PREDICT CONSEQUENCES 4.4
Goal: To improve decision-making and problem-solving skills
1. The student will identify specific problems.
2. The student will generate possible solutions to a particular problem.
3. The student will identify positive and negative results of potential solutions to a problem.
1. Remain calm.
2. Decide exactly what is the problem.
3. Think of three different solutions to the problem. If you can't think of enough solutions, ask someone to help you.
4. Think of the results of each solution. (What will happen if you use it.) In evaluating the results of each solution, consider:
a. how others will react;
b. the immediate good and bad results;
c. the long-term good and bad results. (Hazel and et al, 1980 p. 111)
Definition: To state in advance the effect or result (of an action).
Rationale: Shows maturity and higher level thinking skills and avoids further conflict
• Situations for Student Use: Elicit student responses (peer pressure, when choices are given).
• Attention Getting Activity: Make ice/jello following directions. Repeat the process without directions (don't put ice in freezer, jello in refrigerator). Discuss with students the outcomes and that actions lead to reactions. Ask students "what if ..." questions such as What if you crossed the street without looking? What if you would not play with ...? What happens if you leave your home without telling anyone? Discuss that there are good and bad consequences and give explicit examples of both.
• Talk about what happens if you don't do homework . . if you don't use the restroom when you need to . . . if you don't share with a friend . . . if you don't stay with your Mom in the store . . . if you don't go to work on time . . . if you forget to set alarm clock . . . if you forget to use deodorant . . . if a person smoked on campus . . . if someone lost control and got into a fight . . . if someone stood up a date . . . if someone washed their parents' car . . . if someone dressed out in PE every day?
Set the stage:
• Videotape showing adolescent with and without problem-solving skills. (Hazel and et al, 1980, p. 87)
Model/Role-play with Feedback
• You think a classmate took something of yours.
• The bus driver tells you to settle down.
• You are called out unfairly in a ball game.
• You need extra money for clothes/tickets/movie.
• You want to go to a dance but are scheduled to work.
• You feel you are going to blow up at a teacher.
• You smoked at school in the bathroom.
• You are invited to a party where you know there will be drugs and no adults, but you want to go anyway.
• Your best friend has been flirting with a girl you like.
• You need to get to work early.
• You cannot find your pencil.
• You do not want to take your dog for a walk.
• You realize on your way to school that you forgot your lunch money.
• You forget to tell your parents that someone called for them.
• You clean up your room.
• You do not do your class assignment.
• You lend a friend lunch money.
• A friend urges you to skip school with him/her.
Application with Feedback
• Provide a worksheet or discussion stating various situations and have students respond with possible consequences.
• Have students survey other friends or family members of the consequences of specific situations.
• Give students situations, i.e. you saw someone steal a watch. The students break into small groups listing possible behaviors and predicting outcomes. Each group presents to class.
• Ask the class to compile a list of situations that commonly occur at school, home or neighborhood. Individually, the students list at least three potential behaviors and the consequences likely to arise for each situation.
• Provide pictures of various situations and ask students to predict possible consequences.
• As problems arise in class, ask each student to list possible alternatives.
• Ask the students to report on the use of this skill orally in class or by completing a teacher- made checklist.
• Prompt the utilization of process steps in daily conflicts and other situations requiring decisions based on outcomes.
• Show a movie or videotape. Stop tape and ask students to predict what will happen next.
For Additional roleplay situations: