KS: We usually start with teaching TOC as a generic process, then figure out
how to apply it to a specific curriculum. Initially
it was easier to get it in
through the counseling element of the school the behavior application. That
seemed to be the most obvious way in.
DW: How do counselors use TOC?
KS: Let’s say the child is sent in to the guidance
office with a behavioral
problem. The counselor who’s been trained in
TOC will use tools like the
negative and positive branch: “What did you do? Why were you sent here?”
And then they go into the cause and effect consequences of the behavior, and
how that leads to negatives for the student. The student will say, “If I do this,
I get in trouble, I get grounded, I get sent up here, my parents get called.” It’s
almost predictable, this branch. Then the counselor asks, “Okay, what would
happen if you didn’t do these things?” Then
the student writes the other
branch, the positive one. Then the counselor asks, “Okay, which would you
prefer? It’s up to you.”
One of the first teachers that was using this in a classroom in California was
working with at-risk students. They were at risk of failing academically and
behaviorally. She was
teaching the process outright, as a skill. And she had
her students do cause and effect branches. One boy did it on, “I’m going to
steal a car, go on a joy ride.” She went to help him, because he couldn’t get
the branch started. She said, “What’s the problem?” He said, “This is the first
time I’ve ever thought of something ahead of time.” In the end he had to go
to the driver education teacher and get some information to finish the branch,
which is great. He found out what would
happen to him if he got caught,
because he didn’t really know. How do you quantify the results of something
like that?
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