Personal Problem-Solving Model
Annie Newton
Created on June 2, 2023
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Transcript
Problem-Solving Model #2
Information Gathering
Formulate Working Hypothesis & Problem Definition
Plan & Prioritise
Evaluate & Review
Action
Politics
VALUES
ETHICS
EQUITY
Problem Solving Model #3
Information Gathering
Problem Definition & Contracting
Problem Analysis: Plan and Prioritise
Evaluate & Review
Action & Hypothesis Testing
Politics
VALUES
ETHICS
Equity
Not EP's Role?
Strengths-based
Interpersonal skills
Collaboration
Psychological Knowledge/ Evidence-based practice
Is there a problem? What is the problem? Is the EP best-placed to help with the problem? What are everyone's roles and responsibilities in this problem-solving process?
Why does the problem exist? What should we do about it? What are the different dimensions of the problem? Where should our focus be primarily? (Integrated formulation) What are the risks and protective factors?
Trial a change, intervention or plan. Does this fit with our working hypothesis? Including assessment (interpreting/integrating information) and intervention
Did the intervention work? Is there still a problem?
Benefit to the child Solutions-Focused Preventative view: Breadth of impact for all in the future Empowering the young people.
What do I know? What do I not know? Whose view is this? What are the potential biases?
Problem Solving Model #4 July 2023
Information Gathering
What do I know? What do I not know? Whose view is this? What are the potential biases?
Problem Definition & Contracting
Is there a problem? What is the problem? Is the EP best-placed to help with the problem? What are everyone's roles and responsibilities in this problem-solving process?
Problem Analysis: Plan and Prioritise
Why does the problem exist? What should we do about it? What are the different dimensions of the problem? Where should our focus be primarily? (Integrated formulation) What are the risks and protective factors?
Evaluate & Review
Did the intervention/action work? Is there still a problem? What was the outcome for the CYP? What do we need to carry on/change for the future?
Action & Hypothesis Testing
Trial a change, intervention or plan. Does this fit with our working hypothesis? Including assessment (interpreting/integrating information) and intervention
Politics
As new legislations and guidance is constantly being published, the exact way in which politics shapes my practice will be an ongoing and shifting element. I found Selfe’s (2020) article a helpful read in considering the way in which politics shapes but not wholly defines the role of the EP. This is something that I think will be a continual part of my reflections as I act and develop my practice.
VALUES
Professional values – guided by BPS (2021): 1. Respect 2. Competence 3. Responsibility 4. Integrity Some additional personal values: 1. Compassion/benevolence 2. Reliability 3. Authenticity 4. Growth 5. Empowering everyone’s voice
ETHICS
Anti-oppressive practice
“Anti-oppressive practice means that we take account of the impact of power, inequality and oppression on people, and actively combat these” (Research in Practice, 2018, p. 1) What are the barriers at an individual, organisational and systemic level?
Not EP's Role?
Strengths-based
Interpersonal skills
Collaboration
Psychological Knowledge/ Evidence-based practice
Reflecting in & on action
Did the intervention/action work? Is there still a problem? What was the outcome for the CYP? What do we need to carry on/change for the future?
What do I know? What do I not know? Whose view is this? What are the potential biases?
Is there a problem? What is the problem? Is the EP best-placed to help with the problem? What are everyone's roles and responsibilities in this problem-solving process?
Why does the problem exist? What should we do about it? What are the different dimensions of the problem? Where should our focus be primarily? (Integrated formulation) What are the risks and protective factors?
Benefit to the child Solutions-Focused Preventative view: Breadth of impact for all in the future Empowering the young people.
Trial a change, intervention or plan. Does this fit with our working hypothesis? Including assessment (interpreting/integrating information) and intervention
Benefit to the child Solutions-Focused Preventative view: Breadth of impact for all in the future Empowering the young people.
Hypothesis Testing
Problem-Solving Model Sept 2023
Background InformationRoles & Expectations
Problem Dimensions:What are the factors at play?
Risk vs Resilience
Evaluate & Review
Problem Definition
Initial Hypothesis (mine or others)
Immediate Environment
Health
Learning
Home/Family
School
Community
Culture
Culture/Values
Family History
Wider Systems
Politics & Laws
Geography
Wider History
Friends
Media
Economy/Social Welfare
Problem Analysis
Focus for Change & Next Steps
Interpersonal Skills & Collaborative | Psychological Knowledge & Evidence-Based | AOP & Ethics | Strengths-based & Hopeful
Behaviour
Hypothesis Testing
Problem-Solving Model Jan 2024
Background InformationRoles & Expectations
Problem Dimensions: What risk/resilience factors are there?
Hypotheses: What's happening?
Evaluate & Review
Problem Definition
Initial Hypothesis (mine or others)
Immediate Environment
Health
Learning
Home/Family
School
Community
Culture
Culture/Values
Family History
Wider Systems
Politics & Laws
Geography
Wider History
Friends
Media
Economy/Social Welfare
Problem Analysis
Focus for Change & Next Steps
Interpersonal Skills & Collaborative | Psychological Knowledge & Evidence-Based | AOP & Ethics | Strengths-based & Hopeful
Behaviour
Where does purpose come in?
Problem-Solving Model Mar 2024
Background InformationRoles & Expectations
Problem Dimensions: What risk/resilience factors are there?
Hypotheses: What's happening?
Evaluate & Review
Initial Hypothesis (mine or others)
Immediate Environment
Health
Learning
Home/Family
School
Community
Culture
Culture/Values
Family History
Wider Systems
Politics & Laws
Geography
Wider History
Friends
Media
Economy/Social Welfare
Reflecting in and on action
Focus for Change & Next Steps
Interpersonal Skills & Collaborative | Psychological Knowledge & Evidence-Based | AOP & Ethics | Strengths-based & Hopeful
Behaviour
Purpose/Role
Problem-Solving Model SEPT 2024
"Problem" Dimensions: What's happening/happened?
Focus for Change & Next Steps
Hypotheses
Purpose: What "problem" are we trying to solve?
Immediate Environment
Health
Learning
Home/Family
School
Community
Culture
Culture/Values
Family History
Wider Systems
Politics & Laws
Geography
Wider History
Friends
Media
Economy/Social Welfare
Reflecting in and on action
Interpersonal Skills & Collaborative | Psychological Knowledge & Evidence-Based | AOP & Ethics | Strengths-based & Hopeful
Behaviour
Purpose/Role
Evaluate & Review
Implement & Embed
Thoughts for Y3 changes:
- Can I make it more solution-focused, rather than problem-oriented?
- Is there more to the "next steps" stage?
- Is "risk/resilience" the right term?
- Can I encapsulate more systemic working? This model works best for child-focused problems.
Immediate Environment
Health
Learning
Home/Family
School
Community
Culture
Culture/Values
Family History
Wider Systems
Politics & Laws
Geography
Wider History
Friends
Media
Economy/Social Welfare
Behaviour
Health
Learning
Behaviour