PLE 9

How might self-efficacy and self-regulation contribute to the intervention plans you use in your case study?

Lisa has been acting up when put into small groups. I would talk with Lisa and ask her questions like why she thinks she is acting out? and where she thinks her behavior is coming from. Lisa may have a low self efficacy when it comes to working in groups, which could possibly be the reason for lack of effort. The case study states that Lisa gets angry when she does not get the part in the group that she wants. Lisa may have a high self-efficacy for one part of the small group, and may have a low self-efficacy for the others causing her to get angry when she does not get the part she is most confident in. After talking with Lisa, I would figure out why she gets mad whens he has certain roles as opposed to others, and then help build Lisa's self-efficacy for those other roles, and for working in small groups. I would tell Lisa I know you can do this, and I have seen you do this before and give her an example. Maybe building up Lisa's self-efficacy will help her make the right decisions, and participate more in the small groups regardless of the role she is given. Self-regulation would be a good way for Lisa to keep track of her behavior, and for her to be accountable of acting out, getting angry, or not putting effort in. I would sit with Lisa and show her a self-regulation chart, and ask her to fill it out after she is done with her small group. She will rate herself on her performance and improvements. Self-regulation will help Lisa really face the problems she is having, and get a grasp of how her attitudes and behaviors are relating to her performance in the small group. I would let Lisa know I will be chekcing her self regulation chart, and if she improved give her positive feedback and praise. Hopefully, the self-regulation, positive feedback and praise, and positive reactions from her peers in small group will help raise her self-efficacy in small groups and situations with peers.