iRubric: Coping Skills Identification and Practice rubric

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Coping Skills Identification and Practice

Coping Skills rubric for students to utilize while working on improving coping skills. Measures meeting time for those who are avoidant

Rubric Code: P25WX57

By Alishiam

Ready to use

Public Rubric

Subject: Social Sciences

Type: Reflection

Grade Levels: 6-8, 9-12

Cooping Skills ID & Practice Goals:
	Expert 10 pts	Practitioner 8 pts	Apprentice 5 pts	Novice 2 pts
Identify Feelings and Responses	Expert Expresses feelings, wants, needs appropriately all of the time. * Uses calm and respectful tone of voice. * Is able to discuss emotional connection to physical feelings. *Can identify a likely reason for the physical and/or emotional response in a given situation all of the time.	Practitioner * Expresses feelings, wants, needs appropriately most of the time. * Uses calm and respectful tone of voice most of the time. *Can identify a likely reason for the physical and/or emotional response in a given situation most of the time.	Apprentice * Expresses feelings, wants, needs inappropriately. * Is yelling, whining or arguing. * Is using avoidance behavior. *Can identify a likely reason for the physical and/or emotional response in a given situation some of the time.	Novice * Does not express feelings, wants, needs. * Does not identify own feelings clearly * Discounts the significance of their feelings. * Does not connect concerns to emotional issues. *Cannot identify a likely reason for the physical and/or emotional response in any given situation.
Recognizes Negative Thinking	Expert * Can acknowledge and recognize thought patterns. * Can identify how thoughts contribute to moods and behavior without prompting. Has identified major times of day, topics, events etc. that elicit negative emotions. Can independently and accurately identify whether a problem is small or big in all opportunities.	Practitioner * Can acknowledge and identify thought patterns. * Can identify how thoughts contribute to moods and behaviors with prompting Has identified some but not all times of day, topics, events, people etc. that elicit negative emotions. Can independently and accurately identify whether a problem is small or big in most opportunities.	Apprentice * Can acknowledge presence of negative or distorted thought processes. * Cannot clearly or concisely identify thinking error. *Can identify one time of day, topic, event, etc. that elicits negative emotions. Can independently and accurately identify whether a problem is small or big in at least one opportunity.	Novice * Cannot identify or recognize negative thinking. * Cannot identify or recognize distorted thought processes. Cannot differentiate between activities, times of day, people etc. who are more likely to elicit negative emotions Cannot independently and accurately identify whether a problem is small or big in any given opportunity.
Identify & Practice Strategies	Expert Can identify a variety (4 or more) of strategies given an anxiety provoking scenario without prompting. Can implement a strategy and reflect on it's effectiveness. *Can practice all coping skills stated that they use in times of frustration 80-100% of the time.	Practitioner * Can identify a number (2-3) of strategies given an anxiety provoking scenario without prompting. * Can verbalize how a strategy will work. *Can practice some coping skills stated that they use in times of frustration 50-79% of the time.	Apprentice * Can identify a limited number (1-2) of strategies given an anxiety provoking scenario with prompting. * Can verbalize how a strategy might work with prompting. *Can practice at least one coping skill stated that they use in times of frustration at least part of the time.	Novice * Cannot identify strategies to cope with feelings of anxiety or frustration. * Cannot see how any suggested strategy might work. *Cannot practice any coping skills stated they use in times of frustration.
Self-Reporting/Reflection	Expert * Uses checklists ,rubrics, self-monitoring sheets and mood meter without staff assistance. Independently uses emoji self monitoring system to identify emotions during each period of the day. Student independently creates 3-step coping routine visual and utilizes it when needed.	Practitioner * Uses checklists, rubrics , self-monitoring sheets and mood meter with staff assistance. Uses emoji self-monitoring system to identify emotions during each period of the day most of the time independently. Student independently creates a 3-step coping routine and utilizes it most of the time.	Apprentice * With prompting, is willing to report to a peer or adult to discuss strategies when anxious or frustrated. Uses emoji self-monitoring system to identify emotions during each period of the day with teacher prompting. Student creates a 3-step coping routine with assistance and utilizes most of the time when prompted.	Novice * Unable or unwilling to self report difficulties or frustration. * Sent to Counseling office due to difficulties or frustration. Inconsistently uses emoji self-monitoring system during the day. Student does not create a 3-step coping routine to utilize (teacher will create)

Keywords:

counseling, social skills, social work

Subjects:

Social Sciences

Types:

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