My intervention is a focused case study for a 10-year-old boy with perfectionistic tendencies and emotional outbursts in math class. The targeted constructs are attribution style, fixed mindset, and self-efficacy. The intervention involves the school psychologist (me) serving as a consultant for the parents and teacher to make environmental and feedback changes that will promote flexibility in attributions, a growth mindset, and improved self-efficacy. The school psychologist will implement attributional retraining with the student each day after math for 5-minute check-ins. The teacher and parents will shift to effort-based praise and an autonomy-supportive environment. The student’s progress will be measured with multi-informant data that documents the frequency and intensity of emotional outbursts, as well as the student’s own perspective of his self-efficacy and mindset.

Attached above is a short video I used this semester during a pilot study of my gamified course (I want to extend the gamification in future semesters). This sets up one of 3 fictional case studies that students work on as part of their final project that integrates concepts they learned in the course. This "newscast" was generated by AI with script I gave it. The newscaster is an AI, but the inserted video are two friends who acted out a scene for me. I have various character videos throughout the course. Enjoy!

by Katie Moore

I chose this intervention, because of the amount of behaviors I see that involve self-regulating.  I first began writing this paper in regards to technology and self-regulation, because of the epidemic of “tablet kids”.  But veered away, because it is not always about technology and sometimes these behaviors are learned from experiences at home or their day-to-day living.

Now I will jump into my key constructs and intervention.  I used schemata, encoding, the problem-solving method, and self-efficacy.  These 4 constructs played a key role in my intervention. 

- First, I would obtain baseline information.  Recognizing the concerns and collecting ABC data.

-  Next, I will introduce the intervention using the Zones of Regulation curriculum which will be broken down into steps.  This is a systematic approach that provides consistent strategies that help the child recognize and identify how they are feeling.  The zones are broken into colors (blue, green, yellow and red).  These 4 colors identify an emotion.  Blue being sad, green calm, yellow silly or excited, red anger or frustration.

-  Using these zones, I will create real-life scenarios where they have to problem-solve solutions and then apply those solutions to their emotions. This is where schemata, encoding, and problem-solving constructs will be used.

-  A unit used in the Zones of Regulation curriculum is coach vs ciritic mentality.  The idea of a coach versus a critic is a coach cheers you on, tells you how to improve, and lifts you, while a critic looks at the negatives and can’t look past mistakes.  This will be taught by giving the child the mentality that if they want to improve, they can!  Self-efficacy is very prominent during this portion of the intervention.

-  Like stated previously, the Zones of Reg will be broken into steps throughout the intervention.  Once a phase is complete and mastered, they move on to the next phase.  Data will be recorded on a graph and will show growth over time.

-  Finally, this intervention can be helpful for children of all ages, however it may be most influential for younger students. This intervention model is a proactive approach that introduces the importance of being able to effectively deal with big emotions and help identify how they are feeling and ways to cope through them.

By Michelle Figge

My intervention proposal aims to improve paraeducator training. Often paras receive little to no training before they are expected to implement complex behavior interventions and strategies for students with complex needs. In order to provide better training for paraeducators my intervention utilizes the psychological constructs of feedback, modeling and self-efficacy. 5 strategies paras in self-contained classrooms need to be proficient with will be addressed. Various strategies to increase memory with the 5 skills will be utilized, including video modeling, having paras participate in the development of social stories, mnemonic devices to remember the steps of errorless learning, and time spent organizing work areas to display important teaching tools in ways that promote their use. Paras will be asked to record themselves using a strategy that will be discussed with the teacher during a scheduled time during the day to discuss what worked and what didn’t and ask any clarifying questions they may have. They will then participate in weekly meetings that will be spent discussing targeted skills and share what worked well and what didn’t in order for the whole team to be on the same page and helping each other out in a collaborative manner. The success will be measured in student meltdowns, both frequency and duration. 

Nursing is a complex and fast-paced profession embedded in a rapidly changing environment. Critical thinking is an essential component of nursing practice, though faculty are challenged to meet their students’ needs to effectively prepare them for clinical nursing practice. Perkins (1986) recognized that students have knowledge and learning abilities that can be used to promote critical thinking. However, strategies or tactics can also be emphasized to promote critical thinking in nursing students (Perkins, 1986).

Population & Setting: Senior nursing students in their final clinical capstone course

Goal: Increase senior nursing students’ critical thinking abilities through an intervention using case studies and a critical thinking strategy

Cognitive Processes in the Intervention:

• Tactics, Knowledge, Power (Perkins, 1986)

• Extrinsic Cognitive Load, Intrinsic Cognitive Load (Woolfolk, 2019)

• Elaborative Encoding for Deep Learning vs. Use of Superficial Information (Ormond, 2020; Woolfolk, 2019)

  
  

Intervention:

• Case studies for experiential learning to replicate real-life situations and provide opportunities to analyze information in a safe environment to promote discussion for understanding (Popil, 2011)

• Critical thinking strategy including applying the following skills to a problem:

1) identify position or idea

2) analyze competing views

3) weigh evidence

4) gather new information (Swartz & Perkins, 1990)

Evaluation:

• Pre-and-Post Assessment using the Nursing Critical Thinking in Clinical Practice Questionnaire (N-CT-4 Practice) (Alfaro-LeFevre, 2016)

• Reflective Journaling

• Faculty Evaluation of Critical Thinking for Key Decisions Made in a Timely and Safe Manner

  
  

Future directions can include randomized samples for intervention testing and use of reflective practice to relate case studies to actual clinical scenarios for applied, deep learning and problem-solving. Promoting critical thinking practices in nursing are essential to supporting the nursing profession and safe clinical practice.

References

Alfaro-LeFevre, R. (2016). Critical thinking indicators. www.alfaroteachsmart.com

Ormrod, J.E. (2020). Human learning (8^th ed.). Pearson.

Perkins, D.N. (1986). Thinking frames. Educational Leadership, May, 4-10.

Popil, I. (2011). Promotion of critical thinking by using case studies as teaching method. Nurse Education Today, 31, 204-207. doi: 10.1016/j.nedt.2010.06.002

Swartz, R.J., & Perkins, D.N. (1990). Teaching thinking: Issues and approaches: The practitioners’ guide to teaching thinking series. Midwest Publications.

Woolfolk, A. (2019). Educational psychology (14^th ed.). Pearson.

Hello! My intervention was designing creative progress notes for massage therapists and bodyworkers to document their sessions. Alongside new SOAP notes the intervention discussed the need for community and to pull practitioners out of isolation. Without a centralized educational institution for holistic body-mind treatments, formal research initiatives, or long-term comprehensive training programs, the intrinsic drive to sustain a massage practice may diminish. This intervention aims to develop a continuing education workshop for bodyworkers and massage therapists that encourages them to engage in their training as an artistic expression, scientific investigation, and psychosocial practice that builds culture. Through a community-based learning approach, this workshop aims to support massage therapists and bodyworkers to reduce the risk of burnout and amplify their voices within the profession.

Psychological skills training plays an important role in enhancing an athletes performance by focusing on the mental aspects of performance. This training has become a popular way in enhancing the mental toughness and psychological well-being of student-athletes.

Psychological skills training provides athletes with various mental skills such as goal setting, visualization, self-talk, and relaxation techniques, which are essential in building mental resilience and improving their overall psychological well being.

By implementing psychological skill training into practices and competitions, athletes can develop the necessary coping skills to navigate the pressures and challenges of competitive sports leading to improved mental toughness and well-being, which can maximize their potential by improving motivation, focus, and performance.

The psychological theories used in this paper were Self-Determination Theory, Social Cognitive Learning Theory, goal setting, and Maslow's Hierarchy of Needs.

The intervention starts off by having a school employee reach out to the family and make sure they can meet his and the rest of the family's basic needs. The student will also have a rubric in all of the classrooms he attends rating his behavior to give information on what needs to be focused on. Then, he will have 30-minute sessions once a week for a 6-week period. The first week will focus on what self-efficacy is, and he will complete a question. Week 2 will focus on what self-determination looks like and how he can incorporate it into his day. Week 3 will focus on social cognitive theory by reviewing what socially appropriate and inappropriate behaviors are and what the person could have done differently. Week 4 will review self-efficacy, complete another self-efficacy questionnaire, and see how his results have changed. Week 5 will focus on goal-setting. Short and long-term goal setting will help the student focus on what he needs to do now in order to meet his long-term goals. Week 6 will teach the student how to self-monitor the progress he has made on the goals he has made for himself.

The intervention will be evaluated by completing a pre/mid/post-self-efficacy questionnaire to determine whether it is working or if the students need to slow down or refocus on prior instruction. The student will also be assessed in the classroom using a 0-2 point scale focusing on 4 target behaviors that were the most disruptive in class. the scale will help to see if the sessions have affected his attitude and behavior in class.