tip model orientation modulesscora).pdf · tip model orientation modules module 7: scora mediated...

TIP Model Orientation Modules

Module 7:

SCORA

Mediated Social Problem Solving

With Young People and Other Key Players

Nicole Deschênes

Hewitt B. “Rusty” Clark

Joanne Herrygers

SCORA: Mediation with Young People and Key Players

Contact Information

For more information about the Transition to Independence Process (TIP)

system or to contact NNYT SBHG about training opportunities, please follow

up with:

Joseph Solomita, MSW

Co-Director, NNYT Stars Academy

[email protected]

Hewitt B. “Rusty” Clark, Ph.D., BCBA

Director, NNYT

[email protected]

Nicole Deschênes, M.Ed.

Co-Director, NNYT

[email protected]

National Network on Youth Transition (NNYT) for Behavioral Health NNYT System Development & Evaluation Team

University of South Florida Tampa, FL

Stars Behavioral Health Group: NNYT Stars Academy Long Beach, CA

TIP and NNYT Websites

Transition to Independence Process (TIP) Model

http:// NNYT.TIPstars.org

National Network on Youth Transition (NNYT) for Behavioral Health,

http://nnyt.fmhi.usf.edu

Version 2: December 3, 2010 Copyright © H.B. Clark, 2009

File: Mod 7 - SCORA Module NNYT SBHG 120310

mailto:[email protected]

http://nnyt.fmhi.usf.edu/


Table of Contents

SECTION PAGE

1. About TIP Model Training --------------------------------------------------------- 1.1. Author’s Note ----------------------------------------------------------------------------- 1.2. About Orientation and Training Options ------------------------------------------- 1.2.1 Purpose --------------------------------------------------------------------------------------- 1.2.2 Audience ------------------------------------------------------------------------------------- 1.2.3 Three Tier Training ------------------------------------------------------------------------ 1.2.4 Instructions ---------------------------------------------------------------------------------- 1.3 About this Module ------------------------------------------------------------------------- 1.3.1 Learning Objectives for this Module -------------------------------------------------- 1.3.2 Recommended Citation -------------------------------------------------------------------

4 4 4 4 4 6 6 6 6 6

2. Overview of SCORA Mediation -------------------------------------------------- 2.1. Purpose --------------------------------------------------------------------------------------- 2.2. Description ---------------------------------------------------------------------------------- 2.3. Relationship to the TIP Model ---------------------------------------------------------

7 7 9

15

3. Application of SCORA Mediation ----------------------------------------------- 3.1. Preparation --------------------------------------------------------------------------------- 3.2. S = Situation --------------------------------------------------------------------------------- 3.3. C = Concerns --------------------------------------------------------------------------------- 3.4. O = Options ---------------------------------------------------------------------------------- 3.5. R = Review Options ------------------------------------------------------------------------- 3.6. A = Agreement ------------------------------------------------------------------------------- 3.7. Follow-up ------------------------------------------------------------------------------------- 3.8. Challenges in Applying SCORA ----------------------------------------------------------

16 16 17 20 24 26 27 28 28

4. References --------------------------------------------------------------------------------- 33

5. Resources and Selected Reading -----------------------------------------------

6. Appendices --------------------------------------------------------------------------------- 6.1. Diagram of SCORA Framework --------------------------------------------------------- 6.2. SCORA Framework Components Checklist ------------------------------------------ 6.3. SCORA Framework Components Worksheet ---------------------------------------- 6.4. How to Obtain a Certificate of Completion -----------------------------------------

34

36 37 38 39 41


1. About TIP Model Training

1.1 Author’s Note

The Transition to Independence Process (TIP) system is an evidence-supported model based on published studies that demonstrate improvement in real-life outcomes for youth and young adults with emotional/behavioral difficulties (EBD). These outcomes have been demonstrated at sites where personnel have undergone competency-based training that is conducted at the community site and through teleconference supports. The TIP model training materials are designed for personnel serving transition-age youth and young adults and their families. The TIP Model Orientation Modules provide a helpful orientation for new staff in learning about the TIP model, but the modules cannot ensure

proficiency in the application of the principles and practices of the TIP system.

The National Network on Youth Transition for Behavioral Health (NNYT) now has two “hubs” – one at the University of South Florida (USF) in Tampa FL and one at Stars Behavioral Health Group (SBHG) in Long Beach CA. SBHG serves as the NNYT Purveyor for the Transition to Independence Process (TIP) model and operates the NNYT Stars Training Academy. Although both NNYT hubs are involved in evaluation and continuing quality improvement efforts, the USF hub has more of an exclusive evaluation/research emphasis. This document has been adapted by NNYT faculty at the Department of Child & Family Studies, College of Behavioral & Community Sciences, University of South Florida for use by SBHG and NNYT under a contract from SBHG.

The faculty and staff of NNYT and SBHG hope that you find our TIP and NNYT website resources to be of value to you and your personnel. Please let us know if you would like to arrange for establishing a TIP model site for improving the progress and outcomes of youth and young adults with EBD and their families.

1.2 About Orientation and Training Options

1.2.1 Purpose

The TIP Model Orientation Modules provide a helpful orientation to the TIP model. The modules cannot ensure proficiency in the application of the principles and practices of the TIP

system. Many sites which are receiving on-site, competency-based training in the TIP model, find that the most valuable use of these modules is for orienting new personnel to the TIP system. These personnel can then receive competency-based training through field-based coaching and some competency-based training by their supervisor and NNYT Certified TIP Model Consultants.


1.2.2 Audience

These modules make frequent reference to the Transition Facilitator and his or her role in assisting transition-age youth and young adults with EBD and their families. Transition Facilitators are the primary audience for the orientation, however, anyone who works with youth and young adults in transition (e.g., teachers, mental health specialists, employment specialists, transition specialists, guidance counselors, vocational rehabilitation counselors, juvenile justice personnel, supervisors, parents, foster parents, and guardians) may find the orientation useful for learning about the TIP system.

1.2.3 Three Tier Training

The TIP Model orientation and training is supported across three Tiers.

Tier I: Overview of the TIP Model

Chapter 2 of the Transition Handbook (2009) contains the fully updated TIP System Development and Operations Manual. Navigating the Obstacle Course: An Evidence-Supported Community Transition System (Chapter 2), by Hewitt B. “Rusty” Clark and Karen Hart, describes the entire Transition to Independence Process (TIP) model and illustrates the guidelines and practices that enable Transition Facilitators to work effectively with the youth and young adults and their families. The Transition Handbook:

Clark, H. B., & Unruh, D. K. (2009). Transition of youth and young adults with emotional or behavioral difficulties: An evidence-supported handbook. Baltimore: Brookes Publishing.

Brookes Publishing Company web site: www.brookespublishing.com/clark For more information regarding the Transition Handbook or the TIP system, visit our

TIP web site or NNYT web site listed on page 2 of this module.

The TIP Model Orientation Modules section of the TIP website (http://NNYT.TIPstars.org) contains a quiz to support your reading of Chapter 2 in learning about the TIP Model.

Tier II: TIP Model Orientation Modules

The modules provide web-based educational opportunities to learn about each of the principles and core practices of the TIP model and present suggestions for putting the practices into action. The modules contain scenarios, sample forms, quick references, worksheets and other tools for applying the core practices. Tier II includes TIP Model Orientation Modules addressing the following practices:

http://www.brookespublishing.com/clark


Module 1: Strength-Discovery and Needs Assessment Module 2: Futures Planning Module 3: Rationales Module 4: In-vivo Teaching Module 5: Social Problem Solving (SODAS) Module 6: Prevention Planning for High Risk Behaviors Module 7: Mediation with Young People and Key Players (SCORA)

Tier III: Competency-Based Training

NNYT and SBHG provide flexible, on-site, competency-based training and support for

implementing the TIP model with agencies and community collaboratives. The NNYT TIP Model Consultants use our Behavior Rehearsal Manuals for the on-site training and coaching of transition facilitators and their supervisory personnel to ensure proficiency in the application of the core competency practices. Please contact us for on-site training and site capacity-building offerings. (See Page 2 for our contact information).

1.2.4 Instructions

We strongly suggest that you read Chapter 2 of the above mentioned Transition Handbook to provide you with a context for the practices presented in Tier 2 modules.

1.3 About This Module

SCORA was adapted from The SCOCS Framework: Problem-solving and decision-making

processes for working with transition-aged youth and young adults by Blase & Wagner (2007).

1.3.1 Learning Objectives for this Module

After completing this module, you should be able to:

Explain how the mediation competency helps young people with their transitions to

adulthood.

Describe SCORA and the activity associated with each letter of the acronym.

Explain when to use SCORA and when to use SCORA.

Identify the conditions under which SCORA would be a preferred approach to solving

problems.

1.3.2 Recommended Citation Deschênes, N., Clark, H. B., & Herrygers, J., (2009). SCORA: Mediated Social Problem-Solving

with young people and other key players. Tampa, FL: National Network on Youth

Transition for Behavioral Health.


2. Overview of SCORA Mediation

2.1 Purpose

Decision-making and problem solving are integral parts of every

person’s daily life. Poor outcomes usually follow when good decisions

are not made or problems are not properly solved. Young people,

particularly those with emotional and behavioral difficulties, struggle

with decision-making and problem solving. If young people are to

achieve improved outcomes and a higher quality of life, they must be

able to:

Communicate competently

Think clearly

Work cooperatively with others

Express their own opinions and beliefs

Understand and appreciate perspectives of others

Conduct reasoned disagreement, negotiation and compromise.

In the TIP Personnel Training Module 5: SODAS - Social Problem-Solving training module you

learned how to apply the SODAS framework to help young people make decisions and solve

problems by:

Describing the Situation.

Brainstorming possible Options for resolving the situation.

Examining the Disadvantages and Advantages of each option.

Selecting a Solution.

Many times the young person is free to analyze and implement a decision without involving

other people (e.g., whether or not to apply for a job, where to live.) At other times, another


person will be an active part of the solution (e.g., a young man who is having conflicts with his

supervisor at work, roommates who are deciding how to budget for groceries). When other

people have a stake in the solution, the decision-making process may involve negotiation. A

variation on the SODAS framework, referred to as SCORA, is appropriate and beneficial in cases

where:

a) other people will be actively involved in creating or limiting the options, and/or

b) the interests of the other person must be considered in generating and implementing

options.

Young people who learn the SCORA framework often reap the following benefits:

Feel empowered/express their opinions and point of view.

Get along with and cooperate with other people.

Are better able to develop and maintain friendships and intimate personal

relationships.

Deal more effectively with authority figures.

Understand the perspectives of other people.

Create positive outcomes.

Improve their quality of life.

By applying and teaching the SCORA framework, a transition facilitator may assist young

people in making decisions and solving problems by developing “win-win” agreements

with other people.


2.2 Description

SCORA is a process for solving problems and making decisions in cases where the young person

needs to make a joint decision or resolve conflict with another person(s) who is controlling

some aspect of the situation. The difference between SODAS and SCORA is highlighted below.

When people believe they are or will be affected by the consequences of other people’s actions

or decisions, conflict is likely to arise. People in conflict tend to:

Struggle due to different beliefs, desires, actions, or objectives.

Have different priorities.

Have strong needs or concerns.

Feel pressure to be the “winner”.

See not getting their way as the threat of losing.

Have an impaired ability to compromise.

Enable or fall victim to miscommunication.

People who do their best to avoid conflict usually subscribe to one or more of the following

beliefs:

Conflict is avoidable.

Conflict is negative and possibly destructive.

Conflict leads to feelings being hurt or possibly fractured relationships.


In fact, conflict is healthy and may actually result in positive consequences. Conflict that

challenges the status quo is a push for change. Conflict is a natural part of life. When viewed as

learning opportunities, conflicts may help people learn to understand other points of view and

learn the role of compromise in solving problems. People typically deal with conflict in the

following ways:

1. Avoid the conflict.

Keep peace at all cost.

Hope it will go away.

2. Make the conflict a position-based competition.

Hold to one’s position and try to prevail over other people by using authority, rights

or force.

May be either Power-based (People settle their differences according to who has

more power) or Rights-based (Parties in a conflict refer to their legal rights as the

basis for resolving their differences. If they cannot reach agreement, they submit

their claims to recognized authorities.)

3. Negotiate to resolve the conflict.

Involves compromise --- give and take.

Sometimes requires assistance from an independent facilitator.

The third approach is one which usually results in more satisfying outcomes than do the other

approaches. Transition facilitators may assist young people in negotiating conflict resolution by

applying SCORA to mediate an agreed-to solution to an existing or potential conflict. As shown

in Chart A, each letter of SCORA stands for an activity which is conducted during the process.


Chart A: SCORA Framework

S = Situation

C = Concerns

O = Options

R = Review Options

A = Agreement

The transition facilitator guides the young person and other participant(s) to complete each of

the following components of the SCORA process.

1) Situation

The first step involves developing a clear behavioral description of the

Situation from the perspectives of both people.

2) Concerns

The transition facilitator articulates the Concerns that were expressed while the

behavioral description of the situation was emerging and that evolve from questions

about each parties’ Concerns (e.g., feelings, hopes, interests, needs, dreams, fears,

and worries) related to the Situation.

3) Options

Once the participants confirm that the Concerns have been captured, the

participants brainstorm to generate Options.

4) Review Options

After Options are generated, participants Review each Option to determine which

might best address the Situation and the Concerns of both parties. As in SODAS, it is

helpful to list the advantages and disadvantages of each Option in addressing the

Concerns of both parties in the context of the Situation. The Review step may also

involve combining or revising some Options to maximize the advantages verses

disadvantages in order to achieve a “best fit” Agreement for all participants.


5) Agreement

After the young person and participant(s) select a “best fit” Option (or combination

of Options), they reach an Agreement as to what each of them is committed to do

related to the Situation.

The transition facilitator will also Prepare the participants to implement the Agreement and

Follow Up with the participants to see how the Agreement is working out.

Exercise A: SCORA or SODAS?

On a sheet of paper, write your answers to the following questions. Answers are

on Page 14.

1. Name and describe the activity denoted by each letter of SCORA and by each

letter of SODAS.

2. Which process would you use (SCORA or SODAS) to resolve each of the following

situations?

a) Maria wants to stop smoking so she can save money for an apartment.

b) Nick is looking for employment in a field that his father thinks is too

dangerous.

c) Lauren wants her boyfriend to support her going to community college.

d) Jamal wants to stop playing video games so he can get enough sleep at night

and be more alert at work.


SCORA is a circular rather than a linear process. The arrows in Chart B illustrate the general

direction that the SCORA process will likely take. The arrows illustrate two aspects of SCORA in

action:

1. Each SCORA component has specific actions which must occur before the transition

facilitator and the participants may advance to the next component. Concerns is the

only component which begins in the previous component (Situation).

2. Subsequent activities frequently modify, refine, or add to what was learned in previous

activities.

Section 3 of this training module describes in detail how one would move through the SCORA

framework (Chart B) while applying the Qualitative Features of Effective Interactions (Chart C).

Chart B: SCORA Framework in Action

Situation

Concerns

Options

Review Options

Agree-

ment

Follow Up


Chart C: Qualitative Features of Effective Interactions

Solicit the young person’s input throughout interactions.

Acknowledge the young person’s input.

Remain non-judgmental.

Avoid lecturing.

Maintain a pleasant and steady voice tone.

Express enthusiasm where appropriate.

Maintain pleasant facial expression, eye contact, and body language.

Express empathy, concern, care, and encouragement.

Offer assistance, as appropriate.

Set limits and expectations, as necessary.

Use positive descriptive praise.

Answers to Exercise A

1. SODAS: Situation, Options, Disadvantages, Advantages, Solution

SCORA: Situation, Concerns, Options, Review Options, Agreement

2.

SODAS. Maria’s decision to stop smoking affects will likely affect only herself.

SCORA. Nick appears to be bothered by his father’s concerns. Nick and his father might negotiate an

agreement that fulfills Nick’s dreams and is one that his father can support and encourage.

SCORA. Through mediation, Lauren’s boyfriend may come to see how important college is to her and she

may better understand her boyfriend’s concerns. They can work together to resolve the conceptual problem

(e.g., fear of losing her) rather than the concrete problem (attending college or not).

SODAS. Jamal’s employer will likely be impacted if Jamal were more alert at work. However, the

employer is likely not interested in generating options to increase Jamal’s hours of sleep.


2.3 Relationship to the TIP Model

Chart D: How SCORA Puts the TIP Model into Action

TIP Guideline SCORA

1. Engage young people through relationship development, person-centered planning, and a focus on their futures.

SCORA engages the young person in a structured process to solve his or her own problems with other people.

The SCORA framework may be used to solve problems and disagreements which surface during transition planning.

2. Tailor services and supports to be accessible, coordinated, appealing, non-stigmatizing, developmentally-appropriate – and building on strengths to enable the young people to pursue their goals across relevant transition domains.

The SCORA process is designed to be appealing to and developmentally-appropriate for young people.

3. Acknowledge and develop personal choice and social responsibility with young people.

When using SCORA to solve problems, young people are more likely to make better choices that consider other peoples’ perspectives.

The SCORA process helps young people better understand how their decisions impact other people.

4. Ensure a safety-net of support by involving a young person’s parents, family members, and other informal and formal key players.

SCORA strengthens safety-nets by providing a framework for mediating conflicts and resolving situations with win-win agreements.

5. Enhance young persons’ competencies to assist them in achieving greater self-sufficiency and confidence.

The SCORA framework addresses two essential elements of this guideline: a) “Teach meaningful skills…” and b) “Develop skills related to self-

management, problem-solving, self-advocacy, and self-evaluation of the impact of one’s choices and actions on self and others.”


3. Application of SCORA Mediation

3.1 Preparation

Preparation for SCORA is similar to what is done for SODAS except that preparation activities

involve both the young person and the other participant(s).

One cannot simply launch into the first step of SCORA unless the

participants have been properly prepared to participate. When

the participants know what will happen, they are more likely to

engage in the activity and collaborate on a solution.

To prepare for applying SCORA, a facilitator would:

Make all participants feel comfortable.

Introduce participants to the five steps of the SCORA process.

Explain how using mediated problem-solving and decision-making can benefit the young

person and the other participant(s). Use rationales such as:

“If you use this method with the people who are affected by your decisions, they are

more likely to understand and support your dreams for the future.”

“If you can solve this problem, your girlfriend will be more likely to not get upset

when you go out with your friends.”

“If you use SCORA, your son may be more likely to understand your concerns and

consider your feelings when he makes a decision.”

Explain SCORA to the young person and the participant(s) before

introducing the method to solve a problem.


3.2 S = Situation

The transition facilitator assists the young person and

the other participant(s) with developing a clear

behavioral and emotional description of the Situation

from the perspectives of all participants. As with

SODAS, the goal is to obtain a clear behavioral

description of the Situation that integrates the

perspectives of the young person and the other

participant(s). While participants define the Situation,

the facilitator makes notes of the concerns that he or she hears while the participants

are describing the situation.

Because the facilitator is working simultaneously with the young person and the other

participant(s), the facilitator would find it helpful to:

Discuss and set agreed-to ground rules for the discussion before describing the

situation. If the issue is contentious or if there is a history of conflict between the

participants, decide on how to end the session prematurely. Everyone present must

actively participate in setting ground rules such as:

o It is okay to see the situation differently.

o Each person gets to speak without the other person interrupting.

o Turn cell phones to silent or vibrate.

Ask direct questions.

Write down key points verbatim.

Periodically summarize what is heard. Ask for acknowledgement that the summary is

correct.

Ask “Who, What,

When, Where,

and How?”


Modify the description of the Situation as suggested by the participants.

Have all participants agree that the Situation has been accurately described from their

individual perspectives.

The transition facilitator and the participants may move on to the next activity only

when the following occurs;

Transition facilitator summarizes the Situation in clear, behaviorally descriptive

terms.

The Situation description includes the feelings of each person (i.e., hopes,

dreams, fears, worries) about the situation being discussed;

The young person and the other participant(s) agree that the Situation has been

accurately framed from his or her perspective.

Possible Questions for Defining the Situation

Ask direct questions to each person such as:

“What is the problem?”

“What do you feel when…?”

“How do you feel when…”

“What stops you from…?”

“What happens after you…?”

“What exactly was said when…?”


Exercise B: Describe the Situation

The purpose of this exercise is to practice asking the questions which lead to a description

of the Situation. Read the following case summary and answer the subsequent questions

from your perspective.

Case Summary

Lori is a 17 year old who dreams of becoming a tattoo artist. She wants to accept a job

offer to work part-time in a local tattoo parlor. Lori sees this job as a way to gain

experience and earn money to get an apartment with her boyfriend, Neil. Lori’s mother,

Carolyn is opposed to Lori moving in with her boyfriend and to Lori’s career choice.

Carolyn worries that Lori may get an infection or cause another person to become ill. Lori

and Carolyn frequently argue about Lori accepting or not accepting this job. Joe, Lori’s

father, unconditionally supports Lori’s career choice but share’s Carolyn’s objections to

Lori moving in with Neil.

1. Who is involved or might be affected? _____________________________________

2. What is the conflict? ___________________________________________________

3. Where is the conflict occurring? __________________________________________

4. When does the conflict occur? ___________________________________________

5. Why does the conflict occur?_____________________________________________

6. How does the conflict affect Lori and other people? What are each person’s

concerns? ___________________________________________________________

____________________________________________________________________


3.3 C = Concerns

After the situation is behaviorally and emotionally

described, the transition facilitator articulates the Concerns

that were expressed while the behavioral description of the

Situation was emerging, particularly as the facilitator asks

about their feelings, hopes, interests, needs, dreams, fears,

and worries. From their responses, the facilitator begins to draw tentative conclusions

about what each individual’s Concerns might be for an acceptable Solution and what

Concerns will have to be addressed by the Option selected. Following are examples of

Concerns:

A father expresses concerns about that his daughter will be abandoning him

if she gets her own apartment. His daughter expresses the need for more

“freedom”.

A young man’s roommate is concerned about “the fairness of chores.” The

young man is concerned about “lack of privacy” as the household duties are

performed.

Transforming Concrete and Specific Concerns into Conceptual Concerns

In general, conceptual Concerns lead to more Options than do concrete and specific Concerns.

Following are examples of concrete and specific Concerns:

“I don’t want to go.”

“You take drugs when you hang around with your friends.”

“I need transportation.”

“You must work harder and stay in school.”


Each of the above statements is very specific yet gives no indication of why the individual made

the statement. The transition facilitator might help the participants transform these concrete

and specific Concerns into conceptual Concerns such as:

“I’m afraid to go because I don’t know how to take the bus back.” (Fear)

“I get stressed when you’re with your friends because I know they take drugs.”

(Worry)

“If I can’t buy a car, I can’t get the job I want.” (Need for employment)

“I need you to complete your training so you can get a good job and help out the

family.” (Family’s need for money)

Following are examples of Concern transformation in action:

Greg tells his daughter “I don’t want any daughter of mine working late at

night at a fast-food restaurant” (specific concern). When asked “why”, Greg

replies “I am concerned for your safety” (conceptual concern). The

participants can now focus on generating Options for the more conceptual

concern of safety rather than on whether or not to work late at night.

Victor’s father wants him to join the army. Victor adamantly states, “I don’t

want to join the army”. When asked “why”, Victor replies, “I worry that the

other guys will make fun of me” (conceptual concerns). By addressing the

conceptual concerns, the participants can generate Options to alleviate

embarrassment or reduce anxiety rather generate Options to join or not to

join the service.

Following are suggestions for soliciting Concerns and for transforming concrete and specific

Concerns into conceptual Concerns.


How to Solicit Conceptual Concerns

Ask direct questions.

“How would you feel when she works late at night?”

“What worries you about going to that group?”

“How would you feel if he moved in with his friends?”

Reframe answers. Convert responses which focus on a deficit into statements or

questions which look at the deficit from a strengths perspective and describe the

deficit as a skill or asset. (See Module 1: Strength Discovery for examples of

reframing.)

Facilitator: “What causes you to worry about him?”

Girlfriend: “He never calls me to say he won’t be home for dinner. It’s

a dangerous neighborhood. He could get hurt.”

Facilitator: “So, I hear that you have two concerns: you want to know

when you don’t have to cook for him and also, you worry about his

safety. Is that correct?”

Ask questions that guess as to the meaning behind specific concerns.

These types of questions give an individual the opportunity to confirm, deny, or

elaborate on the concern.

“It sounds like you are worried about her safety late at night?”

“So maybe you are concerned about being teased and feeling

different?


Sometimes people are not totally clear themselves about the Concerns that are

important to them. Remember that Concerns:

Develop clarity with each SCORA activity as the process moves forward.

May shift or be elaborated upon as the transition facilitator guides the process.

Concerns are the heart of the SCORA process because they will influence the Options

and Agreement. The facilitator and participants may move on to the next activity when

the following has occurred:

The facilitator is able to reframe expressed concerns into conceptual concerns.

The facilitator or young person summarizes the captured Concerns.

The young person and other participant(s) agree that their Concerns are

captured.

Exercise C: Concrete or Conceptual Concern?

Which of the following Concerns are concrete and specific and which are conceptual?

Answers are below.

1. “You never listen to me.”

2. “I get really nervous when I’m around people I don’t know very well.”

3. “Sometimes I forget to take my medication.”

4. “My meds make me sleepy and nauseous.”

5. “I’m okay with any place you want to live as long as I’m living with you.”

Answers are below.

Answers to Exercise C

Statements 1, 3, and 5 are concrete and specific concerns. They describe perceived situations or conditions

but do not tell us how the situations or conditions affect the individual. Statement 2 is a conceptual concern

because it tells us that the person is more concerned with becoming nervous than with being around or not

being around new people. Statement 4 is also a conceptual concern because it tells us that the individual is

more concerned with the effect of medications than with taking or not taking medications.


3.4 O = Options

After the participants confirm that all Concerns are captured, they then

brainstorm to generate Options to address the Situation. The transition

facilitator’s role during brainstorming is to ensure that the participants

understand how brainstorming is done, to ask questions that solicit ideas, to

add one’s own options to the list, and to encourage creativity. Even if the

participants have experience brainstorming, the facilitator might remind them

how brainstorming is done. Following are guidelines for facilitating a brainstorm activity. The

facilitator may summarize the guidelines for the participants to help them understand how

brainstorming is done.

Guidelines for Brainstorming

Be non-judgmental.

Solicit as many ideas as possible.

Ensure that each person is contributing ideas.

Suggest Options or combinations of Options that the participants might be willing

to evaluate later.

There are no right or wrong Options. All suggestions are accepted just as ideas.

There is no discussion about each Option’s merits or consequences, since they will

be discussed and evaluated in the next step.

For participants who have never done brainstorming, the facilitator may help them

by presenting an example of brainstorming in action. Provide an unrealistic Option

and then explain to the participants how they might listen to it or think about it

without having to accept or reject it at this point.


After Options are generated, the facilitator asks the young person to summarize the ideas, or

the facilitator may summarize the ideas for everyone. To reduce resistance to the ideas later,

the person who summarizes would present in a neutral manner.

Avoid mentioning the person who provided the Option. For example, say, “One option

is to quit your job” instead of “Your mom suggested you quit your job.”

Use a neutral tone of voice and posture. Avoid inflections and body language which

might indicate how one feels about the idea.

The facilitator, young person, and the other participant(s) may move on to the next activity

when participants have generated a list of possible Options regardless of their feasibility, and

agree that all their Options have been captured.

3.5 R = Review Options

After brainstorming to develop Options, participants review each

Option to assess which might address the Situation and the Concerns of

the young person and the other participants. As in SODAS, one would

list the advantages and disadvantages of each option in addressing the

Concerns of all participants in the context of the Situation. It’s okay to

Possible Questions to Generate Options

“What could be done to solve the problem?”

“What do you want to do (to be done)?”

“What about…..?”

“We have ___ on the list. Might you want to consider…..?”


revise and combine Options to maximize the advantages and achieve a “best fit” Agreement for

all participants. We recommend starting with advantages before exploring disadvantages for

each option.

Possible Questions for Review of Options

“What are the likely advantages to you related to this option?”

“Why are those things important to you?”

“What are the likely drawbacks or disadvantages for you related to this option?”

“What potential danger or harm for you could result from this option?”

“Why are those drawbacks or disadvantages important to you?

“What is likely happen if this option was put into action?”

“How might family members and other people who support you feel or be affected

by this option?”

“What might happen for you as a result of their feelings or the impact on them?”

“How about other people (e.g., employers, friends, teachers)?”

“What might happen right away?”

“How about a week or a month from now?”

“What if you changed the option a little?”

“How might this option affect other people?”

“Might you want to combine the best of these two options?”

“What if you changed the option a little bit?”

What if you combined the best of these two options?”

We have ___ on the list. Might you want to consider…..?”


Some things to remember when facilitating this activity:

Participants may modify the Concerns as they get a clearer picture of the Situation and

possible Options as the discussion evolves.

Ensure that each person’s Concerns are discussed in relation to each option.

Where possible, modify Options to improve their acceptability to all participants.

Participants may discover additional Options to add to the list.

Mediation and negotiation are especially critical during this step.

The facilitator and participants may move on to the next activity only when:

Each person’s Concerns have been discussed in relation to each option.

Participants agree that an Option or combination of Options is a “best fit” for the

Situation and Concerns.

3.6 Agreement

The transition facilitator guides the participants in selecting an Option

(or combination of Options) that has the most advantages for all parties.

The goal in this step is to secure an agreement to an Option and to have

each party committed to using this to address the Situation. In some

situations the parties may want or need help in understanding what they

might do when the Situation presents itself. The facilitator might offer to

assist one or all parties in practicing the skills needed to implement the Agreement. Participants

also discuss what will happen if either party does not live up to his or her end of the

Agreement.


3.7 Follow-up

Following up with the young person and the other participant(s) after applying SCORA presents

a facilitator with opportunities to reconnect with them about the original Situation and find out

how the Agreement is progressing. As in SODAS, the facilitator would:

Help the young person and participant(s) establish concrete next steps and timelines.

Give descriptive praise for following through with the Option.

Provide support and encouragement to follow through with the Agreement.

Encourage persistence.

Help the participants deal with unanticipated consequences or actions of others.

Help the young person and the participant(s) to practice skills needed to implement the

Agreement.

3.8 Challenges in Applying SCORA

TIP Training Module 5: Sodas Social Problem-Solving described the

challenges which might arise when applying the SODAS framework and

offered suggestions for overcoming those challenges. A transition facilitator

might encounter the same challenges when applying the SCORA

Possible Questions to Develop an Agreement

“How might you help to make this happen?”

“What do you think needs to happen if you start doing drugs again?”

“What needs to happen if you start to lose confidence in your ability to do this

job?”

“Would it be helpful to practice asking your boyfriend for his support so you can implement this option?”


framework. These challenges are typically more difficult to overcome because they often arise

in contentious or explosive situations. Following are additional techniques for addressing these

challenges when applying the SCORA framework.

a) Engaging the young person and other people to participate in SCORA.

The facilitator may need to meet with each participant individually to explain the SCORA

framework and how each person may benefit.

b) Maintaining non-judgmental openness during all SCORA activities.

Participants tend to pre-judge the options which are suggested by others. The facilitator

must frequently remind participants not to pre-judge the options and assure them that

they will be able to do that later on. If the facilitator thinks that the situation may be

particularly contentious or explosive, then the participants may consider establishing

ground rules such as “Listen for the possibilities” or “Don’t pre-judge”.

c) Acknowledging the positive consequences of Options considered unfavorable.

The facilitator ensures that all the participants have opportunities to articulate the

positive consequences of all Options, even the ones which are obviously unfavorable.

The facilitator may help participants understand the importance of acknowledging all

consequences by explaining that they may learn more about the individual’s Concerns.

d) Ensuring youth voice and ownership while considering the feelings and Concerns of all

participants.


Participants might establish related ground rules such as “Listen to all ideas” and/or

“Everyone has an equal voice” to ensure that the young person is heard and that the

participant(s) have an equal voice in forming a mutually-acceptable Option.

e) Dealing with Harmful Options.

The transition facilitator ensures that all participants

have opportunities to articulate their Options and that

all Options are listed and included in the summary,

even if an Option is considered harmful by the

facilitator and/or another participant. For example, a

young person suggests that “get high” is one way to cope with the Situation. The other

participant comments, “That’s ridiculous” and turns aside, indicating with words and

body language her obvious resistance to the Option. The facilitator could help the

participant(s) move on by:

Reminding the participants of ground rules (e.g., don’t pre-judge, listen to all

ideas).

Quickly asking “How else might the situation be resolved?”

Because SCORA involves mediation and negotiation, transition facilitators may be challenged to

encourage collaboration, keep the discussions on topic, and mediate emotional issues.

Following are suggestions for dealing with these additional challenges.

a) Encouraging the participants to collaborate.

During the application of SCORA, the facilitator applies mediation skills to develop and

maintain collaboration among the involved parties. Mediation is best achieved when the

facilitator remains neutral and refrains from giving advice.

Harmful options usually do not fit well with

concerns and are seldom agreed-to by participants.


b) Keeping the participants focused on the topic situation.

Sometimes, the young person and the other participant(s) feel

safe and comfortable enough to bring up past or additional issues

to which they would like to negotiate a solution. If the new issue is

unrelated to the situation under discussion, the facilitator may

briefly and empathetically acknowledge the issue and redirect the

parties to the current issue under consideration. However, if resolving the new issue is a

prerequisite to solving the current issue or if both parties want to focus on the new issue,

the facilitator needs to be flexible and start over by defining the new Situation.

c) Dealing with Emotional Issues

The participants may have a history of not working well together or

may not understand that negotiating involves giving ground as well as

getting concessions. A transition facilitator can improve the likelihood

of the session going well by speaking individually with the participants

prior to getting the parties together. Developing strategies for dealing

with emotions, agreements about roles, and creating a defined process for “calling a time

out” to the process can be important strategies for improving the success of the process.

Co-mediation is sometimes useful when a facilitator expects that the issue will be an

emotional one for the participants. In co-mediation, an independent third party (or parties)

participates in the SCORA discussions by assisting the participants with expressing their

views and understanding other viewpoints. Co-mediation is most effective when the co-

mediator:

Be flexible when participant(s) bring up other

issues.


Is trusted by the participants, or at least by the participant he or she is assisting (e.g.,

Family Advocate trusted by parent, youth peer trusted by young person, family

counselor trusted by both parent and youth).

Has mediation skills.

Is not involved in the Situation being discussed nor affected by any Agreement.

In summary, SCORA can be a useful tool for transition facilitators to help guide participants with

different needs and different views of a problem through an effective problem-solving

procedure.


4. References

Blasé, K. & Wagner, R. (2007). The SCOCS Framework: Problem-solving and decision-making

processes for working with transition-aged youth and young adults. Bureau of

Exceptional Education and Student Services, Florida Department of Education.

Braukmann, C. J., & Maloney, K. B. (1979). Teaching-parent training manuals. Lawrence, KS:

University of Kansas Printing Service.

Clark, H.B. & Davis, M. (2000). Transition to adulthood: A resource for assisting young people

with emotional or behavioral difficulties. Baltimore: Paul H. Brookes Publishers.

Clark, H. B. & Hart, K. (2009). Navigating the Obstacle Course: An Evidence-Supported

Community Transition System. In H. B. Clark & D. K. Unruh (Eds.) Transition of youth and

young adults with emotional or behavioral difficulties: An evidence-based handbook

(Chapter 2). Baltimore: Paul H. Brookes Publishers.

Clark, H. B. & Unruh, D. K., (2009). Transition of youth and young adults with emotional or

behavioral difficulties: An evidence-based handbook. Baltimore: Paul H. Brookes

Publishers.

Davis, M., & Vander Stoep, A. (1996). The transition to adulthood among adolescents who have

serious emotional disturbance: At risk homelessness. Delmar, NY: National Resource Center

on Homelessness and Mental Illness.

Elder, G. H. (1963). Parental power legitimation and its effect on the adolescent. Sociometry,

26(1), 50-65.

Elias, M. J. & Clabby, J. F. (1989). Social decision making skills: A curriculum guide for the

elementary grades. Gathersberg, MD: Aspen.

Gershaw, D. A. (1989). Locus of control, line on life. [Electronic version]. Retrieved January 13,

2005, from http://www3azwestern.edu/psy/dgershaw/lol/ControlLocus.html

Kifer, R. E., Lewis, M. A., Green, D. R., & Phillips, E. L. (1974). Training predelinquent youths and

their parents to negotiate conflict situations. Journal of Applied Behavior Analysis, 7, 357–

364.


Lohrmann-O’Rourke, S., & Gomez, O., (2001). Integrating preference assessment within the

transition process to create meaningful school-to-life outcomes. Exceptionality, 9(3), 157-

174.

Marder, C., & D’Amico, R. (1992). How well are youth with disabilities really doing?: A

comparison of youth with disabilities and youth in general. Menlo Park, CA: SRI

International.

Phillips, E. L., Phillips, E. A., Fixsen, D. L., & Wolf, M. M. (1972) (1st ed.), (1974) (2nd ed.) The

teaching-family handbook. Lawrence, KS: University Printing Service. (Translated in

German).

Pikas, A. (1961). Children’s attitudes toward rational versus inhibiting parental authority.

Journal of Abnormal and Social Psychology, 62(2), 315–321.

Silver, S., Unger, K., & Friedman, R. (1994). Transition to young adulthood among youth with

emotional disturbances, Report # 839. Tampa: University of South Florida, Florida Mental

Health Institute, Research and Training Center for Children Mental Health.

Vander Stoep, A., Davis, M., & Collins, D. (2000). Transition: A time of developmental and

institutional clashes. In H. B. Clark & M. Davis (Eds.). Transition to adulthood: A resource for

assisting young people with emotional or behavioral difficulties (pp. 3–28). Baltimore, MD:

Paul H. Brookes Publishing Co.

5. Resources and Selected Reading

National Network on Youth Transition (NNYT) for Behavioral Health.

http://nnyt.fmhi.usf.edu

Transition to Independence Process (TIP) System. http:// NNYT.TIPstars.org

Brooks Publishing Company. Publishers for the new Transition Handbook (Clark &

Unruh, 2009). http://brookespublishing.com/clark

Center for Effective Collaboration and Practice. Lists resources and articles on

strength-based assessment using the Behavioral and Emotional Rating Scale (BERS)

assessment instrument. http://cecp.air.org/interact/expertonline/strength/sba.asp

http://www.nnyt.tipstars.org/

http://brookespublishing.com/clark

http://cecp.air.org/interact/expertonline/strength/sba.asp


National Center on Secondary Education and Transition. Essential Tools: Cultural and

Ethnic Diversity: Implications for Transition Personnel, Part IV – The Culturally Sensitive

Individualization of Services and Supports.

http://www.ncset.org/publications/essentialtools/diversity/partIV.asp

University of South Florida, College of Behavioral and Community Sciences, Louis de la

Parte Florida Mental Health Institute, Department of Child and Family Studies. Site

contains information on research, education, publications, logic models, policies and

resources relating to child, youth, and family mental health. http://cfs.fmhi.usf.edu/

Selected Reading

Collier, M. J. (2003). Understanding cultural identities in intercultural communication: A ten-

step inventory. In L.A. Samovar & R. E. Porter (Eds.), Intercultural communication: A

reader (pp. 412-429). Belmont, CA: Wadsworth.

Hernandez, M., & Isaacs, T. (1998). Promoting cultural competencies in children’s mental health

services. Baltimore, MD: Paul H. Brookes Publishing Co.

Stewart, E. C., & Bennet, M. J. (1991). American cultural patterns: A cross-cultural perspective.

Baltimore, MD: Paul H. Brookes Publishing Co.

Ting-Toomey, S. (1994). Managing intercultural conflicts effectively. In L. Samovar & R. E. Porter

(Eds.), Intercultural communication: a reader (7th ed., pp. 360–372). Belmont, CA:

Wadsworth.

Yoshida, T. (1994). Interpersonal versus non-interpersonal realities. In R.W. Brislin & T. Yoshida

(Eds.). Improving intercultural interactions: modules for cross-cultural training programs.

Thousand Oaks, CA: Sage Publications.

http://www.ncset.org/publications/essentialtools/diversity/partIV.asp


6. Appendices

Appendix 6.1 Diagram of the SCORA Framework

Appendix 6.2 SCORA Components Checklist

Appendix 6.3 SCORA Components Worksheet

Appendix 6.4 How to Obtain a Certificate of Completion

Appendix 6.1

Diagram of the SCORA Framework

SCORA: Mediation with Young People and Other Key Players

SCORA Framework Mediated Social Problem-Solving

Method

S Situation

C Concerns

O Options

R Review Options *

A Agreement

* Identify advantages and disadvantages of each Option. May modify or combine Options to create the “best fit” Agreement for all parties.

Appendix 6.2

SCORA Components Checklist

SCORA: Mediation with Young People and Other Key Players

Preparation

Introduces SCORA to all participants by explaining the process and benefits.

Establishes ground rules as necessary.

SCORA Components

Situation (Arrive at a clear definition of the situation requiring negotiation from each

participant’s perspective.)

Concerns (Solicits from all parties their concerns, needs, and interests related to the

situation.)

Options (Asks all participants to generate Options relevant to the Situation and addressing

Concerns. Promote brainstorming and remaining non-judgmental.)

Review (Assess which option might have the most advantages versus disadvantages for all

parties in meeting the Situation and their Concerns. May involve combining or revising

some options to create a “best fit.”)

Agreement (Guide participants to select an Option or combination of Options having the

most advantages for all parties. Identify what the young person and other participants will

do to address the Situation and what will happen if either party does not live up to his or

her end of the Agreement.)

Was the quality of the interaction appropriate for the situation?

Solicit input from all participants throughout interactions

Keep discussion focused

Use a pleasant and steady voice tone

Express enthusiasm where appropriate

Facial expressions/Eye contact/Body language to match

Be Brief... Avoid lecturing

Acknowledge the input of participants (e.g., head nods)

Remain non-judgmental

Set limits and expectations, as necessary Express Concern, Care, and Encouragement

Appendix 6.3

SCORA Components Worksheet


Name of Young Person: __________________________ Date: ____________

Other Participants in SCORA Discussion: _______________________________

Define the Situation (who, what, where, when, how?):

____________________________________________________________

____________________________________________________________

____________________________________________________________

Articulate the Concerns:

________________________________________________________

________________________________________________________

____________________________________________________________

Brainstorm the Options:

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Appendix 6.3

SCORA Components Worksheet


Review (Examine which option might have the most advantages verses disadvantages

for both parties in meeting the Situation and their Concerns. This step might involve

combining or revising some options to create a “best fit.”).

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Agreement: _____________________________________________________

__________________________________________________________________

_________________________________________________________

_________________________________________________________

Follow-up: ______________________________________________________

__________________________________________________________________

_________________________________________________________

_________________________________________________________

Appendix 6.4

How to Obtain a Certificate of Completion


After you successfully complete an exam to demonstrate learning, you will receive a certificate

of completion. To take the test and receive your certificate, please do the following:

1. Visit the website http://NNYT.TIPstars.org

2. Select “Personnel Training Modules”.

3. Select “Take Exam”.

4. Follow the instructions to complete the exam and receive a certificate.

Thank you for completing this training

Please contact us (see page 2 for our contact information)

if you have any suggestions for improving any of our

training materials.

http://nnyt.tipstars.org/

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