Course Short Description
When a student’s behaviour (actions or reactions) is out of sync with what the group is doing, they’re often labeled as a “behavior problem.” This course will teach you to rethink “behavior problems” by teaching your kids/students/clients lessons that promote the development of social competencies. You will learn the power of hidden expectations and how to develop a student’s Social Emotional Learning by using Social Thinking curricula such as Superflex, Social Fortune or Social Fate, along with other social learning and self-regulation strategies that you can use straight away in the classroom, playground, Therapy Clinic and at home. This course is designed for you to walk away with tips and strategies that work.
This course explores:
- The difference between teaching social competencies and modifying inappropriate behavior
- The important role of co-regulation and how to use the 4 Steps of Face-to-Face Communication to monitor your relationship development strategies with your students
- How to highlight use of Social Thinking Vocabulary to teach a variety of tools and strategies from different curricula we’ve developed to better understand one’s thoughts and feelings to self-regulate throughout the day
- How to teach the Social Emotional Chain Reaction to students of different age groups
Course Long Description
While our minds may be quick to spot an individual who is not “behaving” in a specific situation, they’re not so quick to figure out how to help that student engage in relevant social emotional learning that supports meeting their own social goals.
In this course Michelle Garcia Winner, the creator of the Social Thinking® Methodology, will share ideas to help interventionists (educators, speech-language pathologists, psychologists, occupational therapists, clinicians, family members, and caregivers), learn specific social emotional strategies that foster development of one’s self-regulation within and across a variety of social situations.
Michelle will provide you with specific lessons to support the development of social competencies, including self-regulation, in the following areas:
- The expectation that students will adopt the goals we assign them across a school day, rather than the goals they choose for themselves
- How our own assumptions may get in the way of helping students learn
- How the social mind is at work within the classroom experience: The 5 Steps of Being with Others (available as pre-reading in preparation for the training on 10 December).
- Things we expect our students to be able to do to figure out how to work in a group: defining shifting social norms and related “hidden expectations”
- Using the new Social Interpretation Scale to explore one’s social interpretation of actions and reactions to socially problem solve and respond (open the product page and scroll down to see the “scale” in preparation for the training on 10 December)
- How to teach the Social Emotional Chain Reaction to students of different age groups (watch the video in preparation for the training on 10 December)
- The power of our feelings, the amygdala in our brain, and how we learn to manage our feelings over time with the use of Superflex curriculum, Social Fortune or Social Fate, The Zones of Regulation, and other visual supports
- How social awareness and self-awareness are part of learning social competencies
- How these curricula help to teach these concepts
- The role of Social Thinking Vocabulary in unpacking the complexity of the social world (scroll down to see the “Ten Social Thinking Vocabulary” concepts in preparation for the training on 10 December)
- How our social emotional memory plays a role in social self-regulation
- How we can encourage resilience and tenacity in social emotional learners
At the conclusion of this training participants will be able to:
- Define the four parts within the Social Emotional Chain Reaction
- Explain how to use Feelings Across a Day thinksheet to develop awareness of a student’s emotional experiences across time
- Describe the role social emotional memory plays in self-regulation
- Define what it means to teach social competencies (more than teaching social skills)
1 hour and 19 minutes – Discussing the difference between modifying inappropriate behavior and the journey toward developing social competencies; how interventionists’ assumptions may get in the way of learning to self-regulate; different ways in which we process and respond to our thoughts and feelings.
2 hours and 27 minutes – Learning concepts and strategies to navigate to regulate in the social world while exploring one’s self-regulatory feedback loop, social self-awareness, social evaluation, and social emotional memory; ideas for how to use metacognitively based treatment frameworks and Social Thinking Vocabulary; the ongoing role of co-regulation in the self-regulatory process.