This technique can give a sense of change and often leads to the identification of small well-defined steps towards the goal. "On a scale of 0-10, when 0 is the worst things could ever be and 10 is the best things could ever be, where are you just now?” "What has got you to 3?" (Assuming a reply of 3) "What's the highest you've ever been? What was different then?” "So you’re at 3 at the moment. How will you know when you have got to 4? What will you be doing? What will people notice? What will your friend/the lecturer notice once you're at 4? It is useful to check what the individual feels will be an acceptable point to reach on the scale, as well as how the individual will know that s/he has reached it.If an individual is saying they are at 0, or perhaps 1 on the scale, then coping questions can be appropriate.
Session 15 slides
Session 15 Measuring Progressand Recording Information
Post-session task• Identifying personal goals• Breaking down to steps that are: – Clear – Measurable – Achievable – Logical – Developmental
Plan, Measure and Record• 3 tools founded in a solution focused model: – Past exceptions – Scaling – Problem free talk
We have to “walk the tightrope ofvalidating the experience withoutfocusing on the problem to the degreethat it seems larger than before.” Durrant (1993)
Solution Focused ApproachesThe Past The Barrier to Future Learning (Problem) Goals Traditional Approach
Why use Solution Focused techniques?• To move away from focusing on the ‘problem’ or barrier to learning.• To identify what is already working.• To find examples of ‘success’ and increase the student’s awareness of their own skills and strengths.• To reduce the risk of dependency or ‘learned helplessness.’
Past Exceptions• This is about looking for examples where the individual has demonstrated success in the past on the area identified as a problem.• E.g. Time keeping and organisational skills• Single mum, part-time worker – ideas?
Activity 1 – Past Exceptions• Identify examples where you may be able to point to past success to encourage a learner e.g. gaining driver’s licence• What transferrable skills are there• Think of the individual you are supporting, or more generally from your experiences in the past.
Scaling ____________________________________ 1 2 3 4 5 6 7 8 9 10• Name poles and interim points appropriately (eg. 1 = worst / 10 = best)• Decide where on the scale the situation is now• What would need to happen for the situation to move one point closer to ‘best’?
Activity 2 Scaling• Discuss your level of confidence in using assistive technology to support your learner.• Scale your current situation, with 0 being no confidence at all and 10 being super-confident that you have nothing else to learn.• Identify realistic, manageable actions that would enable you to move one point up the scale.
Trouble Free Thinking• Imagine how your situation would be if there were no barriers, and you were being successful in your undertakings• What does that look like?• What is different from now?• What needs to change, or what actions do you need to take, to achieve this?
Recording Information• Clear planning: – Breakdown of steps (mini-goals) – Strategies to apply – Materials and resources required – Timescale – Application – Progress
Application in Practice• Identify and record 2 or 3 goals• Complete and submit details on the Personal Action Plan Grid• To achieve consistency and fairness, everyone should use the example pro-forma
Key Dates• Personal Action Plan: 27th February• Observation: by 10th April at the latest• Next Session: 6th March