What if...Even if...
What if...Even if...
Embedded Files
Using What if, Even if...
Reframes thinking
Builds waypower
Supports self awareness
Implementation
Implementation
Overview
Students think of the possible what if? statements that are causing concern
Students then frame the possible responses they have for each of the concerns.
After students shfit their concerns away from what if to even if statements then craft responses to the current reality by provided what is statements.
What if... I feel uncomfortable at an upcoming family function?
Even if... I feel uncomfortable at an upcoming family function...
What is... As of now, everyone has been kind and welcoming.
Core components
Core components
Core Components
Students must practice the shift while in a calm neutral state
Students practice by framing scenarios provided by the adult
Students have opportunity to generate multiple pathways to the problem
Students are asked to reflect on the situation and determine best course of action.
Proactive Implementation
Proactively implementing What if...Even if... may look like introducing the strategy to all students and practicing its use with all students in a regulated state.
Responsive Implementation
Responsively implementing implementing What if...Even if... may stem from a student need of thinking through events. Students may be known to use negative self talk or perseverate. Students should be given the time to practice the strategy.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the student should use to elevate a sense of self.
Skills Training
If the need is skill building then the student should be given time to practice initiating the strategy.
Awareness
If the need is awareness then the student should be prompted to use the strategy with a sentence stem or visual cue.
Emotional Regulation
If the need is regulation then the student should use the strategy as a means to regulate and think through their situation. This may be followed by a break or other combination of coping strategies.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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