Building Resilience
Understanding ProblemSolving
Parent Brochure
What is problem-solving?
Problem-solving is an important life skill. It useful and important for children and young
people to be able to:
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recognise and name a problem
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understand who is affected by the problem
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understand and communicate about the emotional responses people might have
to the problem
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work out what the different options are that they could use to solve the problem
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predict what the consequences might be for each different option
How do we teach problem-solving?
The Building Resilience Social and Emotional (SEL) lesson materials introduce
students to a range of age-appropriate problem-solving models. Scenarios or stories
are provided to challenge them to think about the types of personal and social
challenges that they or their peers might experience as part of daily life. Use of
scenarios or stories removes the need for children and young people to share their
personal problems in the public space of the classroom. This also protects the privacy
of those others who may be involved in those personal problems.
The problem-solving models help students move through a range of problem-solving
‘steps’:
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Naming or defining the problem
Brainstorming the options
Predicting the consequences of the various options
Thinking about the positive or negative features of each option
Assessing whether or not ideas are practical
Working out what strengths and resources are needed to carry out a particular
choice
Choosing the best option
Deciding what would need to be done, by whom and when
Trying out the option
Department of Education and Early Childhood Development
Three problem-solving models:
There are three problem-solving models that are explored through the SEL
lesson materials:
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What can parents and carers do?
Think about the way you respond to problems in your day-to-day life
Consider how you model problem-solving within your family
Consider the language you use to assist your children to develop their ability to
articulate when they have a problem
Create regular or structured opportunities to talk through problems and to assess
the outcomes of various choices
Roads and Roundabouts
The image of a roundabout is used to show that when there is a
problem there can be different ways to try and solve it.
 In the centre of the roundabout, name the issue or problem
 On each exit road list a different option or idea
 At the destinations: write/discuss the consequences of each option or
idea
Students are given a scenario or story and asked to identify the different
options and ideas and imagine the consequences before they decide which
destination they will choose. They take thinking time as they go around the
roundabout.
The Flower
The image of a flower is used to show when there is a problem there
can be different ways to try and solve it.
 On the stem name the problem
 In the petals list the possible options or ideas for trying to solve the
problem, one on each petal
 In the centre of the flower write the chosen option or idea
Students are given a scenario or story and asked to think and talk about the
different options or ideas before they decide which one to choose.
The Problem Tree
Students are given a scenario or story then asked to draw a tree and
present the following:
 On the trunk name the issue or problem
 In the roots list causes of the problem
 On the branches list possible options or ideas for a solution
 On the leaves write the possible consequences of the chosen
option or idea
The ‘problem tree’ is used as a thinking tool to explore a problem and to
think through the options or ideas before making a choice about what to do.
Three problem-solving models:
Useful links
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SAFEMinds:
http://www.education.vic.gov.au/school/parents/health/Pages/mentalhealth.aspx
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Bullying: Bully stoppers www.education.vic.gov.au/about/.../bullystoppers/
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Bullying. No way!
https://fuse.education.vic.gov.au/secondary/pages/View.aspx?id
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Cybersmart https://fuse.education.vic.gov.au/pages/View.aspx?id=4e59b848
For further information, references and the evidence base, please see the Building
Resilience in Children and Young People literature review (hyperlink)
Three problem-solving models: