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Rationales

Pre-Service Workshop:

Treatment Foster Care

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Mom and Dad said….�

“Because I said so, that’s why!”

“Just because!”

“Because I’m the mom and you’re the child.”

“It’s for your own good.”

“If you don’t, I’ll tell your father.”

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Rationale�

A rationale is a statement that shows the relationship between a behavior and an outcome or consequence.
In other words: rationale = reason.

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Society uses rationales all the time:

What rationales are

we given for why

we shouldn’t speed?

What rationales are given for why we should pay our bills on time?

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Rationale�

The youth that we work with struggle with connecting the behaviors they choose to engage in with the consequence that occurs. By using rationales in our teaching – we help them make that connection and increase their chance of success.

The how and why of rationals: By and large treatment parents are consistently observing and awarding and changing behaviors of children. Pre-delinquent and delinquent youth engage in a number of behaviors which are often inappropriate, or they fail to engage in behaviors which are appropriate. Furthermore, preliminary attitude tests results indicate that problem children often see little or no relationship between their own behaviors and what happens in their lives. In other words, they fail to see their own behaviors or lack of behaviors have a definite effect on the consequences that befall them. They see themselves as victims of fate. So 1.Rationals helps the child to learn what the consequences of his/her behavior will be in the real world.

2. It enables the child to learn these rationales so that she/he can easily answer questions asked by peers and adults as to “why” a particular behavior or procedure is used in the home.

3. Children are more likely to follow instructions or to change their behavior when they are given a reason or rationale for doing so.

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��Three Types of Rationales��

Benefit Youth

Indicates what the person might get/gain through the use of the appropriate behavior /skill

Concern for Others

States the effect of the youth’s behavior on another

Negative Outcome

Points out the undesirable or unpleasant result of inappropriate behavior

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Components of Effective Rationales�

Personal To Youth

Natural and Logical Outcomes

Convincing and Believable

Specific and Brief

Easily Generalized

Discuss the importance and reasoning for each. Give or ask for examples of each. Explain to couples that the rationals need to be personal to the youth. Example: giving a rational to a 14 year old of “you want to be on task because when you get a job your boss will be happy with your work”. A 14 year old may not care, since he does not have a job, but that rational would work with a 17 year old. Explain that easy generalized means the youth take it from one situation and transfer it to other situations, such as you teach your child to look both ways when crossing a certain street and then they generalize it to look both ways on crossing all streets. Explain specific and brief is one sentence. Natural logical outcomes can be as simple as “people will like you better if you do ....

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When Using Rationales, Avoid:

Using rules

“You have to follow instructions because it is a rule of our home.”

Why not use this rationale?

Using privileges:

“If you don’t follow instructions, you won’t get your privileges.”

Why not?

Lecturing: If it’s more than a sentence it is usually a lecture.

Remember: teaching and consistency changes behavior, not rationales. If they don’t respond to a rationale, move on with teaching and try a different one next time. Do not try to “convince” them it’s true.

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Quality Components

Empathy
Voice tone
Proximity and physical contact
Praise
Same physical plane
Eye contact
Appropriate use of humor

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When To Use�

Corrective teaching interactions
Preventive teaching
Problem solving
Effective praise
In general conversation
In supportive counseling
Family meeting

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Examples of Rationales

It’s important to follow instructions immediately because you will have more free time after.
When you accept feedback, people are more willing to listen to your side.
When you accept consequences, you show that you are taking responsibility.
When you report where you are, I am more likely to let you go out more often.
When you accept no, you are more likely able to get what you want in the future.
When you interrupt appropriately, people are more likely to listen to what you need.
When you ask permission you are able to earn trust.

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Practice

What YOUTH CENTERED rationale would you use to help this young man understand why he should stop smoking?

Was it personal to the youth?
Was it believable?
Was it a natural consequence?
Was your rationale brief and specific?
Can the rationale be generalized to other settings and situations?

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Practice:�Create Youth Centered Rationales

Following Instructions
Accepting Feedback
Accepting Consequences
Accepting a “No” Answer
Interrupting Appropriately
Ask Permission
Reporting Whereabouts

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Give “Lois” Centered Rationales

Say “Pause” every time a rationale can be given (positive or negative) and share: