Stumbling/ Stuttering/Non-fluency

Causes

• Myth busting “it’s just developmental”.
• Stammering can occur as early as 32 months.
• 5% of pre-school children can be non fluent.
• 4/5 children grow out of it.
• 1/5 remains a stammerer.

• Hearing
• Specific causes e.g. genetic condition, ASD, medical
• Environmental
• Cognitive
• Unknown

Brainstorm....

Solution Oriented Approaches

Solution Building

Developing Goals

Building on What's Working

Thinking in the Present and Future

The Amplification of Strengths

The Focus of SOA

Principles and Structure

Activity

Solution Oriented Approaches

In groups each choose a role and try a meeting to talk through a challenge

Allows people to talk through their issues and barriers from their perspective.

At the same time, they listen for examples of things that might

be more positive or anything

the person can build on.

Instills the belief in pupils that they all have strengths and skills that they can use to overcome barriers

Structure

Pupils are aware of their

own unique skills and strengths

Barriers

Understands that all people can make change and have the skills to do so.

Assessment outlines areas

for development but also focuses

on exploring current skills to

achieve them

Strengths

Believes the best way to change a situation for a person is by focusing on the resources they have.

Within an SOA school the pupils voice is heard and respected.

Goals

Actions

Staff and learners understand

that each individual has their own way of solving problems

Structures are in place to allow pupils to talk through any issues and barriers they may face.

1. Listen to the person; listen for possibilities

Staff are always looking for opportunities to re-frame situations to help pupils see possibilities

Support provided is always appropriate, proportionate and timely to allow pupils to develop their way to overcome barriers

2. People have the necessary resources to make changes

Does not try to force their ideas or solutions on others, but recognises that there are different ways to solve problems and the most effective will be the one the person comes up with them self

3. Everyone has their own ways of solving problems

Roles

Staff at all levels 'buy in' and are committed to the SOA principles

All teachers are aware of the importance of working with pupils to plan learning opportunities to increase buy in

Learners are listened to and involved in decisions about how their needs should be met

Facilitator

4. No sign-up, no change. Collaboration enhances change

Scribe

Timekeeper

10 Principles

Understands the importance of individuals being involved in decisions made about them to increase commitment

Rest of Team

How can we use this approach within schools?

5. Language shapes and molds how we make sense of the world

Conversations with Children!

6. A focus on future possibilities and solutions enhance change

Solution Oriented Meetings

10. The problem is the problem not the person

If child facing a challenge a solution oriented conversation may help!

peer support to discuss problems, possible solutions and to formulate a plan

7. There are always exceptions to the problems

The principles in action!

Following the Solution Oriented Principles aims to provide a structure for....

9. If it works do more of it; if it doesn't work, do something different

8. Small changes can lead to bigger change

Classroom Intervention

WOWW

"Working on What Works"

Scaling

Reframing

Scaling can be used for different issues, for example...

• the problem

• confidence in dealing with the problem

• effort put in

• motivation to change

• coping

All meetings within the school can have this structure:

• summarises to help learners reflect on what they really mean

• tones down emotional charge

• focuses on possibilities NOT negatives

• is future focussed

• demonstrates active listening

• makes it clear you are not judging

Goal Setting

Trying to move away from the problem to an intended future

• Multi Agency Meetings

• "Staged Intervention Meetings"

• Staff meetings to discuss a problem

‘You were angry because they treated you unfairly’

‘I get the idea that you felt the training wasn't going well because nobody spoke’

WOWW

Imagine that over the next few days/weeks, things started to get a little bit better (at home, in school, science etc) …What would that look like?

What do you think you might be doing differently perhaps/maybe?

Activity

In pairs have a discussion about a problem one of you is having at the moment - listeners try to use some of the Solution Oriented tools to help unpick the problem...