Psychology of Choice Slides Psychology of Choice
Agency Architect Sequence | Lesson 1
From Compliance to Collaboration
The Core Shift
Traditional Contracting
Teacher-led and teacher-owned
Focus on external rewards/punishments
Goal: Behavioral compliance
Collaborative Negotiation
Student-centered and co-created
Focus on autonomy and competence
Goal: Self-regulation and agency
The Theoretical Engine: SDT
Behavior contracts succeed when they satisfy three basic psychological needs (Ryan & Deci, 2017):
Autonomy
Feeling like the author of one's own actions; having meaningful choices.
Competence
Feeling effective in interactions and capable of meeting expectations.
Relatedness
Feeling connected to others; a sense of belonging and support.
The Buy-In Spectrum
Resistance
"I'm not doing this. You're just trying to control me."
Compliance
"Fine, if I have to. What do I get if I finish?"
Buy-In
"This might actually help me get my work done."
Ownership
"I want to change this goal to focus on my focus."
"Where does the process start? Where do we want it to go?"
Role-Play Challenge
A The Dictator
The counselor presents a pre-filled contract. Terms are non-negotiable. Focus on the consequences of failure.
B The Architect
The counselor asks: "What would make this year different for you?" and builds the contract from the response.
Analyze the 'student' response in both scenarios.
Agency Audit Worksheet Agency Audit
Collaborative Negotiation & Behavior Contracts
Name: ________________________________
Date: ________________________________
Objective: Use Self-Determination Theory (SDT) to evaluate the agency-building potential of a behavioral contract. Evaluate how the process supports the three psychological needs: Autonomy, Competence, and Relatedness.
1. The Case Profile
Identify a student (real or hypothetical) for this audit.
Student Alias/Age:
Current Primary Challenge:
Previous Intervention History:
2. Self-Determination Theory Audit
A
Autonomy (Choice & Volition)
How much "say" does the student have in the goals, terms, and rewards?
Proposed Actions to Increase Autonomy:
Buy-In Spectrum Goal:
Resistance Ownership
C
Competence (Efficacy & Skill)
Are the contract goals truly achievable given the student's current skill set? Is there a "scaffold"?
Identify potential "Skill Gaps" that could look like "Will Gaps":
How will the contract provide feedback that builds confidence?
R
Relatedness (Connection & Care)
How does the contract process strengthen the relationship between the student and the counselor/teacher?
Describe the "Relational Tone" of the negotiation (e.g., curious, empathetic, firm):
3. Strategic Synthesis
Based on this audit, what is the single most important change you would make to the contracting process to move the student from Compliance to Ownership ?
Psychology of Choice Teacher Guide Psychology of Choice
LESSON 1: FACILITATION GUIDE
Day 1 Buy-In Psychology
Essential Question
"How can the process of behavior contracting serve as a therapeutic intervention to build student agency?"
Lesson Summary
This lesson shifts graduate students' perspective from viewing contracts as compliance tools to viewing them as psychological interventions. By applying Self-Determination Theory (SDT), practitioners learn to evaluate the "relational heat" of a contract and intentionally design for autonomy.
Materials Needed
Psychology of Choice Slides
Agency Audit Worksheet
Role Play Scenarios (on slides)
Instructional Sequence
15 min
The Dictator vs. The Architect Role-Play
Split the class into pairs. Person A is the Counselor, Person B is the Student (profile: 14-year-old with low motivation). Provide two distinct scripts (on slides):
Scenario A: Counselor dictates terms based on teacher complaints.Scenario B: Counselor asks open-ended questions about student interests.
Discussion Prompt: "As the 'student', which interaction felt safer? Which interaction made you want to push back?"
30 min
SDT in Practice (Direct Instruction)
Use the slide deck to introduce Autonomy, Competence, and Relatedness. Connect these to the Buy-In Spectrum .
Key Teaching Point:
Compliance is not the goal; Ownership is. A student who complies out of fear or for a sticker has not internalised the change. If the sticker stops, the behavior stops. Ownership is durable.
45 min
The Agency Audit
Students complete the Agency Audit Worksheet using a case from their own clinical practice or a provided case study (see below). They must evaluate a current contract and propose three "Autonomy Upgrades."
Case Study: Leo (Age 11)
Leo has a history of work refusal and "shutting down" during Math. His current contract, written by his teacher, states: "Leo will complete 80% of math problems or he will lose 10 minutes of recess." Leo signs it with a shrug. In the first week, he fails twice and tells the teacher, "I don't care about recess anyway."
Facilitator Guidance for Audit:
Autonomy Check: Leo had zero input on the 80% metric or the recess consequence.Competence Check: Does Leo actually Words of Change Slides Words of Change
Agency Architect Sequence | Lesson 2
Motivational Interviewing in Goal Setting
Why MI for Contracts?
"People are generally better persuaded by the reasons which they themselves have discovered than by those which have come into the mind of others."
— Blaise Pascal
Internal Argument
MI helps the student build their own case for behavioral change.
Sustainable Goals
Goals the student articulates are goals the student is more likely to keep.
The OARS Framework
Open-Ended Questions
"What would be different for you if..."
Affirmations
"You've shown a lot of patience today."
Reflective Listening
"So it sounds like you value your freedom."
Summarizing
"Let's recap what we've agreed on so far..."
Change Talk vs. Sustain Talk
Sustain Talk
"I like talking to my friends in class. It's the only fun part of the day."
Practitioner Goal: Acknowledge and roll with resistance. Avoid the "Righting Reflex."
Target
Change Talk
"I guess I am tired of getting sent to the office and missing the gym."
Practitioner Goal: Amplify this! This is the foundation of the contract goal.
The E-P-E Loop
1
Elicit
"What do you know about how these contracts work?"
2
Provide
"Some students find that picking their own breaks helps them focus..."
3
Elicit
"How would something like that work for you?"
This loop ensures the counselor is never just "telling."
Transcript Analysis Worksheet Transcript Analysis
Lesson 2: Identifying Change Talk
NAME: ________________________________
DATE: ________________________________
Instructions
Read the following dialogue between a High School Counselor (C) and a student, Marcus (M). Marcus is being referred for a behavior contract after multiple "defiant" interactions with his History teacher.
Your Task: 1. Label the Counselor's techniques using OARS (Open Question, Affirmation, Reflection, Summary). 2. Highlight any instances of Change Talk (DARN: Desire, Ability, Reason, Need).
C:
Marcus, thanks for coming in. I know it’s frustrating to have to leave History early again. What’s your take on what happened today?
Technique: _________
M:
Mr. Henderson is just always on my back. I wasn't even doing anything, just looking at my phone for a second, and he goes off. I'm sick of it.
C:
It sounds like you feel unfairly targeted when you're just trying to get through the period.
Technique: _________
M:
Exactly. But like... I also know I need that History credit to graduate this spring. I don't want to be here another year.
C:
You have a really clear goal for your future, and you're willing to put up with some frustration to make sure you graduate on time.
Technique: _________
M:
I guess. I just need him to stop yelling. Maybe if I sat in the back, I wouldn't bother him as much.
C:
So, you're thinking about a simple shift—like changing seats—to help things go smoother so you can stay in class and get that credit. How would you feel about putting that into a written plan that we all agree on?
Technique: _________
1. Identifying Change Talk
Evidence of Desire (What he wants):
Evidence of Reason (Why change?):
2. The Pivot to Contract
The counselor introduced the idea of a "written plan" (the contract). How did the use of MI prepare Marcus for this moment better than a direct directive would have?
3. Reflective Reframing
Imagine Marcus said: "This whole meeting is a waste of time. I don't care about a contract." Write a Reflective Listening response that rolls with this resistance rather than fighting it.
Words of Change Teacher Guide Words of Change
Lesson 2: Facilitation Guide
Day 2 Motivational Interviewing
Focus
This lesson equips students with the linguistic tools to elicit student-owned goals. The goal is to move beyond "I want you to sit down" to "What would help you feel more comfortable in this classroom?" using the OARS framework and the Elicit-Provide-Elicit loop.
Key Learning Objectives
Identify Change Talk in student dialogue.
Apply the OARS framework to behavior contract negotiation.
Demonstrate the Elicit-Provide-Elicit loop.
Resource Checklist
Words of Change Slides
Transcript Worksheet
YouTube Hook Video (L2 Hook)
Facilitation Timeline
1
Hook: The Collision Course (15 min)
Show a video of a poorly handled teacher-student confrontation (e.g., searching YouTube for "unproductive classroom conflict").
Discussion: "At what point did the teacher lose the student? If the teacher were going to write a contract with this student tomorrow, what would the student's attitude be?"
2
Instruction: OARS & E-P-E (30 min)
Deliver the slide presentation. Focus on Reflective Listening as the "engine" of change. Explain that reflections are statements, not questions.
Example:
"You're tired of being the bad kid." (Statement) vs. "Are you tired of being the bad kid?" (Question)
3
Guided Practice: Marcus Transcript (45 min)
Distribute the Transcript Analysis Worksheet . Students work in pairs to identify techniques and change talk.
Answer Key for Facilitators:
C Line 1: Open Question (Elicit)
C Line 2: Reflection (Empathy)
Change Talk (Marcus): "I need that credit to graduate... I don't want to be here another year." (Reason/Need)
C Line 3: Affirmation/Reflection
Change Talk (Marcus): "Maybe if I sat in the back..." (Ability/Plan)
Facilitation Insight: The Righting Reflex
Graduate students often struggle with the "Righting Reflex"—the urge to fix a student's behavior by giving advice or logical arguments. Remind them: If you are doing the arguing for change, the student will naturally take the opposite side to maintain balance.
Reframing Practice:
Student: "This contract is stupid. I'm not doing it."
The Art of the Deal Slides The Art of the Deal
Agency Architect Sequence | Lesson 3
Negotiating Terms and Reinforcers
The "Impossible Request"
"If I sit quietly for the whole period, I want to be allowed to leave campus for lunch."
Common Reactions (To Avoid):
Flat Rejection ("That's against the rules.")
Mockery ("Yeah, right! And I want a million dollars.")
Therapeutic Negotiation:
Validate the Need ("You really value freedom.")
Guided Compromise ("We can't do lunch off-campus, but what about...")
Creative Reinforcers
Think beyond "stuff." Think about status and privilege .
Escape
• Work-free pass
• Choose your seat
• 5-min walk/break
• Music while working
Attention
• Assistant teacher
• Lunch with mentor
• Positive phone call
• Peer recognition
Tangible
• School store credit
• Borrow teacher chair
• Library pass
• Choose class game
Defining the Boundary
A contract must be:
Safe
Does not violate school policy or put anyone at risk.
Proportional
The reward matches the effort required for the goal.
Measurable
It is crystal clear whether the goal was met or not.
Consistent
Reinforcers are delivered immediately and reliably.
The Power of "Yes, and..."
When a request is impossible, use Lateral Thinking to find the underlying value.
The Pivot:
"I can't let you leave campus, but I hear that independence is important to you. How about a 'Master Key' pass that lets you work in the hallway unsupervised?"
Negotiation Sandbox Worksheet Negotiation Sandbox
Lesson 3: Compromise & Reinforcement
TEAM MEMBERS: ________________________________
1. The Reinforcement Pivot
For each "Impossible Request," identify the Core Value the student is seeking and propose a Creative Alternative that is school-safe and feasible.
The Impossible Request Core Value/Need The "Yes, and..." Alternative "I want to be allowed to use my phone whenever I want during class."
|
| "I want to be exempt from taking any final exams if I have no tardies." |
|
|
| "If I meet my goal, I want the school to buy me a new pair of Jordans." |
|
|
2. The "No" with a "Yes" Scripting
Choose one of the requests above. Draft a 3-step negotiation response that uses the Validate-Boundary-Collaborate model.
Step 1: Validate the underlying need
"It sounds like [Value] is really important to you because..."
Write response here...
Step 2: State the institutional boundary clearly
"The school rule is [Boundary], which means I can't grant that exactly..."
Write response here...
Step 3: Propose a collaborative alternative
"However, what if we tried [Alternative]? Would that give you what you're looking for?"
Write response here...
3. The "Low-Cost, High-Impact" Menu
Brainstorm 3 reinforcers that cost $0 but offer high Status or Freedom for a middle/high school student.
Reinforcer 1
Reinforcer 2
Reinforcer 3
The Art of the Deal Teacher Guide The Art of the Deal
Lesson 3: Facilitation Guide
Day 3 Negotiation Skills
Focus
This lesson tackles the most difficult part of behavior contracting: the bargaining phase. Students learn how to maintain professional boundaries and school rules while still honoring a student's underlying psychological needs. The goal is to avoid the "Power Struggle" and move toward "Co-Creation."
Key Learning Objectives
Differentiate between a Request and an Underlying Need .
Apply Lateral Thinking to find creative, low-cost reinforcers.
Practice the Validate-Boundary-Collaborate negotiation model.
Essential Prep
The Art of the Deal Slides
Negotiation Sandbox Worksheet
Actor/Roleplay Props (Optional)
Facilitation Timeline
1
Hook: The Impossible Request (20 min)
You (the facilitator) play the role of an extremely demanding student. Invite 2-3 volunteers to "negotiate" a contract with you.
Facilitator Tips for Role-Play: Demand things like: "I want to come to school an hour late every day," or "I want to play video games in the back of the room for the whole period." Be stubborn. Notice when the "Counselor" gets frustrated or gives up.
2
Instruction: The Art of the Deal (25 min)
Use the slides to introduce the Lateral Thinking approach. Focus on identifying the value behind the request . Use the "Yes, and..." technique.
3
Activity: Negotiation Sandbox (45 min)
Students work in pairs or trios to complete the Negotiation Sandbox Worksheet . They must brainstorm pivots for common "unrealistic" student requests.
Facilitator Key (Pivots):
Phone Use -> Value: Music/Focus -> Pivot: Music with wired headphones during independent work only.
Exempt Finals -> Value: Stress reduction/Achievement -> Pivot: Extra study session or "Cheat Sheet" privilege.
Jordans -> Value: Status/Physical Reward -> Pivot: Choose the class "Theme Song" or sit in the "CEO Chair" (Teacher's chair) for a week.
Facilitation Insight: The Ethical Boundary
"When do we say a firm 'No'?"
Graduate students often worry about "bribing" students. Emphasize that a contract is not a bribe; it's a Scaffold for Regulation . If the reward is so large that it feels coercive, it undermines the psychological need for autonomy.
Team Alignment Slides Team Alignment
Agency Architect Sequence | Lesson 4
Engaging Families and Teachers
The Stakeholder Dilemma
"Why are we rewarding him for doing what he's supposed to do anyway? This just feels like bribery."
— The Frustrated Teacher
"You're just picking on my child. These rules aren't fair."
— The Protective Parent
Our Mission:
Aligning adults isn't about "convincing" them; it's about consultation . We must shift their perspective from discipline to skill-building .
Reframing the "Bribe"
Instead of:
"We're giving him a reward for sitting still."
Try:
"We're providing a reinforcement scaffold to help him build the muscle of self-regulation."
Key Consultant Talking Points:
"The current approach isn't working for you or the student."
"This contract is a temporary bridge to natural rewards."
"We need your expertise to make the terms realistic."
"Consistency across settings is the #1 predictor of success."
The Home-School Connection
The "Reinforcement Split"
School provides Immediate reinforcers (status, breaks).
Home provides Delayed/Larger reinforcers (extra screen time, weekend outings) based on the school's data.
No Surprises
Parents should be co-architects of the contract, not just recipients of it.
Objective Data
The contract serves as a neutral communication tool, reducing emotional conflict during check-ins.
Consultation Simulation
The Resistance
"I'm not doing a sticker chart. Marcus needs to learn that in the real world, you don't get a prize just for not hitting people."
The Response
1. Empathize with the teacher's frustration.
2. Reframe the contract as a "scaffold."
3. Offer support in data collection.
Resistance Response Worksheet The Resistance Response
Lesson 4: Stakeholder Consultation
NAME: ________________________________
DATE: ________________________________
The Email Chain
TM
From: Taylor Miller (5th Grade Teacher)
Subject: RE: Behavior Contract for Sam
"Look, I've seen the draft for Sam's contract. Letting him go to the computer lab for 10 minutes just because he didn't disrupt class? I have 25 other students who didn't disrupt class today and they aren't getting computer time. This feels like I'm rewarding him for 'bad behavior.' I don't have time to track this data every hour, and frankly, I'm not sure I agree with the message it sends."
1. Consultation Analysis
Identify the teacher's primary concerns (List 3):
1. ________________________________
Identify the "Misconception" vs. the "Clinical Reality":
Clinical Reality to Reframe:
2. The Strategic Reply
Draft a professional response to Taylor Miller. Use the Empathize-Reframe-Support model discussed in class.
Salutation & Empathy (Acknowledge the workload/frustration)
The Clinical Reframe (Explain reinforcement as a scaffold)
The Offer of Support (How will you make this easier for them?)
Closing & Collaborative Next Step
3. Stakeholder Alignment Check
If the teacher continues to refuse, what is your ethical obligation to the student's behavior plan? How do you escalate while maintaining the relationship?
Team Alignment Teacher Guide Team Alignment
Lesson 4: Facilitation Guide
Day 4 Stakeholder Alignment
Purpose
Counselors and school psychologists often act as "Alignment Architects." A behavior contract is only as strong as the adults implementing it. This lesson prepares graduate students to handle the "Fairness vs. Equality" debate and manage teacher/parent resistance through a consultative lens.
Core Competencies
Differentiate between Direct Instruction and Consultation .
Reframe reinforcement as a Psychological Scaffold .
Design Home-School Reinforcement Loops .
Materials
Team Alignment Slides
Resistance Response Worksheet
Case Study Email (L4 Hook)
Facilitation Timeline
1
Hook: The Frustrated Teacher (15 min)
Read the Taylor Miller email (from the worksheet) aloud to the class. Ask students to share their initial gut reaction. Is the teacher "wrong"? Is the teacher's frustration valid?
2
Instruction: The Consultative Reframe (30 min)
Deliver the slides. Focus on the distinction between Equity and Equality . Use the medical analogy: "Do we give everyone a cast if only one person has a broken leg? No. That's not fairness."
3
Activity: The Resistance Response (45 min)
Students complete the Resistance Response Worksheet . They must draft a reply that validates the teacher without backing down on the intervention.
Key Elements to Look for in Student Drafts:
Empathy: "I completely understand the burden of tracking data..."
Reframe: "Think of this as an 'instructional scaffold' for Sam's self-regulation..."
Support: "I'll come in during 3rd period on Tuesday to model the data collection..."
Facilitation Insight: The Parent Pivot
Graduate students often fear that parents will view contracts as "admitting their kid is bad." Remind them to focus on Sam's Agency .
Parent Meeting Scripting Pivot:
"We aren't doing this to Sam because he's failing. We're doing this with Sam because he told us he wants to graduate, and this is the tool he chose to help him stay on track."
The Grand Opening Slides The Grand Opening
Agency Architect Sequence | Lesson 5
The Ritual of Signing and Launching
Why Ritual Matters
The act of signing a contract isn't just administrative; it's psychological . It transforms an idea into a commitment.
Cialdini's Principle
People have an obsessive desire to be (and appear) consistent with what they have already done.
Social Proof
Seeing all stakeholders sign creates a sense of collective accountability and support.
Dignity
A formal signing recognizes the student as a person with the agency to make a deal.
Designing the Ceremony
How you present the document determines its weight.
The Setting
Neutral, professional, quiet. No interruptions. Everyone at the same eye level.
The Language
"This is our agreement. We are all putting our names on this because we believe this plan works."
The Order of Signing:
1 The Counselor (as Witness)
2 The Teacher/Parent (as Supporters)
3 The Student (as the Lead Architect)
Onboarding the Adults
Consistency is the "Execution Gap."
The "How-To" Cheat Sheet
Never just hand over a contract. Provide a 1-page guide for the teacher on exactly how to deliver reinforcers.
"When Sam hits his goal, say: 'Sam, I noticed you [Goal]. Here is your [Reward]. Keep it up!'"
The Review Cadence
Schedule the 1st review meeting *immediately* after signing. Usually 1-2 weeks out.
"We'll meet next Friday to see if we need to adjust anything to make it easier for you."
Critique the Ceremony
Imagine a counselor handing a student a crumpled piece of paper in the middle of a busy hallway and saying, "Hey, sign this so your teacher stops calling me."
Discussion:
Based on everything we've learned, why is this specific launch destined to fail?
Reference: Autonomy, Buy-In, Stakeholder Alignment, and Ritual.
Implementation Blueprint Worksheet Implementation Blueprint
Lesson 5: Launch & Onboarding Plan
NAME: ________________________________
DATE: ________________________________
Objective: Design the "Launch Ritual" and "Onboarding System" for a behavior contract. This plan ensures that the signing ceremony increases commitment and that all adults are prepared for high-fidelity implementation.
1. The Signing Ceremony Design
Atmosphere & Logistics (Where, when, who?):
The "Opening Statement" (How will you frame the purpose?):
The Commitment Script (Draft the specific words you will say to the student before they sign):
"This signature means..."
2. Adult Stakeholder Onboarding
The "Fidelity Cheat Sheet"
List the 3 most critical instructions you will give the teacher/parent to ensure they don't accidentally sabotage the contract.
Data Collection Plan (Simple & Sustainable):
Review Meeting Schedule (When is the first check-in?):
3. Anticipating the "Dip"
Contracts often fail after the first 2-3 weeks as the novelty wears off. What is your plan to keep the student (and adults) motivated during this "Dip"?
The Grand Opening Teacher Guide The Grand Opening
Lesson 5: Facilitation Guide
Day 5 Launch Rituals
Purpose
This final lesson focuses on the transition from "Negotiation" to "Implementation." Graduate students learn to treat the launch of a contract as a formal clinical event that builds commitment and clarity. The lesson culminates in the creation of an Implementation Blueprint , which serves as a guide for all future behavior plans.
Key Objectives
Design a Signing Ceremony that enhances student commitment.
Develop Onboarding Scripts for adult stakeholders.
Create a Fidelity Maintenance plan to prevent the "Implementation Dip."
Final Materials
The Grand Opening Slides
Implementation Blueprint
Example Signing Certificate
Facilitation Timeline
1
Hook: Critique the Ceremony (20 min)
Present the "bad launch" scenario (Slide 5). Have students brainstorm every SDT and MI principle that was violated.
Key Debrief Point:
"If we treat the contract as a chore, the student will treat it as a punishment. If we treat it as a prestigious deal, the student will treat it as an achievement."
2
Instruction: Ceremonies and Fidelity (30 min)
Deliver the slides. Focus on Onboarding the Adults . Many contracts fail because the teacher doesn't know what to say when the student hits the goal. Scripts are essential.
3
Activity: The Blueprint (45 min)
Students work individually to complete the Implementation Blueprint . Encourage them to use a student they analyzed in Lesson 1 for consistency.
Review Focus: Ensure students have included a plan for the "Implementation Dip." This usually involves scheduled positive check-ins and adjusting rewards before they become "stale."
Facilitation Insight: Ending with Agency
Remind students that the ultimate goal of any contract is to become unnecessary . As the student builds the skill of self-regulation, the contract should "fade."
Final Reflection Prompt:
"What is the first thing you will do to start the 'fading' process once a student has met their goal consistently for 4 weeks?"
