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About the Author |
| Myrna B. Shure, Ph.D., is professor of psychology at Drexel University (formerly MCP Hahnemann University) in Philadelphia. Her ICPS programs and her pioneering research with George Spivack have won three national awards, including the Lela Rowland Prevention Award from the National Mental Health Association. Dr. Shure is author of six books and numerous book chapters and journal articles. She also consults with the media on issues relating to social adjustment and interpersonal competence in our nation's youth. Her books for parents Raising a Thinking Child Workbook (Research Press), Raising a Thinking Child (Simon & Schuster), Raising a Thinking Preteen (Henry Holt) show parents how to use the ICPS model to teach their children skills for social-emotional competence.
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Summary
ICPS for Intermediate Elementary Grades contains 77 lessons. Based on 25 years of meticulous research, ICPS has proven to be extremely effective in helping children learn to resolve interpersonal problems and prevent antisocial behaviors. ICPS teaches children how to think, not what to think. It is a self-contained program that involves the use of games, stories, puppets, and role plays to make learning enjoyable. Each lesson contains a teacher script, reproducible illustrations, and a list of readily available materials.
Reviews
"The program teaches students to think about DIFFERENT solutions to specific problems, while empowering the children to take responsibility for their own behavior and change their behavior when the consequences are undesirable. . . . Finally, and perhaps most importantly, ICPS can contribute to the reduction of behavioral maladjustment . . ."
-- Gloria C. Maccow, Communique, National Association of School Psychologists
"I highly recommend this book for any educator who has ever been frustrated by behavior problems in the classroom. It is a refreshingly practical approach to a common and difficult problem in many classrooms. This is definitely a book for those of us on the
'front lines' of our educatinal system."
-- Lou Ann Warren, East Texas School Study Council Newsletter
"Perhaps even more significant than the ease of use was the teachers' fascination with the notion of a curriculum that focuses on teaching internal locus of control in young children."
-- Journal of School Psychology
Table of Contents
List of Complementary Applications
Acknowledgments
Introduction
Pre-Problem-Solving Skills
Introducing the ICPS Program: Teacher Script
- Who Am I Thinking Of?
- What Am I Thinking Of?
- Two Things at the Same Time
- What Makes People Feel the Way They Do? Part I
- What Makes People Feel the Way They Do? Part II
- What Makes People Feel the Way They Do? Part III
- Telephone Message
- Did I Get the Whole Message?
- Are You Listening to Me? Part I
- What Makes People Feel the Way They Do? Part IV
- What Makes People Feel the Way They Do? Part V
- Are you Listening to Me? Part II
- Do You Remember? Part I
- What Makes People Feel the Way They Do? Part VI
- How Might Someone Feel? Part I
- Picture Concentration
- A Feeling Story
- Feeling Cartoons, Part I
- How Might Someone Feel? Part II
- How Can You Tell? Two Ways to Find Out
- How Can You Tell? A Third Way to Find Out
- How Could This Be?
- How Do People Feel About Things?
- Do We Feel the Same Way About It?
- Do You Remember? Part II
- How Do They Feel? What Do They Think?
- Role-Playing, Part I
- Three-Person Problems
- Why Else Might That Have Happened?
- Let Me Tell You Why
- What Do They Know?
- More What Do They Know?
- Did That Really Happen?
- What's the Problem?
- Do You Remember a Time When...
- Review of Pre-Problem-Solving Concepts
Problem-Solving Skills
Alternative Solutions
- It Takes Time to Think
- There's More Than One Way, Part I
- There's More Than One Way, Part II
- Writing and Drawing Alternative Solutions
- What Can I Do? A Story
- There's More Than One Way, Part III
- Feeling Cartoons, Part II
- Role-Playing, Part II
- ICPS Tic-Tac-Toe
- What's Wrong With What They Say?
Consequences
- What Might Happen Next, Part I
- Butting In
- What Might Happen Next, Part II
- What Might Happen Next, Part III
- What Makes People Act the Way They Do?
- How Does Each Person See the Problem?
- Pick the Best, Pick the Worst
Solution-Consequence Pairs
- What Can I Do? Is That a Good Idea?
- Role-Playing, Part III
- Is That My First Idea?
- Did I ICPS Today?
- Good Times and Not Good Times to Act
- What Can I Do While I Wait?
- Is This a Good Time to Act?
- When Is a Good Time to Act?
Means-Ends Thinking
- What's My Plan?
- A Problem-Solving Plan, Part I
- Mystery Sequence
- Will the Person Be Angry?
- How Could I Avoid This Problem?
- Means-Ends Review
- A Problem-Solving Plan, Part II
- Feeling Cartoons, Part III
- Guess the Problem, Part I
- Guess the Problem, Part II
- A Problem-Solving Plan, Part III
- A Problem-Solving Plan, Part IV
- A Problem-Solving Plan, Part V
- A Dilemma
- A Problem-Solving Plan, Part VI
- Looking Forward
Appendix A: Guidelines for Continued ICPS Teaching
Appendix B: ICPS Dialoguing Reminders
List of Complementary Applications
Interaction in the Classroom
ICPS Concepts: Negation, Multiple Possibilities, Feelings,
Two Things at the Same Time
The Whole Message
Silly Skit Reminders
ICPS Concepts: Same-Different, Two Things at the Same Time
How Can You Tell?
Things Are Not Always What They Seem
More Things Are Not Always What They Seem
Alternative Solutions
ICPS Dialoguing
Solution-Consequence Pairs
A Good/Not Good Time, What Can I Do While I Wait?
Means-Ends Dialoguing
Integration in the Curriculum
ICPS Concepts: What Am I Thinking Of? Negation, Multiple
Possibilities, Feeling
ICPS Feeling Words
Concentration Games
More ICPS Feeling Words
How Can You Tell?
What's the Problem?
More Than One
Classification
Consequential Thinking
Pros and Cons
Sequencing
Means-Ends Thinking
Full Use of ICPS Concepts
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