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Addressing Challenges Latinos/as Encounter with the LIBRE Problem-Solving Model

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Norma S. Guerra

Written for educators and professionals, this book examines the cultural challenges Latinos/as encounter as they move from one social setting to the next. Problem solving is presented as a skill, strategy, and protective factor in the development of resiliency and self-efficacy. This solution-oriented approach facilitates Latino/a personal and professional development in processing the unexpected. The book introduces the LIBRE Model problem-solving activity as the tool to negotiate positive change by (1) affirming cultural competency, (2) supporting self-regulated decision making, (3) monitoring self-engagement styles, and (4) developing resiliency toward smoother transitions. The goal is to provide the reader with partnering tools that will empower Latino/a engagement, personal management, and  active self-agency in managing decisions, challenges, and choices.
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Chapter 5. LIBRE Model Stick Figure Tool: A Graphic Organizer to Foster Self-Regulated Social Cognitive Problem Solving

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LIBRE MODEL STICK FIGURE TOOL

A Graphic Organizer to Foster Self-Regulated Social Cognitive Problem Solving

The LIBRE Stick Figure Tool (LSFT) graphic organizer is designed to facilitate and to provide a reference for an individual’s self-regulated problem solving (see Figure 1). The ultimate goal in using the LSFT graphic organizer is to assist the student in developing self-directed problem-solving skills.

The LSFT (Guerra, 2004, 2006) was developed in conjunction with and based on the LIBRE Model, which is a counseling technique. However, an extensive knowledge of the underlying self-regulation theory is not necessary for its use by teachers as a problem-solving technique. The LSFT provides visual prompts to both the teacher-facilitator and the student by providing some direction and cues for self-reflection and assessment leading to decision-making and action planning.

The familiar look of the stick figure is intended to make the process appear uncomplicated and readily accessible, resulting in a heightened sense of self-efficacy and to facilitate the establishment of rapport. The LSFT operates by guiding and recording student problem processing by means of a sequence of specific steps and is designed to culminate with an action plan.

The teacher facilitates this process using open-ended questions, summarization, and re-statements to clarify, elaborate, and specify the student’s ← 53 | 54 → responses to each step of the process (see Table 1). This processing is circumscribed by a set of LIBRE model ground rules (see Table 2)...

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