WORKSHOP 3 - PROBLEM-SOLVING

Good
sources of information and problem-solving skills that are easy to teach will be very important as Master Teachers address everything from the rebellion of the "terrible" two-year-old to the hopelessness of the suicidal teen. The Master Teachers will be dealing with human development levels on Maslow's Hierarchy of Human Needs ranging from the individual of a very high level of functioning (for example: single mom looking for money to finish a college education) to a family with very basic needs (such as a family about to become homeless because of drug connections). Master Teachers must have access to vast amounts of information and a good understanding of human needs in order to effectively respond to the problems in their community. To add to this challenge, families with whom Master Teachers work will not be accustomed to using "problem-solving strategies" to deal with their barriers. Families living in long-term poverty situations often select the least complicated alternative when dealing with problems. Life's experiences have taught them to rely on authority rather than reason when making decisions. To them, negotiation and exploring various alternatives may be overwhelming and unrealistic.

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aster Teacher trainees will need to master problem-solving strategies that offer clear practical solutions to issues that affect those in poverty. They will need to be able to pass these skills on to their clients with ease. As clients begin to take responsibility for solving their own problems successfully, they will gain needed confidence to take control of their lives - fostering independence for those discouraged by living in poverty.

T
his workshop focuses on responding to the problems of the long- term poor. In some cases, simple understanding through reflective listening or exploring alternatives will help identify the solution to specific problems. At other times the problem at hand may be too intense for a Master Teacher to handle. Encouragement to refer to "professional" problem-solvers will then be appropriate.

Table of Contents

Workshop 3: Problem-Solving Exercise 1: Review of Reflective Listening
Exercise 2: Deciding When to Problem-Solve

Exercise 4: Problem-solving

Exercise 5: Practicing Problem-solving

Exercise 6: Identifying Outside Resources

EVALUATION QUESTIONS

PROBLEM-SOLVING WORKSHOP - EXERCISE WORKSHEET

PROBLEM-SOLVING PLAN

Goal:

T
o give trainees the increased knowledge and effective problem- solving strategies they will need in order to empower families in poor communities to effectively solve their own problems.

Objectives:

- To review and practice the steps of reflective listening;

- To teach a four-step problem-solving process to be used by Master Teachers and their clients;

- To familiarize participants with resources available in the community.

Materials Needed:

Newsprint, magic markers, problem-solving handout, problem-solving worksheet.

Exercise 1: Review of Reflective Listening

I
n social work, good listening skills are essential. Trainees will need to practice reflective listening throughout this training, being careful to keep the communication lines open. Two important concepts of this exercise are:

1. Reflective listening alone may solve the problem.
2. Reflective listening is often the important first step in effective problem-solving.

Activity:

A
sk if people "reflected" when trying to problem-solve at home during the week. Write on newsprint a simple summary of their experiences showing the sequence of steps in a reflective statement. Talk about each experience. Do not let the reflective statements move on to the problem-solving stage.

C
onsider each story. Does this situation need to be taken a step further to problem-solving or a Master Teacher's help or is the situation solved simply through support and understanding? Is the problem already solved? Note which situations were taken care of through good listening skills and which may need another step - problem-solving.

Exercise 2: Deciding When to Problem-Solve

A. Mini-lecture In many cases the trainees will come to realize that simply reflecting what is being said helps the speaker discover his/her own solution to a problem. In other cases the reflecting process will calm the client down so that he/she can move on to other things. Sometimes there is no problem to be solved, only a very stressful situation that needs some unraveling. At these times, reflective listening does not need to be followed by a problem-solving strategy. On newsprint write "you seem" and "because." Have group members reflect for each of the following situations. You can act as the client.

- David is upset because he received a zero for not doing his math homework.

- Ellen's popsicle melted when she left it in the sun.

- Tony's girlfriend broke up with him.

In some of these cases, reflective listening is all that is really needed. In other cases, the client will need a sympathetic ear and a problem-solving strategy to deal with the situation. Reflective listening will be important to clarify the problem, and a practical problem-solving strategy will be necessary to solve it.

For instance, in David's case, he may be afraid of failing math. He may want some ideas to avoid further failure.

B. Have the group split up into pairs. One member will share a problem to be clarified through reflective listening. Each group will keep these questions in mind:

1. What is the problem?
2. Has the problem been solved through good listening skills?
3. What is the next step? (Teams may make notes to keep track of these responses.)

C. After 8-10 minutes, have the large group reconvene and share some of the problems reflected. List each problem on newsprint. Decide which problems need the next step in the problem-solving process. Cross out those that were solved simply through reflecting.

Exercise 4: Problem-solving

T
he introduction to this workshop mentions the dependence on external authority that keeps families in poverty from becoming independent decision-makers. This section offers Master Teachers a tool to break this cycle of dependence. Master Teachers will avoid solving problems for their clients; they will teach clients the steps to the process of exploring alternatives, and they will problem-solve with them.

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rainees may be accustomed to making decisions for others - which has probably worked in the past, - at least for the short-term. It is important to let trainees know that in order to promote long- term change, understanding of the problem-solving process is essential. Their clients must learn how to look at a situation and choose a workable solution themselves.

T
he following exercise will take trainees on to problem-solving after clarifying the problem through reflective listening.

A. Show the list of steps in problem-solving. Go over each step, explaining its importance.

B. Choose one of the problems from the previous exercise. Ask for a volunteer, and role-play the following problem-solving sequence.

1. Zeroing in on the problem Quickly reflect with the volunteer and clarify the problem.

2. Identifying possible solutions Brainstorm with the volunteer to think of ways to deal with the problem. (Add some ridiculous ideas - it's okay to suggest everything that comes to mind.)

Encourage the volunteer to suggest solutions. People tend to follow through more often with their own strategies. Be patient; the volunteer will come up with something. Encouraging him/her to brainstorm for solutions is empowering. List the proposed solutions on newsprint.

3. Making a plan of action Go over the proposed solutions and eliminate the most unlikely. Choose the most favorable, remembering that the person with the problem should make the final decision. You may need to walk him/her through the chosen plan.

4. Following up Set up a time to talk about whether the strategy worked or whether the two of you need to try another alternative.

5. Evaluating the solution Role-play an evaluation meeting. Hand out the Problem-Solving Plan worksheets and encourage trainees to put them on their refrigerators.

Exercise 5: Practicing Problem-solving

A. Divide the group into pairs. Using the problem-solving worksheet, have each pair go through the problem-solving process responding to the problem that is assigned to them. (Note: If participants prefer, they can use their own problem situations.) Move around the room helping each team.

B. Reunite the group. Walk through the problem-solving process using the assigned problems that were discussed in small groups. On newsprint:

1. Identify the problem
2. Brainstorm for solutions
3. Make a plan of action
4. Set up time for evaluation.

Role-play the evaluation meeting. Walk through as many problems as time allows. Brainstorm solutions to the problems, talking about the pros and cons of each. Then choose the appropriate solution and talk it out. Discuss a follow-up meeting.

Exercise 6: Identifying Outside Resources

C
ontinue sharing information about agencies and services. This week focus on legal agencies, general information services (e.g., United Way), day care resource and referral, community action agencies, fuel assistance agencies, elderly services. If time permits, ask trainees for names of agencies they have used, and solicit comments. Group members should take notes and make some calls during the week to better understand what is available. Ask them to bring information to share with the group next week.

Sample Agency Listing

General Family Life Information

First Call

Director: Ellen Roberts

184
Mill Street
P.O.
Box 3040
Springfield,
MA 01102-3040
(
413) 737-2712 - Answering machine after hours.

Overview: First Call is a free, confidential information and referral telephone service to help persons locate programs, agencies and organizations that serve Hampden County. The service has a computerized inventory of community services. First Call also handles information on special educational events of community interest.

Eligibility: Services Hampden County.

(This entry is copied from the 1987 United Way First Call Directory.)

Closing the Meeting

A
sk group members to try out their problem-solving skills during the week so they can report their experiences at the next session. Ask for questions. Be available after the meeting for individual questions.

Program Evaluation

A
sk the group members to fill out an evaluation form. Remind them that the evaluation will help you be more effective. Ask meeting participants to leave the evaluations with you as they go.

EVALUATION QUESTIONS

1. Why do you teach clients to problem-solve rather than give them the answers?



2. How will your helping strategies change, based on what you learned in this session?



3. What is the most important thing you learned this evening?



4. What did you like best about this training?



5. What is one thing about the training you would change?



PROBLEM-SOLVING WORKSHOP - EXERCISE WORKSHEET

Problem 1

F
ourteen-year-old Jenny has been hanging out with a group of teens who skip school regularly. Jenny is maintaining a B/C average in all subjects. The other girls are teasing her, hoping that she will feel embarrassed by her school success and skip school with them this week. Friends are really important to Jenny. She comes to you saying, "School is boring. It's more fun fooling around with my friends at the mall."

Assume roles as Jenny and a helping Master Teacher.

1. Reflect until you have clarified the problem.



2. Brainstorm to think of at least four possible solutions.



3. Talk about the advantages and disadvantages of each.



4. Decide which solution might work. Talk it through.



5. Make a date to talk about whether the solution worked.



6. Role-play an evaluation.



Problem 2

S
ix-year-old Stevie has been dropping by your home at all hours of the day and night. His mom, who has just begun a full-time job, seems overwhelmed with balancing her obligations at home with her new work situation. Stevie, who always seems to be hungry, underdressed, and unsupervised, appears to be the one suffering. Tonight it is ten o'clock when Stevie arrives at your door. You return him to his home only to see his mother sitting at the table having a beer, apparently unaware that Stevie was gone. When she sees you, she starts crying.

Assume roles as Stevie's mother and a Master Teacher.

1. Reflect to clarify the problem.



2. Brainstorm to think of at least four solutions.



3. Talk about the advantages and disadvantages of each.



4. Decide which solution might work. Talk it through.



5. Make a date to talk about whether the solution worked.



6. Role-play an evaluation.



Problem 3

M
aria is very excited about her new job. Unfortunately, her unemployed boyfriend is not. At first he demanded that she quit the job. Maria would not. He has refused to let her use the car to get to work, which means she must take a bus. She missed the bus yesterday, and her boss reprimanded her. Last night her boyfriend switched off her alarm clock, and she was late for work again today. Maria comes to you crying hysterically. You cannot understand what she is saying.

Assume roles as Maria and a Master Teacher.

1. Reflect to clarify the problem.



2. Brainstorm to think of at least four solutions.



3. Talk about the advantages and disadvantages of each.



4. Decide which solution might work. Talk it through.



5. Make a date to talk about whether the solution worked.



6. Role-play an evaluation.



Problem 4

E
ighteen-year-old Danny has begun hanging around with a group of drug dealers. When he drops by to visit his grandmother, Elena, she pleads with him not to get involved. She is worried about his safety. To make matters worse, her landlord is evicting anyone suspected of drug associations, and Danny's presence has put her lease on the line. Elena has received an eviction notice in the mail. She comes to you for help.

Assume roles as Elena and a Master Teacher.

1. Reflect to clarify the problem.



2. Brainstorm to think of at least four solutions.



3. Talk about the advantages and disadvantages of each.



4. Decide which solution might work. Talk it through.



5. Make a date to talk about whether the solution worked.



6. Role-play an evaluation.



PROBLEM-SOLVING PLAN

When helping others:

1. Help clarify a problem through reflective listening. Separate the feelings from the real problem at hand.

2. Explore together ways to solve the problem. List several possible alternatives.

3. Choose the solution that will work best. Think through each step of the solution process.

4. Set up a time to evaluate the effectiveness of the solution chosen. If the problem remains, try again beginning with step 2.

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