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Department of Education and Training

Stop Think Do Social Skills Training

Petersen, 2006

The aim of the program is that children can use the Stop Think Do External Link social problem solving method for resolving conflicts. Adults can also use Stop Think Do to manage children's behaviour, in this case directly sharing the responsibility for problem solving with the child. Specific applications for this program include anxiety, ADHD and Aspergers Syndrome.

The method aims to develop self control, perceptual and communication skills, and cognitive problem solving skills. It is theorised that children with social-behavioural problems are often stuck at one of these steps. Dependent, immature children are often stuck at STOP as they tend not to think or do much for themselves. Shy, anxious children are stuck at THINK as they often think too much about what could happen. Impulsive, aggressive children are stuck at DO because they do and do and rarely stop to think. The program aims to train all children to move through all steps with positive feedback and support from adults and peers.

Key:

Evident in the program/resource Evident in the program/resource

Consistent opportunities for knowledge and skill application beyond classroom lessons Consistent opportunities for knowledge and skill application beyond classroom lessons

Develops basic knowledge and skills practice Develops basic knowledge and skills practice

Year: P - 7

Seqenced structure:

SEL Core Competencies

Self awareness

Social awareness

Self management

Responsible decision making

Relationship skills

Develops basic knowledge and skills practice

Develops basic knowledge and skills practice

Develops basic knowledge and skills practice

Develops basic knowledge and skills practice

Develops basic knowledge and skills practice

Links to Essential Learnings

Identity and personal development (SOSE)

Relationships and communicating (HPE)

Self management and resilience (HPE)

Healthy choices (HPE)

-

Evident in the program/resource

Evident in the program/resource

Evident in the program/resource

Other factors

Evidence of effectiveness

Based on theory

Student assessment

Professional development

Parents program

-

Evident in the program/resource

-

Evident in the program/resource

-

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