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The SSLD Model

Beyond Social Skills


Learning to Change Lives

Professor A. Ka Tat Tsang


©September, 2007
Faculty of Social Work, University
of Toronto
Email: k.tsang@utoronto.ca
What is Strategies and Skills Learning and
Development (SSLD)?

z SSLD is a procedure focusing on learning new


behavior and improving performance
z The primary objective of SSLD is to expand the
repertoire of strategies and skills that individuals
and/or social groups have so that they become more
effective in attaining their desired goals in life
z SSLD draws on principles derived from social
psychology, psychology of learning, including social
cognitive and social learning theories

2 September 2007 Professor A. Ka Tat Tsang


Other Similar Programs and Interventions

z Social Skills Training


z Social Effectiveness Therapy
z Social Competence Training
z Assertiveness Training
z Life Skills Training
z Coaching

3 September 2007 Professor A. Ka Tat Tsang


Learning and Development
versus Training and Coaching

z By emphasizing learning rather than training or


coaching, we are focusing on the learner instead of
on the trainer.
z The key point is not what the trainer is trying to offer
or teach, but what the learner needs to learn.
z We believe that learning can sometimes happen
without teaching; and the learner can go beyond the
trainer’s knowledge and skill.
z Attention should therefore be paid to the learning
process and how skills are developed.

4 September 2007 Professor A. Ka Tat Tsang


Application of SSLD

ƒ Individual counseling and psychotherapy


ƒ Couple and family counseling/therapy
ƒ Group counseling and psychotherapy
ƒ Psycho-educational interventions
ƒ Education, learning and training
ƒ Residential/institutional social work
ƒ Organizational development
ƒ Corporate training
ƒ Community development, organizing, activism

5 September 2007 Professor A. Ka Tat Tsang


Basic Theoretical Premise

z Most human behaviours are motivated and goal-


directed; the individual is conceived as an active
agent

z Human action is embodied and mediated by


biological, motivational, cognitive, and emotional
processes

z Human action and external environmental realities


interact with each other; and there is a process of
mutual influence and transformation

6 September 2007 Professor A. Ka Tat Tsang


Basic Theoretical Premise

z Most human behaviours are learned: Some are


learned in informal, everyday situations, some are
learned through structured programs

z Human behaviors vary in their effectiveness with


regard to the attainment of goals

7 September 2007 Professor A. Ka Tat Tsang


Basic Theoretical Premise

z Problematic behaviours are attempts to attain goals


by ineffective or socially inappropriate means

z The mastery of new strategies and skills that are


effective can lead to displacement of formerly
learned ones that are ineffective or inappropriate

8 September 2007 Professor A. Ka Tat Tsang


Case Illustration 1: A man who abuses his wife

PROBLEM BEHAVIORS
Controls wife, restricts her social life
Hits wife
Needs/Goals
Anger management e.g., self-esteem
Interpersonal skills mastery, control,
Effective communication intimacy
(including emotions)
Occupational competence
SKILLS & STRATEGIES Intimacy skills

9 September 2007 Professor A. Ka Tat Tsang


Case Illustration 2: A woman who abuses drugs

PROBLEM BEHAVIORS
Avoidance of real-life challenges (e.g., work, relationships)

Drug abuse Needs/Goals


Pleasure, stimulation,
Problem-solving skills pain management,
Stress management skills sense of control

Strategies for achieving pleasure


SKILLS & STRATEGIES Interpersonal skills

10 September 2007 Professor A. Ka Tat Tsang


Human Behavior and the Social Environment

Environment
Social Reality

Cognition
Information Behavior
Processing
Motivation
Emotion/Affect
Biological Program
September 2007 Professor A. Ka Tat Tsang 11
Social Cognitive Theory Formulations

z Reciprocal determination between environment and


behavior
z Most human behavior are a result of observation
learning in a social context (social learning)
z Observation learning can be direct or symbolically
mediated (including video, verbal, pictorial
representation)
z Learning is motivated: learning what is relevant to
our needs/goals

12 September 2007 Professor A. Ka Tat Tsang


Social Cognitive Theory Formulations

z Selection of model based on factors such as


– current needs
– similarities between model and learner
– model nurturance
– model behavior relevance
– model behavior success
z Individual differences in learning
z Self-efficacy and social effectiveness
Belief in one's capability to manage situations in life

13 September 2007 Professor A. Ka Tat Tsang


Conceptual Advantages of SSLD

z As SSLD understands the problems presented by our clients


in terms of skills deficiency and learning needs, it does not
carry the value judgement or stigmatisation implied by other
systems of intervention (e.g. sickness, delinquency).

z Although the procedure itself is explicitly directive, the


outcome of the training should be the expansion of the
client's repertoire of behavior, and thus her or his range of
personal choice. This feature of SSLD is compatible with the
values of self-determination empowerment, and developing
the full potential of the client. It can be easily adopted by
programs aiming at empowerment and/or advocacy.
14 September 2007 Professor A. Ka Tat Tsang
Technical Advantages of SSLD

z The client participates in defining the intervention


objectives and articulating personal goals. The
motivation comes directly from the client's
conscious effort to attain such goals. Resistance,
which usually arises out of the perceived
discrepancy between the trainer's objectives and
those of the client, is minimized.
z Focus on observable behavioral change does not
deny personal and social meaning, but provides
firm anchorage for program development and
monitoring progress.
15 September 2007 Professor A. Ka Tat Tsang
Technical Advantages of SSLD

z Easy measurement of outcome for practice,


service evaluation, and research purposes
z Draws on the extensive body of empirical research
associated with the development of social cognitive
theory and with service programs utilizing social
skills learning and training procedures.
z A well-structured method with very systematic
procedure - easy learning and mastery by
practitioners
z Lends itself readily to time-limited interventions.

16 September 2007 Professor A. Ka Tat Tsang


Practical Advantages of SSLD

z As an active and action-oriented approach, SSLD


is particularly valuable in settings requiring active
input of the practitioner (e.g., educational/training,
residential, parenting, outreaching, community
work).
z The training and educational orientation fits in very
nicely with certain cultural expectations of helping
professionals,
z Wide range of application, including clients with
severe psychiatric problems, developmental
challenges, young children, and very sophisticated
clients
17 September 2007 Professor A. Ka Tat Tsang
Practical Advantages of SSLD

z Since SSLD is conducted in an incremental


manner with cumulative results. Negative effects
due to staff turn-over can be minimized. In the
case of transfer, the new practitioner may establish
a working relationship with the client in order to
continue with, and build upon, the learning
previously completed.

z Can be used in combination with other intervention


modalities.

18 September 2007 Professor A. Ka Tat Tsang


Packaged Program versus
Contingency-based Skills Learning
Packaged Contingency-based
• Pre-planned, fixed; same • Contingent upon the needs
program for everyone (e.g., and specific circumstances
assertiveness training) of the client(s)
• Assumes similar problems • Emphasizes individual
or common needs needs and characteristics
• Structured or manualized, • Demands individualized
easier to learn and deliver problem translation
• Common skills set to be • Both common and
learned individualized skills
• Usually in groups • Individual or group

September 2007 Professor A. Ka Tat Tsang 19


Problems or Issues as Behavioral Deficit

z Most mental health problems are manifested as


behaviors that are either ineffective or inappropriate
for meeting personal needs (symptoms)
z It is the behavior, not the need, that is problematic
z Each person has his/her own needs profile, which
can change over time (life-course)
z New behaviors that are effective and appropriate
(skills and strategies) will replace dysfunctional ones

20 September 2007 Professor A. Ka Tat Tsang


Problems or Issues as Behavioral Deficit

z Behavioral skills and strategies can be learned


systematically

z The (motor) skills learning metaphor:


– Aptitude, differential strengths
– Experiential learning
– Proficiency and practice
– Skills and performance
21 September 2007 Professor A. Ka Tat Tsang
Skills Learning and Behavioral Change

1. Problem translation: reformulate problems and issues into


learning objectives
2. Generating and designing goal-directed skills and strategies
– Skills, Strategies, Performance
3. Systematic learning through
Observation or symbolic mediation
Simulation, role play, rehearsal, and feedback
The 4Rs: Real-life (in vivo) practice, report back, review, and
refinement
4. Evaluation

22 September 2007 Professor A. Ka Tat Tsang


Packaged Programs

z Common skills set to be learned, examples:


– Communication skills (observation, sensitivity,
expressive, listening, emotional engagement)
– Instrumental skills (assertiveness, negotiation, conflict
resolution, public speaking, job-hunting)
– Relationship skills (mutuality, self-disclosure, dating,
intimacy, shared activity planning)
– Self-management and life skills (time management,
design for living)
– Specific skills (service utilization, group function,
sales, PR, HR coaching)
23 September 2007 Professor A. Ka Tat Tsang
Problem Translation
and Contingency-Based Skills Learning

z Problem translation is the first step in contingency-


based social skills learning.
z Behavior-oriented functional analysis (BOFA):
Presented problems are analyzed in terms of the
client’s needs and goals, and the current skills and/or
strategies used to attain them.
z The “problem” is eventually translated into learning
objectives – needs assessment, review of current
strategies, (re)articulation of goals
z This procedure allows us to address the unique
circumstances of the individual (or a particular client
group).

24 September 2007 Professor A. Ka Tat Tsang


Problem Translation as Reframing

z A shift in our general approach to client’s presenting issues and


circumstances
z Problems are understood as ineffective behaviors driven by
human needs
z Value or moral judgment is suspended – a more fundamental
value of unconditional respect for the inherent value of human
beings, and their strivings for survival and a fulfilling life
z The key focus is to seek to understand the client’s needs and
life goals
z Eventually, an effective strategy with associated skills will be
developed [Cf solution focus]

25 September 2007 Professor A. Ka Tat Tsang


Problem Translation Procedure

1. Understanding and engagement


2. Behaviour-oriented functional analysis (BOFA)
a. Translate issues/problems into behavior markers
b. client actions understood in terms of function
3. Needs assessment: Documenting a needs profile
4. (Re) Articulation of goals

z Behavior-oriented interviewing in problem


translation and engagement

26 September 2007 Professor A. Ka Tat Tsang


Needs Assessment

z Need is a major construct utilized in the SSLD


model.
z Needs are inferred from observable behaviors
z As a construct, needs should be helpful in
understanding client situation and changing client
behavior (e.g., Mary needs to be in control of
interpersonal situations).
z Needs may be constructed subjectively (e.g., a
client may say, "I have very spiritual needs").

27 September 2007 Professor A. Ka Tat Tsang


A Tentative List

z Biological: nutrients, air, sensory stimulation, rest


and sleep
z Safety: sense of security, stability, predictability,
control
z Physical comfort
z Pleasure: sensation, “feel,” desire (incl. sexual
desire), ecstasy, “high”
z Self: identity, esteem, autonomy, agency, action,
expression, efficacy
z Achievement: instrumental/intrinsic, mastery,
28 control, fulfillment
September 2007 Professor A. Ka Tat Tsang
A Tentative List (continued)

z Actualization, transcendence, spiritual quest


z Connection: affiliation, intimacy (incl. sexual union),
belonging, community, identity
z Cognitive: sense-making, meaning, significance,
coherence, order, articulation, purpose
z Emotional: need for emotional caring/support,
equilibrium, ventilation, ownership, expression (incl.
erotic desire, fear, resentment, and hostility, etc.)
z Token: instrumental, access, transitional objects,
possession
29 September 2007 Professor A. Ka Tat Tsang
Intersecting Dimensions of Needs

z Each individual or collective may have their unique


need profiles.
z These needs are not discrete and independent.
z They often co-exist, and are found behind the same
behavior – behavior can be motivated by multiple
needs, whereas the same need can be addressed
by different behaviors.
z The needs can interact.
z Needs can be functionally related.
z Needs can conflict with each other – but these
conflicts can often be resolved technically.
z Needs change over time, and in the course of
30 intervention. September 2007 Professor A. Ka Tat Tsang
Personal Needs and Social Regulation

z Although intimately tied to our biological program, human needs


are not purely biological
z Human needs are mostly socially constructed
z Social construction is conditioned by ideology and discourse
z There is a regulatory or disciplinary system that names,
legitimizes, and prioritizes human needs
z There is a political economy of human and social resources
assigned to socially recognized needs
z Individuals internalizes structures of social regulation and
control (disciplinary practices)
z The internalized and the naturalized
z Self discipline and the unconscious as a socio-political product

31 September 2007 Professor A. Ka Tat Tsang


Unconscious Needs?

z There are times when the trainer thinks that the


learner is “not aware” of his/her own needs (e.g.,
approval, domination).
z The first step is to present to the learner the pattern
of behavior(s) on the basis of which the trainer infer
the presence of a certain need (e.g., pleasing
others at the expense of own convenience).
z The learner may have an alternative interpretation.
The general principle is not to argue with the
learner but to work on specific behavioral goals
32 (e.g., becoming more assertive). Professor A. Ka Tat Tsang
September 2007
From Needs Assessment to Goals Setting

1. Identification of needs, prioritize


(significance, urgency, manageability)
2. Goals: imagination of possible gratification
3. “Unrealistic” goals – find the first common
step
4. First behavioral target: must be manageable
(trust and positive expectancy)

33 September 2007 Professor A. Ka Tat Tsang


Design and Implementation of Learning Program

1. Review of current strategies


2. Formulate/Design relevant skills and strategies
1. The role of packaged programs and standardized
modules
2. Receptive skills
3. Expressive skills
4. Instrumental skills
5. Skills and strategies
6. Collaborative creation: Innovation and generating new
skills

34 September 2007 Professor A. Ka Tat Tsang


Design and Implementation of Learning Program

3. The learning process


– Observation learning:
1. How to give instructions
2. Demonstration or not
– Simulation and role-play
1. Set up
2. Structuring observation and feedback
3. Value of video recording
– Homework assignments and real-life practice
– The 4Rs:Real-life (in vivo) practice, report back, review,
and refinement
4. Specification of learning needs: Individual learning
styles
35 September 2007 Professor A. Ka Tat Tsang
Review of Current Strategies

1. Current behavioral strategies: What is the learner doing


to address the needs?
2. Relevance: Are they functionally relevant to the need?
Does the client see the connection between behaviors
and needs?
3. Effectiveness: Are the strategies effective? Are they
socially appropriate, excessive, or inadequate?
4. Endowment, current resources, limitations: Intelligence,
education, family support, social network, community
resources

36 September 2007 Professor A. Ka Tat Tsang


In-Session Role-Play
z Video recording
– Most people like seeing themselves on video, but there are
exceptions
– More effective than solely relying on in-session observation
and feedback
– Recording can be used in later sessions to demonstrate
progress
– Do not spend too much time on the esthetics and visual
effects, the main purpose is to capture the client’s
performance and to provide vivid feedback
– Expensive, sophisticated equipment is usually unnecessary
– Check equipment before the session

37 September 2007 Professor A. Ka Tat Tsang


In-Session Role-Play

z Simulation as close to real life as possible


z Collaborators
– Can be the practitioner’s colleagues, volunteers
– Can be brought in by the client
– In group sessions, members are the best collaborators
z Role-reversal
– Help to gain perspective
– Reduce anxiety
z Informed consent and protection of the client’s
privacy
38 September 2007 Professor A. Ka Tat Tsang
Strategies and Skills
Example: Woman wants to leave abusive relationship

Strategies Composite Skills


z Ensuring personal z Communication skills (with
safety husband)
z Relationship skills (neighbors)
z Access community services

z Building financial z Vocational skills


self-sufficiency z Job interview
z Financial management
39 September 2007 Professor A. Ka Tat Tsang
Strategies and Skills
Example: Man in rural area wants to meet other gay men

Strategies Composite Skills


z Internet z Self-presentation
communities z Writing bio
z Computer skills

z Frequenting nearby z Grooming


hangout spots z Pick up
z Engagement

40 September 2007 Professor A. Ka Tat Tsang


Strategies and Skills
Example: Immigrant parent wants to improve relationship with
teenage children

Strategies Composite Skills


z Learn more about z Language
teenage culture z Internet
z Research

z Direct z Listening
communication z Expression and presentation
with children
z Engagement

41 September 2007 Professor A. Ka Tat Tsang


Assessing Skills
Attending to Micro-processes

z Strategies are sequences of behavior directed towards a


desired goal
z Each sequence or strategy is made up of composite skills
– each skill is a specific behavior unit.
z A skill can be further broken down into micro-processes
Example: greeting and engaging with a stranger can be
defined as a skill; and it can involve micro-processes
such as glance and mutual gaze, smiling, relaxed
posture, appropriate physical spacing, self-introduction,
handshake, and so on.

42 September 2007 Professor A. Ka Tat Tsang


Strategies, Composite Skills,
and Micro-processes

Strategies
Developing trust
Cultivating intimacy

Composite Skills
Self-disclosure, building common ground
Emotional engagement, empathic responses

Micro-processes
Using “we” language, sharing childhood experience,
Reflection of feelings, emotional joining, positive affect

43 September 2007 Professor A. Ka Tat Tsang


Generating and Designing
Goal-Directed Skills

1. Define the desired outcomes

2. Identify effective behavioral strategies


available
– Within the repertoire of the trainer
– Within the repertoire of group participants
– Available programs

44 September 2007 Professor A. Ka Tat Tsang


Designing the Learning Program

1. Establishing shared understanding of strategies to be pursued


with the client
ƒ Client capacity can be limited
ƒ Client may have preferences/priorities
ƒ Client may not understand
2. Multiple sources:
ƒ Existing procedures/ programs
ƒ Practitioner
ƒ Client him/herself, group members
ƒ No ready-made program available: To be developed
3. Overall learning plan: Selection and prioritization

45 September 2007 Professor A. Ka Tat Tsang


In-Session Role-Play: Giving Feedback

z Feedback is the key procedure in role-plays


z The primary function of feedback is to help
clients improve their performance, and
should therefore be constructed accordingly
1. Selective focusing on relevant aspects
2. Positive reframing
3. Anchored to specific skills and performance
z The client’s own self-observation, reflection,
and feedback are to be encouraged
46 September 2007 Professor A. Ka Tat Tsang
Generating New Skills
through Collaborative Development

z Define desired outcome


z Brainstorming
– Specify criteria/conditions
– Identify skill components
– Incrementalism
z Simulation and rehearsal
z Modification and refinement
z Real-life practice

47 September 2007 Professor A. Ka Tat Tsang


SSLD for Collective and Community Action

z SSLD can be applied to groups and individuals


z Empowerment and anti-oppressive practice
z Collective repertoire of strategies and skills
(collective/community capacity building)
z Assessment of needs
z Articulation of collective goals
z Stock taking and keeping: Maintaining a
regenerative structure (Train The Trainers and
generation of new strategies and skills)

48 September 2007 Professor A. Ka Tat Tsang

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