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The Thinking for a Change curriculum uses as its core, a problem solving component, embellished by both Cognitive Restructuring
and Cognitive Social Skills interventions. While each of the concepts are presented systemically, the participant quickly
learns and appreciates that Cognitive Restructuring does require some Cognitive Skills methods, as does Cognitive Skills require
an objective, systematic approach to identify thinking, beliefs, attitudes, and values. The Cognitive Restructuring concepts
are introduced and emphasized during the initial eleven lessons of the program, interspersed with targeted critical social
skills that support the cognitive restructuring process. This is followed by the problem solving techniques (lessons 16-21),
again supported by appropriate social skills to embellish that concept. Simultaneously, the problem solving portions of the
curriculum relies upon the restructuring concepts and techniques already introduced to the participaants, thereby integrating
all three approaches. By the time participants reach the twelfth lesson of the program, the Cognitive Restructuring techniques
are so ingrained in their repertoire of competencies, that it is no longer required to be emphasized as a separate entitity,
becoming second nature to the offender participant. By the 22nd lesson, participants are ready to evaluate themeselves using
a skills checklist, in order to develop their own cognitive skills (advanced) curriculum.
The Thinking for a Change Curriculum
is comprised of 22 lessons with a capacity to extend the program indefinitely, depending upon how many cognitive social skills
are taught. It is recommended that the group meet for an additional ten sessions which is based upon the self-evaluations
each participant completes in the 22nd lesson. These additional skills are the result of further assessment of the skill deficits
for each participant, and then aggregated across the entire group. In this way, each grouup member is invested and empowered
to participate in their own learning and self devleopment, providing a forum for continued skill and cognitive devleopment.
Each lesson is foramtted similarly. It begins with a summary and rationale section in which the scope, breadth, and reason
for teaching the lesson is provided. This is followed by concepts and definitions, which outline the key points for the lesson
and any definitions necessary for the trainer to facilitate the lesson. The lesson objectives are then outlined, followed
by major activities in the lesson. Any supplemental material, equipment and supplies are listed. The content of the lesson
is then detailed. Within each lesson, there are both suggested trainer scripts in which at least the fundamental and required
information is provided. There are also specific trainer notes given in parallel columns which further embellish the training
script.
Participants should be pre-screened after a brief individual interview. Such a meeting which need take no more
than fifteen minutes, should set the tone of the learning sessions, direct and focus the participant to their need for the
program, and an expectation that positive participation would greatly enhance their options.
Contact G & G Consultants,
LLC for more informaiton
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