We Still Love John

September 17, 2009

Meeting #2


15th October – notes and slides due

22nd October – presentation

Solving the Problem

Coping Strategies

  • External (not doing)
  • Internal (focus)

–          Help-seeking behavior

  • Environment that doesn’t facilitate you asking for help—doesn’t show care on a regular basis
  • Has to be taught? Modeled? (e.g. Jocelyn on the bus)
  • Mothers play an important role in help-seeking. (Aberbach & Lynch, 1991)
    • E.g. how often a child asks a mother for help
    • Mother who provide structured guidance in the type of help they give will have children who will know how to assess more appropriately when they need help.
    • No significant difference to how mother’s helping strategies relate to children’s help-seeking styles.
    • Inter
    • Is this still quite external? Based on the environment—influences you.

–          Resilience

  • Resilience scale: emotional awareness (awareness of own negative thoughts), self-control (controlling your anger and emotions, because John lashes out at people), social competence, empathy, self-efficacy  è focus on solution-focused (what he can do) – this also gives teachers something that they can do.
  • Cognitive [RET – Ellis your thoughts will help you process your emotions, analyse erroneous thought processes, can break John out of his circular thinking—“Why do you say that?” “If you could do this do you think you would be cleverer?” self-handicapping, self-perception theory, self-efficacy, CBT] POSITIVE PSYCHOLOGY [SFT] – studying problems vs. studying an issue
    • I remember something from psych class!
    • http://depression.about.com/cs/psychotherapy/a/cognitive.htm
    • Negative thought patterns releated to self-defeating thinking: All or nothing thinking (John feels like a total failure from one mistake), Overgeneralisation, Mental Filter, Jumping to Conclusion, emotional reasoning, mislabelling…
    • –> see the examples in the website
    • Also, to teach perspective taking and empathy- how would my friends feel if I said this to them?
    • Dealing with stress requires:
      • – recognising pressure points (John always gets angry whenever he feels inferior or disapproved by people)
      • – knowing coping strategies
      • – choosing correct coping strategy

–          Emotional

–          Learning strategies

–          Motivation and self-determination theory (Dessy and Ryan)

–          Stress models

Models of stress management vs. techniques of stress management

Richard Lazarus’s coping strategies

Must keep bringing the case study back to John! Keep the focus, make references to him.

>> Why did John behave in a certain way, and why did he not do certain things? How to fix it?

Link theory with John’s actual behavior!


  1. Understanding the problem (identify the problem)
  2. Planning how to solve the problem
  3. Carrying out the plan
  4. Looking back


  1. Role play!
  2. Introduce topic of resilience
  3. Introduction to solution-focused therapy
  4. Application to John case-study (I) – solution-focused
  5. Application to John case-study (II) – solution-focused
  6. Conclusion


–          Psych textbook pp. 115

  • Still quite external? “In virtually all cases, resilient children have one or more adults who have taken a special interest in them and hold them to high moral and academic standards, essentially refusing to let the young person fail (Reis, Colbert, & Hébert, 2005).”

–          http://www.jstor.org/pss/585812

–          http://www.google.com.sg/#hl=en&q=solution-focused+resilience&meta=&aq=f&oq=&fp=cd6e9af21ca24ea


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