HEDYDT collaborative learning summit 2014


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Each of us has a very specific behavioral strategy - like a recipe - for our behavioral successes (like turning in our homework or showing up on time). These successes don’t just “happen.” And we have specific recipes for our behavioral failures, too. When we understand our specific behavioral recipes, we then have the option to change outcomes by changing just one ingredient of that recipe.

This breakout provides an overview of Strategic Behavioral Inquiry - a curious and compassionate approach to eliciting our students’ and clients’ behavioral strategies. Dr. Nowell has shared this approach to thousands of breakout participants internationally. This Inquiry can be applied to clinical interviewing, parenting, counseling, and classroom management. With an ultimate goal of increasing that executive function we call “metacognition,” the approach we will review in this breakout affirms the unique interior experience of each student and client. And it boldly assumes that each of us has the ability to be in greater control of our mood, our choices, our mouths and hands, and our management of time! Implicit in the approach is the assumption that everyone is doing the best he or she can right now. Students do “better” when they have the skills and self-efficacy to do so, and when “worse” choices aren’t being rewarded. In this fast-paced interactive experience, we will apply the basic principles first to ourselves, asking of our successes and not-quite-successes: “How exactly did you do that?”

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  • Certain aspects of memory / learning
  • Carlos, 5 yo boy. …. M c/o tantrums, stubborness. Bedtimes difficult. Pushes his sister. Per OT pt performs poorly on measures of sensory modulation, esp tactile. Suggests he is easily overwhelmed.

    You learn that mom suspects he is in cntrol of tantruming? he negotiates. Often ? Of Primary or Secondary gain.

    The less cntrl he seems to have over this behavior, the more concern we have re: sensory or some other overload.
  • Owen 7 yo boy… refuses to step up onto school bus.
    School psych: iq wnl, checklists ll ADHD.
    Neuropsych doesn’t find striking neurocognitive profile of attn/exec dysfx.
    CD intern finds pt inattentive (puts head on desk). In team mtg, when pressed on issue, it turns out that Owen actually performs as well on stand. Testing with head down or with enforced posture.
    OT suggests that his constant movement is in effort to counteract his floppy muscle tone; like a bicycle, the best way to stay upright is to keep in motion.
  • I didn’t get my holiday shopping done.
    APPENDIX A p. a2: TO DO
  • HEDYDT collaborative learning summit 2014

    1. 1. David D Nowell PhD www.DrNowell.com How Exactly Did You Do That? Supporting Metacognition for Self- Regulation and Goal Management”
    2. 2. www.DrNowell.com DavidNowell DavidNowellSeminars
    3. 3. • Metacognition • Self-regulation • Goal management
    4. 4. • Metacognition •Self-regulation • Goal management
    5. 5. Strategic Behavioral Inquiry • How exactly did you do that? – Everybody’s doing the best he/she can – Every behavior problem is either • Skills deficit • Contingency problem
    6. 6. Curious compassionate nonjudgmental evaluation
    7. 7. Objectives of Strategic Behavioral Inquiry • Specific behavioral strategy • What was the feeling-goal? • Motivational level on a scale from 1-10
    8. 8. Benefits of Strategic Behavioral Inquiry • Affirms the value of clients’ unique internal experience • Emphasizes the culture of self-regulation • Encourages metacognition
    9. 9. 6/26/2014 © 2011 David D. Nowell, Ph.D. All rights reserved. 19
    10. 10. Assumptions of Strategic Behavioral Inquiry • Everybody’s doing the best they can • Behavior is not incomprehensible or random • Behavior follows patterns which reveal themselves to the curious observer free of prejudice or blame or theory
    11. 11. How to do Strategic Behavioral Inquiry “How exactly did you do that?”
    12. 12. Personal Application • What have you done that you are truly proud of…and how exactly did you do that? • What can you do today that you were not capable of a year ago? • What bad habit persists? And How Exactly Do You Do That?
    13. 13. Fall in Love with the Truth • Self-monitor and collect data: – How long does your morning routine take, exactly? – How much time – exactly – do you need to complete expense forms? – How, exactly, do you follow through on commitments to others and not to yourself? • Learn from your To-Do list – Which things are not getting completed? – How – exactly – are these not getting completed? How do you do that?
    14. 14. Clinical Application • Who in your clinic or classroom is demonstrating remarkable “resilience” – persistence despite significant obstacles? And how, exactly, does he/she do that? • What recurring behavioral problem is showing up in your clinic or classroom? • Note: we aren’t asking “why did you do that,” but rather “how exactly did you do that.”
    15. 15. Q & A & D
    16. 16. Let’s stay in touch! Join my e-newsletter list:  Fill out a card today and drop it in the box.  Sign up on my web site or Facebook page Visit me on the web: www.DrNowell.com @davidnowell David Nowell Seminars
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