37. Residential Counselor 101 Pt. 4 - Executive Skills & Labeling
Release Date: 05/08/2024
Becoming Centered
I’m very excited about Episode 57 of the Becoming Centered podcast! It provides guidance in an area that most human service agencies simply can’t fit into their training programs; how to design and facilitate internal staff meetings. Middle managers, such as Unit Directors, are tasked with running some of the most technically difficult meetings. With only the training provided by their own experiences, they are responsible for a program structure, that if you were to add up the hourly wages of all the participants, is an incredibly expensive use of time for agencies...
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Episode 56 of the Becoming Centered podcast is part two of a two-part arc focusing on the concept of resilience. Resilience is the ability to stay centered even in the face of various stressors and triggers. It's related to, but different than, self-regulation which is the ability to become centered when emotionally dysregulated, cognitively disorganized, behaviorally chaotic, and physiologically / neurologically elevated. There are four qualities that support emotional, cognitive, behavioral, and physiological / neurological resilience. A sense of belonging. A sense of purpose. A...
info_outlineBecoming Centered
Episode 55 of the Becoming Centered podcast focuses on the concept of resilience. Resilience is the ability to stay centered even in the face of various stressors and triggers. It's related to, but different than, self-regulation which is the ability to become centered when emotionally dysregulated, cognitively disorganized, behaviorally chaotic, and physiologically / neurologically elevated. There're four qualities that support emotional, cognitive, behavioral, and physiological / neurological resilience. A sense of belonging. A sense of purpose. A sense of agency. A sense of...
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Episode 54 concludes a four-episode arc, within the Unit Supervision Pathway, that presents the 10 techniques that make up the Hierarchy of Interventions. This episode focuses on how to implement these interventions in a way that goes beyond surface behavior management to supporting the development of self-regulation in children and youth. This episode particularly focuses on the Forced-Choice and related Weighted-Choice techniques. These interventions leverage a program's consequence system to help child-clients make choices that determine whether or not they receive a...
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Episode 53 reviews the first four tools and techniques that make up the Hierarchy of Interventions (Distraction, Engaging, Verbal Redirection, Labeling) and presents the next two steps in the Hierarchy, Changing the Environment and Limit Setting. A major emphasis is placed on using these techniques to not only manage behaviors, but also to help clients develop their abilities to self-regulate. Behavior Management is a necessary component of providing Care to troubled children and youth. All kids sometimes exhibit behavior problems. However, kids in residential treatment,...
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This episode is the second in a three-episode arc that presents the Hierarchy of Interventions. This grouping of 10 interventions forms a core curriculum of counseling skills used by residential staff to encourage the development of kids' self-regulation abilities. Last episode focused on using Distraction, Engaging, and Verbal Redirection to interrupt and prevent kids from going down an off-track path toward increased emotional, cognitive, and behavioral dysregulation. This episode introduces the Aspect Compass model of the human mind. Understanding this metaphor for...
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This episode on the Unit Supervisor Learning Pathway moves away from a focus on managerial skills and switches to a focus on counseling skills to be taught to direct-care Child Care Counselors. It presents 10 interventions, or techniques, for Counselors to use with kids when they become off-track, dysregulated, and uncentered. Skillful use of this package of interventions starts with understanding the ways in which they can be thought of as forming a hierarchy. That includes the higher up interventions being increasingly disruptive to the group environment of the residential...
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This episode is the sixth on the Unit Supervisor Learning Pathway. It’s also the third of a three-episode arc that focuses on how to structure an individual supervision meeting. It also goes beyond the supervision meeting and explores the seven different roles Unit Supervisors have with their Supervisees. As a Counselor, the Supervisor is concerned with the emotional well-being of their Supervisees. As a Teacher, the Supervisor keeps a checklist of subjects (primarily policies, procedures, practicies, and training topics) that are reviewed with each Supervisee over the course of...
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This episode continues to present a model for how to structure a supervision meeting. Last episode focused on how a Unit Supervisor sometimes functions primarily as a Counselor. In that sub-role, the Supervisor is most concerned with the emotional well-being of their Supervisees. Although that can fill the entire supervision meeting, generally, after five to ten minutes the meeting agenda will usually move on to the Supervisor sub-role of functioning primarily as a Teacher. Being an effective Teacher means having an organized curriculuum that typically draws from your...
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Today’s episode, which is the fourth on the Unit Supervisory Learning Pathway, focuses on a model for how to structure the typical supervision session. In the context of working on a residential treatment unit for children and youth, there are many sub-roles that define an effective relationship between a supervisor and their supervisees. A Supervisor encompasses the roles of Counselor, Teacher, Coach, Leader, Superior, Boss, and Mentor. This episode focuses on starting supervision meetings with the Supervisor focuses on the role of Counselor. In that role, the Supervisor...
info_outlineExecutive Skills are abilities that part of the brain can develop that used to regulate other parts of the brain. There’s two Executive Skills that describe ways that the emotional parts of the brain are regulated.
Reaction Inhibition is the ability to stop yourself from automatically reacting. More specifically, it’s the ability to stop the action-focused parts of the brain, what I call the inner Warrior, from mindlessly reacting to the emotions being communicated by the parts of the brain I call the inner Artist.
Your body will have internal behaviors in reaction to every feeling you have. However, developing Reaction Inhibition means not externally acting out every feeling. It means giving yourself a split second to think before acting.
Stress Tolerance is the ability to sit with various emotions without acting them out. It’s the ability to experience feelings, even potentially strong feelings, without becoming so overwhelmed that you can no longer think straight.
Kids in residential treatment have had difficult lives and their emotional states reflect that. As a counselor, you can’t change their past and you can’t “fix” their feelings. What you can do is help them develop their ability to tolerate their own feelings in a way where they continue to be able to make thoughtful choices about their behaviors.
There’s several executive abilities that help you control, modulate, and regulate your thoughts.
Planning is being able to map out how to reach your goals or complete a task. It includes being able to make decisions about what to focus on and what’s not so important. Like other skills, exercise / practice leads to development. So cue your clients to plan ahead, to think about what’s next on the schedule and how to prepare for it. This isn’t developed through the creation of large multi-day complex tasks. Instead, it’s developed through the everyday little changes in the schedule that can be done thoughtfully instead of mindlessly.
Prioritizing is being able to weigh two or more different choices and then picking one. Again, it’s exercised through all the small decisions – it’s teaching kids to make thoughtful choices.
Organizing is creating and maintaining systems to keep track of information or materials. It doesn’t matter what you’re having kids organize – whether it’s their bedroom, their backpack, an activity, or putting away toys. The act of organizing exercises their inner Chief.
Sustained Attention is being able to maintain your attention despite distractibility, fatigue, or boredom. There’ll be large differences among kids in their ability to do this, and for any one kid it can be different at different times. However, it’s like a muscle – when you inspire kids to pay attention a little bit longer, a little bit better than what comes naturally to them – they will get better at it.
Time Management is being able to estimate how long various tasks will take, and how to stay within time limits and deadlines. This is a part of the Chief’s self-monitoring ability; however, it’s directed outward (at the passage of time) rather than inward. Having kids be aware of how much time is left in an activity, of when another part of the schedule is due to begin, or how long it takes to complete various tasks, exercises their inner Chief and will contribute to the Chief becoming better at self-regulation.
Task Initiation is being able to begin projects without undue procrastination, in an efficient and timely fashion. In general, most kids are not great at task initiation and living in a residential program can actually make that situation even worse. Typically, there’s a lot more structure and there’s a whole bunch of adults to cue kids to start various tasks. It’s easier to just wait for someone else to tell you what to do or how to start. However, like other skills, it’s through practice that kids get better at task initiation. So, as a counselor, ask questions like “What needs to happen to start this activity?”, rather than just telling kids what to do.
Flexibility is being able to revise plans and adapt to changed circumstances. Residential treatment can become so structured that it becomes inflexible. That’s not helpful for developing thoughtful kids. So, encourage some amount of flexibility in the how kids think and in how they act. Typically, there’s plenty of disruptions to the usual routine, so there’s lots of opportunities to encourage and praise flexibility.
Self-Awareness is being able to monitor yourself in real time. This skill involves having one part of your mind that is observing other parts of your mind that are generating and experiencing feelings, thoughts, and behaviors. Self-Awareness is the foundational skill for a person being able to take charge of their own brain.
Labeling is a great technique for increasing Self-Awareness and for helping clients become more thoughtful people. Labeling can be thought of as narrating what kids are doing as they’re doing it – sort of play-by-play announcing. Another way to think of this technique to imagine the a snapshot of what a kid is doing and the labeling is the descriptive caption underneath the picture.
There’s variations on the labeling technique, but in its purest form it can be thought of as labeling observable behaviors. This is done without any judgmental tone, without praise or criticism. It’s simply stating what you see kids doing, in-the-moment. It’s probably the single tool that should be used the most by Residential Counselors.
You can combine labeling with praise, although that’s going to be less targeted at increasing self-awareness, but might be better at increasing self-esteem. You can also label behaviors in a way that intended to promote social skills or character development.
You can also label feelings – however, keep in mind that most people don’t like being told by someone else how they feel. So when labeling feelings, it’s generally best to do it in the form of a question. The goal of that question is to increase the client’s self-awareness, not to solve some problem.
Finally, one of the most powerful uses of labeling is to use it instead of directives or directly setting limits. Labeling can be a really powerful way to get kids to be thoughtfully cooperative rather than mindlessly compliant.