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How Students
Learn to Apply
ALAS Resilience Builder Skills

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How does ALAS Resilience Builder get students to learn and apply the program skills?

The ALAS Resilience Builder instructional model uses highly engaging activities, actively teaches application and generalization of skills, and gives students specific strategies found effective for personal change.

Enhanced Motivation

This is the first instructional step and is a concerted attempt to "sell" the benefits of acquiring and using the presented skill (i.e. asset). Throughout the program, students are given multiple rationale for the skills presented and on-going activities require students to identify the value of curriculum skills for their own life. Each lesson asks students to identify situations where they have failed to use the skill and the consequences, and also situations where they might use the skill in the future and expected consequences from doing so. Students are encouraged to report and track positive outcomes and are given skills to motivate themselves and others. The group format is particularly beneficial to adolescents because it provides multi-perspective insight, and allows youth to share experiences and provide support to each other.


With the help of a role-play partner, the teacher demonstrates use of the skill the whole while verbalizing what the thought process is and all of the substeps that make up the skill. The teacher also models non-examples or ineffective examples of using the skill and explains how they are inadequate.

Role-Play / Guided Practice

In this phase of the training, the student practices implementing the skill in a role-play situation.

Corrective Feedback

It is here that the teacher helps the student identify what they did well in the role-play and what aspects of their skill production need changing or improvement. The student practices as needed with reinforcement and humor.

Coaching and Reinforcement

The youth should be expected, and know he/she is expected, to produce the skills in daily living. Lessons remind students to use the instructed skill every day. Daily homework assignments, class assignments and journal activities continuously ask the youth how they are applying specific skills. Class discussions are geared to students helping each other apply the learned skills. Each scripted lesson has application activities. Self-rating assessments help students practice self-monitoring of how well they are using the new skills. Individual worksheets allow the teacher time to individually coach students during class time who need more help using the skills in the general school environment. All in all, every lesson is designed to move the student forward in changing old habits and replacing them with new more effective ways of thinking, feeling and acting.


Self-awareness is a key ingredient necessary to replace old habits of responding with new more effective habits. The ALAS Resilience Builder uses journal activities to help students gain greater understanding of their own thoughts, feelings and beliefs about situations of daily living. This further helps the student internalize insights and application of new asset skills.

Personal Change Strategies

ALAS Resilience Builder teaches specific strategies used in personal development programs and personal coaching programs that have been found effective for creating new habits.

Continuous Improvement

As necessary, the teacher will model again the skill and have the student role-play the skill with corrective feedback. The curriculum builds in many opportunities for continuous improvement because students problem solve setbacks and learn to self-monitor in order to adjust their application of the learned skills.


The curriculum is designed to repeat and review skill concepts. Lesson activities help students to identify and share where they are having difficulty using the skill. Students with disabilities have successfully used the program because it provides the review they need. Group support is utilized to help students overcome hurdles as they strive to change their school performance.

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