On DrMyrna Shures program I Can Problem Solve - Research Proposal Example

Running Head I Can Problem Solve Using the I Can Problem Solve Program in W.G. Rhea Elementary School Kindergarten Bethel College Ginger McElroyAbstract In this paper, an analytical framework of using ICPS Program for helping children in various aspects is presented. The approximation is based on series of generalizations and specific assumptions.  However, these are valid for a wide range of real life situations. The underlying assumptions of the research are presented in the following section. -Category I includes students from five classes of kindergarten from a northwest Tennessee town of 15, 000 who receive the "I Can Problem Solve" program by Myrna Sure. - Category II includes students from five classes who do not receive the program. The following aspects are studied and researched in this paper. Research on Dr.Myrna Shures program I Can Problem Solve for early elementary (how it has been used, where it has been used, results, etc) along with other programs or information that use problem-solving techniques and cognitive methods. What effect does the ICPS program have on behavior? What methods do other character education programs use to improve behavior? What role does character education have in improving behavior in early elementary students? What other problem solving methods have been researched to improve behavior in early elementary students? Looking at Dr. Shures program as "character education" What has been researched to work in character education and how other character education programs encourage problem solving? Research on Dr.Myrna Shure’s program I Can Problem Solve ICPS Program teaches the critical thinking skills children require to solve problems on their own. After receiving this program, children learn to generate solution and alternative solutions to problems. They learn to go one step ahead and think of the situation that will arise once the decision is taken. Ability to plan properly the steps to be taken to reach the main goal is developed on their own. How? Here, students are helped to solve problems on their own by using real life situations and using fun and exciting methods such as using colorful pictures, puppets etc. Discussions among groups of students and role plays are also done during the program to help them understand and come up with various solutions and alternative solutions to situational problems .They are then allowed to find out for themselves which would be the best solution to the problem considering the consequences. The program teaches students basic skills and problem solving language. They learn word concepts, how to identify problems, come up with solutions, find out factors behind problems, generate alternate solutions and also study consequences. Children learn to be sensitive. They recognize not only one’s own feelings but also others. Children tend to be empathetic and understand problems others face from their point of view. And hence they are able to respond to others problems and influence their responses in turn. Children become better decision makers. Many role plays are conducted during this program enacting problematic situations. They are requested to come up with solutions and alternative solutions to such situational problems. And they finally choose the best solution on their own after studying the consequences to their decisions. This enables them to manage and solve everyday problems more effectively. Relating lessons learned to other areas, extension activities, activity sheets and other interactive activities are included. (Shure,1992) Where? Initial research, funded by the National Institute of Mental Health in Washington, DC, was conducted with low-income African-American youngsters. Subsequent service evaluations beginning in grade 3 were successfully conducted with diverse ethnic and income groups, as well as those with special needs including Attention Deficit Hyperactivity Disorder. Results: (What effect does the ICPS program have on behavior?): Children were found to be more patient and less aggressive. They developed positive attitude towards solving situational problems. They held good conduct in classrooms and socialized better which in turn resulted in healthy relations between children and others(parents, teachers, other students).And all these helped them to be better problem solvers and good decision makers in life. They were able to score much better in classes due to the concentration level they gained in doing tasks. Children and adolescents learn to think and interact with others, and have contributed to a reduction in violence, high-risk behaviors, and substance abuse in those locations where it is implemented. They tend to be sensitive to others feelings as well. Since ICPS program helps in molding the character of students, it is considered as a character education program.( Shure 1992) Based on the I Can Problem Solve (ICPS) programs used in schools, mothers of preschool children who attended federally funded day-care were also trained to implement the ICPS approach at home which proved a great deal of improvement on childrens’ problem solving skills. Other problem solving methods researched to improve behavior. Problem solving is a method of organizing the given information and using that information, along with knowledge you possess, to obtain the desired outcome or solution. According to Boyle’s study, different aspects of aggression, specifically relational and overt aggression are studied. Secondly, this study provides a recent, independent assessment of the program’s effectiveness. (Boyle,2008) Emphasis is also placed on evidenced-based practices as mandated by the No Child Left Behind Act (2001) (Daunic, Smith, Brank, et al., 2006). According to Bransford & Stein (1983), many psychologists consider problem solving as a cycle. This cycle includes identifying and defining the problem, generating solutions, organizing information about the solution, allocate the required information to solve the problem, monitor the progress towards solving the problem and finally evaluating the success of the solutions taken. (Bransford & Stein 1983;Hayes 1989;Sternberg 1986) According to Wolfgang, problem solving in classroom management relates to Teacher Effectiveness Training. Classroom problem solving is initiated by determining the owner of the problem - the teacher or the student. If the student owns the problem, the teacher can use skills such as Critical/Active listening or door openers to help the student come to a resolution. If the teacher owns the problem, the teacher can use I-messages to help the student understand how their behavior is affecting the teacher. Third area would be a no-problem behavior. A fourth area of owning a problem arises when the students behavior causes both the teacher and the student to own the problem. Problems such as these are usually resolved by one of the three methods. Here, the teacher wins by using authority and power, and the student loses or the student wins and the teacher loses or a preferred method of resolving classroom conflicts is the "No Lose" method. The conflict is resolved when the teacher actively listens and uses I-messages until he or she fully hears the students problems and needs. The following are the six main steps involved in using the last method to resolve a conflict. Individual students are helped to define and focus on the problem. They are helped in generating possible solutions. With the guidance of the teacher, the students should evaluate all possible solutions to determine which can be decided upon by all involved. The last step is to implement and reevaluate solution(s).( Wolfgang, 2001) Informal learning contributes to different areas of work.(Smith, M. K. (2003) Problem Solving with Respect to Academics includes the four main criteria to effective classroom problem-solving: what to teach, where to teach, how to teach, and when to teach. According to Mayer, there are two major kinds of cognitive processing: representational processes, which are used for building a coherent and useful internal representation of the problem, and solution processes, which are used for creating, carrying out, and monitoring a plan. Using the cognitive approach, problem-solving courses can teach strategies for representation of problems and searching for solutions .He created a four step general procedure for solving problems that can be applied to any problem: The problem solvers should understand the problem, devise a plan, carry out the plan, do the calculations from the devised plan and lastly look back at what they have done to complete the problem, and if possible see any connections that could be helpful in future problem solving.(Mayer,2002) Productive Thinking Program: In this program students formulate questions and answer posed questions with intelligent responses. After taking part in this program, students scored higher on post-tests. It teaches a limited number of component skills. Its effects are strongest for the specific domain used during instruction. The instructional method seeks to attain high order skills even though learners may not have yet mastered all lower level skills (Mayer, 2002). Instrumental Enrichment: In this program, students become more active contributors to class discussions, voice out opinions with logical evidence, describe different strategies for solving problems, and more likely to spontaneously read and follow instructions carefully(Mayer, 2002). Project Intelligence: This program covered foundations of reasoning, understanding language, verbal learning, problem solving, decision making, and inventive thinking. It helped in thinking skills programs (Mayer, 2002). Character Education and its role in improving behavior. According to Lickona (1991) , certain facets of character education programs were identified. It included teaching of character values within the school curricula, expecting responsible behavior, implementing positive values while taking decisions, Visual reinforcement of character values to keep students focused on the words, concepts and behaviors, encouraging culture that helps foster positive peer recognition and empowers all members of the school community to encourage behaviors consistent with respect and responsibility .It also supported parent, student and community involving in decision making of the character education programs. Hence character education programs were said to improve behavior by affirming human dignity, promoting the well-being and happiness of the individual, serving the common good, defining our rights and obligations. Character education programs are being implemented in many schools across the United States. There are many approaches to character education. In theory, effective implementation of a character education program leads to improvement of 16 character traits associated with student behaviors. This will result in an improvement in school climate and student achievement. 16 character traits are respect for self, others and property, honesty, self-control, responsibility, cooperation, integrity, kindness, perseverance, compassion, courtesy, forgiveness, patriotism, tolerance of diversity, humility, generosity, and sportsmanship. The above mentioned traits are given importance and improved on to have an effect on behavior in early elementary students.( Lickona,1991) James Neil has explained in his website about the various assumptions and values promoted in character education which is given by 3 critiques –Brookes A, Cornwall and Giampietro. Learning from experience by yourself might be called "natures way of learning". (Neil, 2003). Cornwall states that character is “an archaic, quasi-metaphysical term” and “with no agreed upon definition, even among proponents of character education that, moreover, confusingly blends personality and behavioral components” (Cornwall K,2005). Outdoor education is a good pavement towards character education.(Giampietro,2003). According to Brookes, review of the place of’ character building’ in research, and development of a critical reading of a representative adventure education text are done.(Brookes ,2003) Children most often tend to do things repeatedly for which they get attention. So the duty of parents and teachers would be to give children attention when they are doing something right and not something wrong. (Sommers-Flanagan, & Sommers-Flanagan,2006).Children should be helped during certain transition points which can be stressful considering their physical, emotional, social and academic challenges.( Gurian, Schwartz & Goodman 2006)Children should be loved for who they are, disciplined and guided, Taught social skills and parents should involve in their schooling. (Normand, 2007). Recent behavioral studies indicate distinct patterns of performance and suggest differential hemispheric involvement for insight and no insight solutions. Subjects solved verbal problems, and it was indicated whether it was solved with or without insight. Problem solvers experienced insight—the “Aha!” feeling that comes with insight solutions (Bowden and Jung-Beeman 2003a)By producing a distinct behavioral signature and evoking an “Aha” experience, several compound remote associate problems(Bowden and Jung-Beeman 2003b) can be solved quickly. Considerations and suggestions for parents, teachers, and counselors were given to meet the psychological, social, and emotional needs of gifted students.(Cross L, 2004) What methods do other character education programs use to improve behavior? 1. Character education partnership: Character Education Quality Standards is based on CEP’s Eleven Principles of Effective Character Education™ and the Eleven Principles Survey by Tom Lickona and Matthew Davidson. (Narvaez, 2007).The Eleven Principles of Effective Character Education is the cornerstone of Character Education Partnerships philosophy on effective character education. Each principle outlines vital aspects of character education initiatives . The program promotes core ethical values and supportive performance values as the foundation of good character. It is understood that "Character" includes thinking, feeling, and behavior. It uses a comprehensive, intentional, and proactive approach to character development and creates a caring school community which provides students with opportunities for moral action. One of the principles outlined includes a meaningful and challenging academic curriculum that respects all learners, develops their character, helps them to succeed and fosters students’ self motivation. The school staff shares responsibility for character education and guide the education of students by following the same core values. It fosters shared moral leadership and long range support of the character education initiative. It allows families and community members to work as partners for building and developing character of students. The eleventh principle evaluates the character of the school, the school staffs functioning as character educators, and the extent to which students’ manifest good character. (Marvin & Melinda, 2005). 2. The six pillars of character program: This program engages and entertains students. Entertainer Eugene Clark uses unique visual magic, comedic routines, and music to highlight the six important character traits (respect, trustworthiness, fairness, citizenship, and responsibility, caring) and encourage students to become positive role models in their community This program helps each student in school to define the six character traits for themselves. Through audience interaction and participation, students are invited on stage to become part of the program as well as share their individual interpretation of the six pillars of character. Exciting illusions and humorous routines help the audience to understand the importance of each pillar and how character may be integrated into our lives each day. This program is used by teachers and parents for establishing good practice of character traits and habits in their students. (Josephson, 2002) References 1. Anita Gurian, Susan Schwartz, & Robin F. Goodman,(2006) Transition Points , Developmental Milestones Retrieved 17 June,2009 from http://www.education.com/reference/article/Ref_Transitions_Points/ 2. Boyle, D., & Hassett-Walker, C. (2008). Reducing overt and relational aggression among young children: The results from a Two-Year Outcome Evaluation, [Electronic version] Retrieved 17 June ,2009 from http://www.umdnj.edu/vinjweb/publications/articles/icps.pdf 3. Bowden EM, Jung-Beeman M (2003a) Aha! Insight experience correlates with solution activation in the right hemisphere. Psychon Bull Rev 10: 730–737, Retrieved 17 June ,2009 from http://www.psych.northwestern.edu/~mjungbee/pubs/PBR_2003_Aha.pdf 4. Bowden EM, Jung-Beeman M (2003b) Normative data for 144 compound remote associate problems. Behav Res Meth Instr Comput 35: 634–639, Retrieved 17 June ,2009 from http://brm.psychonomic-journals.org/content/35/4/634.full.pdf+html 5. Bransford & Sten,Hayes & Sternberg(2003), The psychology of problem solving, The problem solving cycle, United States of America, Cambridge University Press. Retrieved 17 June ,2009 from http://assets.cambridge.org/97805217/93339/sample/9780521793339ws.pdf 6. Bridgid Normand(2007)., Powerful Parenting: Building Relationships, Instilling Confidence, and Teaching Skills, Promoting Good Character in Your Child Retrieved 17 June ,2009 from http://www.education.com/reference/article/Ref_Powerful_Parenting/ 7. Brookes, A. (2003). Brookes, A. (2003). A critique of neo-Hahnian outdoor education theory. Part two: ‘the fundamental attribution error’ in contemporary outdoor education discourse. Journal of Adventure Education and Outdoor Learning, 3(2), 119-132. Retrieved from http://www.latrobe.edu.au/oent/Staff/brookes_papers/Neo-Hahnian2.pdf 8. Charles H., Wolfgang, (2001), Problem Solving with Respect to Classroom Management, Problem solving Retrieved 18 June 2009 from http://wik.ed.uiuc.edu/index.php/Problem_solving 9. Cornwall, K. (2005). The problem with character education. Patriotism for All. retrieved 18 June 2009 from http://members.cox.net/patriotismforall/character_ed.html 10. Darcia Narvaez. (2007). Character Education Quality Standards, Retrieved 18 June 2009 from http://www.character.org/uploads/PDFs/Pub_Quality_Standards_.pdf 11. Daunic, A. P., Smith. S. W., Brank, E. M., & Penfield, R. D. (2006). Classroom based cognitive-behavioral intervention to prevent aggression: Efficacy and social validity, A.P. Daunic et al. / Journal of School Psychology 44 (2006) 123–139 11. Giampietro, P. J. (2003). Character education: Another look. Character Education Grant, University of New Hampshire, Retrieved 17 June 2009 from http://www.shhs.unh.edu/kin_oe/ 12. James Neil(2003), A Character Education Primer, Experiential Learning Outdoor Education R&E Center, Retrieved from http://wilderdom.com/Character.html 13. Josephson, Michael.(2002) “Making Ethical Decisions: The Six Pillars of Character.” Retrieved 17, June 2009 from www.josephsoninstitute.org/MED/MED-2sixpillars.htm 14. Lickona, T., Schaps, E., & Lewis, C. (n.d.), CEPs Eleven Principles of Effective Character Education. Retrieved from http://www.character.org/uploads/PDFs/Eleven_Principles.pdf 15. Marvin W. Berkowitz, & Melinda C. Bier,(2005).What Works In Character Education :A research-driven guide for educators, Character Education Partnership, Retrieved 17 June, 2009 from http://www.rucharacter.org/file/practitioners_518.pdf 16. Mayer (2002), Evidence of Effectiveness, Problem solving, Retrieved from http://wik.ed.uiuc.edu/index.php/Problem_solving 17. Myrna B. Shure, (1992a). I Can Problem Solve[ Review of the book I Can Problem Solve (ICPS): An Interpersonal Cognitive Problem Solving Program (Preschool),Research Press, Retrieved 18 June,2009 from http://www.researchpress.com/scripts/details.asp?item=4628&detail_id=536&detail_item=none 18. Myrna B. Shure, (1992b). I Can Problem Solve[ Review of the book I Can Problem Solve (ICPS): An Interpersonal Cognitive Problem Solving Program (Kindergarten/Primary Grades),Research Press, Retrieved 18 June,2009 from http://www.researchpress.com/scripts/details.asp?item=4629&detail_id=537&detail_item=none 19. Myrna B. Shure, (1992c). I Can Problem Solve[ Review of the book I Can Problem Solve (ICPS): An Interpersonal Cognitive Problem Solving Program (Intermediate Elementary Grades),Research Press, Retrieved 18 June,2009 from http://www.researchpress.com/scripts/details.asp?item=4629&detail_id=537&detail_item=none 20. Rita Sommers-Flanagan, & John Sommers-Flanagan (2006-2008) Building Your Childs Character Retrieved 17th June 2009 from http://www.education.com/reference/article/Ref_Building_Your_Childs/ 21. Smith, M. K. (2003). Introduction to informal education. the encyclopedia of informal education, http://www.infed.org/i-intro.htm 22. Tracy L. Cross,(2004),Parenting Gifted Children, Practical Advice for Guiding Gifted Children, Prufrock Press Inc, Retrieved 18 June,2009 from http://www.prufrock.com/client/client_pages/guiding_gifted.cfm Read More