THE RESOLUTION RESOURCE GROUP

100 N. Parker Ave. Ste. 112
Bryan, Texas 77703

979.774.6101

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SCHOOL MANDATES

- Texas House Bill 18 -

Bill objective: Increase mental health services in Texas public schools; help identify and respond to mental health issues and bullying before they become larger problems.

Wildlife High Mental Health Alignment:

- to spot signs of mental health conditions and substance abuse

- to get help when needed

- to deal with grief and trauma

Wildlife High Positive Relations Alignment:

- to maintain positive relationships with other students

- to resolve conflict

- to avoid bullying

RELATIONAL SKILLS

EMPATHY

CONFLICT NEGOTIATION

TEAMWORK

ACCOUNTABILITY

SOCIAL LITERACY

&

SOCIAL WELL-BEING

RELATIONAL SKILLS  -  PUPIL VOICED

WALKING IN THEIR SHOES

I know how you feel

DEALING WITH DIFFERENCES

We can work it out

COMING TOGETHER

We can do it

TAKING RESPONSIBILITY

This is on me

COPING SKILLS

EMOTIONAL CONTROL

RESILIENCY

CRITICAL THINKING

PROBLEM-SOLVING

MENTAL TOUGHNESS

&

MENTAL WELL-BEING

REFRAMED  -  PUPIL VOICED

BEING IN CONTROL

I'm cool, calm, and collected

FACING FAILURE

I have grit

THINKING FOR MYSELF

I make up my own mind

OVERCOMING CHALLENGES

I can do it

LEARNING MODEL FEATURES

BITE-SIZED

- 10 minutes per day, during the morning period

- Turnkey and interactive

SKILL-BASED

- Provide pupils with the tools needed for behavior modification

CONTEXTUAL

- Skills become tacit when taught within a specific context

SKILLS DEVELOPED THROUGH (1) KNOWLEDGE AND SOCIAL AWARENESS; UNDERSTANDING NEEDS, (2) MOTIVATION; A BELIEF THAT PARTICULAR SKILLS WILL BE EFFECTIVE IN ACHIEVING BENEFITS, AND (3) SELF-EFFICACY; A BELIEF THAT ONE CAN EFFECTIVELY PERFORM THE SKILL.

LEARNING MODEL

DEFINE

1

MODEL

2

PRACTICE

3

WEEK 1

succinct social

lessons

WEEK 2

character

animated

modeling

WEEK 3

activities,

practice, and

feedback

ADAPTED FROM SOCIAL LEARNING AND CONSTRUCTIVIST THEORIES, THE LEARNING MODEL MOVES SEQUENTIALLY THROUGH THE THREE PHASES OF KNOWLEDGE TO ACHIEVE TACIT SKILL DEVELOPMENT.

BEHAVIOR CHANGE

- Sustained behavior change requires ongoing engagement

- Each skill taught 4 days per week x 3 weeks per academic year (12 lessons per year).

SKILL REINFORCEMENT

- Skill progression moves from simple to complex, adjusted for pupil developmental and maturity

- Skills taught within the context of different age-appropriate challenges

ASSESSMENT

Research is essential for determining program efficacy. The manner in which a study is conducted determines confidence in the results.

DISTRICT LEADERS: trends in implementation and outcomes. Identify differences across schools and student groups.

SCHOOL LEADERS: Identity competency trends, determine disparities, and understand the implementation.

TEACHERS: Formatively improve the classroom experience, not as a mechanism to identify or diagnose students.

RESEARCH METHOD

Program assessments should be used within a cycle of continuous improvement - toward a data-driven system.

- Randomized Controlled Trial (treatment and control groups), or Quasi -Experiment

- Focus groups

- Observations

- Interviews

WILDLIFE HIGH INFOGRAPHIC