LECTURE EXTENSION A Unique Approach to Correcting Common Thinking Errors (p. 562)
The text mentions that at adolescence, young people first become capable of hypothetico-deductive reasoning. That is, when faced with a problem, they start with a general theory of all possible factors that might affect the outcome and deduce from it specific hypotheses (or predictions) about what might happen. Then they test these hypotheses in an orderly fashion to see which ones work in the real world. However, adolescents sometimes commit thinking errors when faced with a problem. These errors include: being self-centered, minimizing or mislabeling situations, assuming the worst, and blaming others (Horn, Shively, & Gibbs, 2001). In a unique approach to help teenagers ages 15 and over develop skills for correcting thinking errors, Horn, Shively, and Gibbs (2001) developed Equipped for Life, a board game in which 2 to 4 players are presented with real-life scenarios pertaining to difficult situations. An adult or another individual who is familiar with the game should be elected as the group facilitator. The facilitator, along with other players who function as peer-helpers, should guide each participant through the scenarios and help identify the thinking errors and propose more accurate and constructive responses. The goal of the game is to answer questions correctly in each of six areas: Community, Education, Employment, Daily Living, Relationships, and Substance Abuse and obtain 2 "Equip chips" for all six categories. The facilitator also has the responsibility of handing out Equip chips for correct answers. Players begin by rolling the dice and whoever rolls the highest number goes first. Players then take turns rolling the dice and moving their game markers to the corresponding spaces on the game board. In order to earn an Equip chip, a player must land on a space instructing him or her to select a situation card. Most of the situation cards present a scenario involving one of the thinking errors (Self-Centered, Minimizing/Mislabeling, Assuming the Worst, and Blaming Others). Others involve "good deeds" and "bad deeds" which direct the player to move forward or backward on the board, to roll again, or to go to a specific space on the board. If the player draws a typical situation card, he or she must identify the thinking error presented on the Situation Card and may use the Thinking Error Card to help identify the particular error. Following the identification of the thinking error and the presentation of an accurate way to think and react in the situation, the facilitator and other players determine whether or not the player accurately named and corrected the thinking error. If they determine that the player has successfully dealt with the situation, he or she earns an Equip chip. The first player to acquire all 12 Equip chips wins the game. This game was designed to help adolescents of varying life experiences learn to think and act responsibly. It can be used as a fun instructional tool or supplement in schools, mental health facilities, and even in the correctional system. Horn, M., Shively, R., & Gibbs, J. C. (2001). Equipped for Life. Champaign, IL: Research Press. LEARNING ACTIVITY Analyzing Letters to the Editor in Junior High and High School Newspapers (p. 581)
In the transition to secondary school, students often encounter less individualized attention, more whole-class instruction, and less chance to participate in classroom decision making. Have students obtain several copies of local junior high and high school newspapers. Students should look at the "Letters to the Editor" section. Do adolescents' letters reflect large-scale societal concerns, or do they emphasize problems associated with attending secondary school? Do teenagers mention lack of attention in the classroom, lack of decision-making opportunities, and overly strict, inflexible rules?
©2001 Allyn & Bacon