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Supporting K-12 Students to Learn Social-Emotional and Self-Management Skills for Their Sustainable Growth with the Solution-Focused Kids’Skills Method

Author

Listed:
  • Shuanghong Jenny Niu

    (Faculty of Educational Sciences, University of Helsinki, 00100 Helsinki, Finland)

  • Hannele Niemi

    (Faculty of Educational Sciences, University of Helsinki, 00100 Helsinki, Finland)

  • Ben Furman

    (Helsinki Brief Therapy Institute, 00300 Helsinki, Finland)

Abstract

There is an increasing need in schools and/or at home, as well as in society at large, to find ways to help students develop social-emotional and self-management skills, particularly in cases when they exhibit emotional or behavioral problems. This study aims at exploring how Kids’Skills (KS), a method based on solution-focused psychology, can be used to help students overcome emotional or behavioral problems through learning relevant skills. We collected 23 case descriptions during a two-year period (2017 to 2019) from KS practitioners who had used the method in their workplace, at school, at a kindergarten, or at home. We used content analysis for the qualitative data analysis. The analysis results demonstrate how the KS method can be used to support students in learning social-emotional and self-management skills to overcome their difficulties. This study found four key components of the KS method that appear to be critical for producing desired changes in children. These are (1) helping students to identify specific social-emotional and/or self-management skills that they need to learn to overcome their difficulties; (2) supporting students in learning their identified skills by helping them understand what the skill entails and become aware of their strengths and resources; (3) assisting students in acquiring their identified skills; and (4) reinforcing the learned skills to ensure sustainable effects. We conclude that the KS method offers support for students in learning self-management and social-emotional skills to ensure their sustainable growth.

Suggested Citation

  • Shuanghong Jenny Niu & Hannele Niemi & Ben Furman, 2022. "Supporting K-12 Students to Learn Social-Emotional and Self-Management Skills for Their Sustainable Growth with the Solution-Focused Kids’Skills Method," Sustainability, MDPI, vol. 14(13), pages 1-16, June.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:13:p:7947-:d:851653
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    References listed on IDEAS

    as
    1. Kim, Johnny S. & Franklin, Cynthia, 2009. "Solution-focused brief therapy in schools: A review of the outcome literature," Children and Youth Services Review, Elsevier, vol. 31(4), pages 464-470, April.
    2. Cepukiene, Viktorija & Pakrosnis, Rytis, 2011. "The outcome of Solution-Focused Brief Therapy among foster care adolescents: The changes of behavior and perceived somatic and cognitive difficulties," Children and Youth Services Review, Elsevier, vol. 33(6), pages 791-797, June.
    Full references (including those not matched with items on IDEAS)

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