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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 Kindergarten and Primary Grades contains 83 lessons. Based on 25 years of meticulous research, ICPS has proven to be extremely effective in helping young 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
"These books can become a teacher's best friend in promoting children's critical social-thinking skills and in boosting a peace-making climate in the classroom."
-- Alice Sterling Honig, Day Care and Early Education
"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 educational system."
-- Lou Ann Warren, East Texas School Study Council Newsletter
Contents
List of Complementary Applications
Acknowledgments
Introduction
Pre-Problem-Solving Skills
Introducing the ICPS Program: Teacher Script
- Is-Not
- Or-And
- Do-Do Not
- If I Say
- Who Am I Thinking Of?
- Some-All
- More Some-All
- If-Then
- Same-Different
- More Same-Different
- Two Things at the Same Time
- Before-After
- Before-After, Now-Later
- Review of ICPS Words
- How People Feel
- How Can You Tell?
- Happy-Sad: More How Can You Tell?
- Angry
- Might-Maybe, More How People Feel
- Are you Listening to Me?
- A Story
- Finding Out What People Like
- Do You Like?
- Do You Remember? Part I
- Do You Remember? Part II
- More Might-Maybe, Why-Because
- Afraid
- Let's Make Up a Story, Part I
- Let's Make Up a Story, Part II
- My ICPS Book, Part I
- Dilly the Duck, Part I
- Dilly the Duck, Part II
- Proud
- Frustrated
- A Good Time or Not a Good Time? Part I
- A Good Time or Not a Good Time? Part II
- Puppet Story: Robbie and Poppy
- A Story
- My ICPS Book, Part II
- Is That Fair?
- More About Fair, Version 1
- More About Fair, Version 2
- Impatient
- Let's Make Up a Story, Part III
- What Can I Do While I Wait?
- Worried-Relieved
- Find a Feelings Match
Problem-Solving Skills
Alternative Solutions
- What Else Can He Do? Part I
- What Else Can He Do? Part II
- What's That Problem? Part I
- Solve the Problem
- My ICPS Book, Part III
- A Story
- Introduction to Role-Playing
- Guess the Problem
- Puppet Story: Preferences and Solutions
- More Role-Plays With Puppets
- A Story
- ICPS Tic-Tac-Toe
- Poppy and Dilly, Part I
Consequences
- Mystery Sequence
- Story Continuation
- Interpersonal Mystery Sequence
- My ICPS Book, Part IV
- Uh-Oh, They're Fighting
- A Story
- Is That A Good Idea?
- What Might Happen Next? Part I
- What Might Happen Next? Part II
- Poppy and Dilly, Part II
- How Can This Be?
- Puppet Story: Would That Make You Happy?
- What Might Happen Next? Part III
- What Might happen Next? Part IV
Solution-Consequence Pairs
- What Might Happen If I Do That? Part I
- What's That Problem? Part II
- Imagine That
- Do I Know?
- What Might Happen If I Do That? Part II
- What Else Can I Do?
- Puppet Story: Reviewing Solutions
- A Story
- Final Review
Appendix A: Guidelines for Continued ICPS Teaching
Appendix B: ICPS Dialoguing Reminders
Appendix C: ICPS Word Concept Illustrations
Appendix D: Summary of ICPS Behavior Management Techniques
List of Complementary Applications
Interaction in the Classroom
ICPS Words: Is-Not
ICPS Words: Or-And
ICPS Words: Some-All
ICPS Words: If-Then
ICPS Words: Same-Different
ICPS Words: Before-After, Now-Later
Review of ICPS Words: Is-Not, Or-And, Some-All
If-Then, Same-Different, Before-After, Now-Later
Finding Out About Others' Feelings
Using the Dilly the Duck Story
ICPS Words: Proud, Frustrated
A Good Time, Not a Good Time
Fair or Not Fair?
ICPS Word: Impatient
Finding Solutions
Finding More Solutions
Dealing with Fighting
Is That a Good Idea?
ICPS Dialoguing
Asking Why
Integration in the Curriculum
ICPS Words: Is-Not
ICPS Words: Or-And
ICPS Words: Some-All
ICPS Words: If-Then
ICPS Words: Same-Different
ICPS Words: Before-After, Now-Later
Review of ICPS Words: Is-Not, Or-And, Some-All
If-Then, Same-Different, Before-After, Now-Later
Finding Out About Others' Feelings
Fair or Not Fair?
All ICPS Feeling Words
Adding Consequences
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