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Two-Day Social Thinking Workshop, Melbourne 21 – 22 August 2017

Registrations are now closed.

Day 1: Exploring Key Social Communication Concepts through Hands-on Activities: (kinder – young adult)

Day 2: Problem Solving with Kids and Working with Resistant Learners. Understanding the Resistant (Self-Protector) Social Communicator and Teaching Social Problem Solving. (kinder – young adult)

Presenters: Michelle Garcia Winner and Dr Pamela Crooke

Location:  New venue, The Medallion Carvery Room, Etihad Stadium,  740 Bourke Street Docklands Melbourne. The workshop will commence at 8:30am and conclude at 4pm with registration from 7:30am.

Costs

Standard Price: $935  including GST, tickets available 1 July 2017 to 1 August 2017.

* To purchase a ticket, add the number of tickets you require to the cart at the bottom of this page.

Day 1: Exploring Key Social Communication Concepts through Hands-on Activities: (kinder – young adult)

Date:  Monday 21 August 2017

Presenters:  Michelle Garcia Winner and Dr Pamela Crooke

Description

The USA reviews about this workshop are in and they are terrific! Participants love the hands on activities while simultaneously learning how to teach core Social Thinking concepts and strategies. Using video clips that incorporate deep lessons from The Four Steps of Communication treatment framework, we will guide you in hands-on activities to facilitate improved social communication skills with your students/clients/children. A detailed handout for guided observations, as well as a bag of physical manipulatives, will be provided for attendees to work in small groups to practice and interact with one another.

Different activities will focus on students with different levels of the social mind:

1. Use the newly developed Cascade of Social Attention Checklist, which is only available at this conference. The Checklist is a tool to help evaluate an individual’s social interpretive systems to better understand where to begin in the process of teaching how to think socially and ultimately produce related social skills. The Cascade also helps to explain why many of our students/clients/children have challenges with academic tasks such as reading comprehension and written expression.

2. For some literal-minded individuals who show challenges in social self-awareness and observational skills, we often see a struggle to distinguish what is real versus what they hope or wish would be real. The audience will learn and practice activities to encourage more reality-based perspective taking.

3. When trying to relate with others, many of our students/clients/children have a weak sense of physical presence and facial expressions. We will explore how to use simple technology (phone camera) and Popsicle sticks for teaching abstract ideas in very concrete ways.

4. We will also teach an array of activities to encourage social conversational skills within a group to balance participation between your more talkative and less talkative individuals.

5. Core lessons and activities will show a connection to the state and Common Core standards. We will also include examples of goals and rubrics for the activities taught throughout the day.

6. Finally, we will track the social growth of four different clients over 5-15 years of development and discuss how social emotional and executive function needs shift across time.

What you will learn

Participants will be able to:

1. Describe one strategy for how to teach the difference between reality-based comments and fantasy-driven statements.

2. Describe one practical lesson to facilitate self-awareness of how a person is communicating with the movement of his or her nonverbal language (body proximity to others).

3. Explain how to use visual supports to foster the development of three different types of social conversational skills.

4. Describe how to create two types of rubrics: 1) conceptual understanding of a concept and 2) demonstration of the use of social behavioural output (social skills)

5. Describe how Landscape versus Tunnel social attentions impacts one’s ability to interpret the social landscape.

Day 2:  Problem Solving with Kids and Working with Resistant Learners. Understanding the Resistant (Self-Protector) Social Communicator and Teaching Social Problem Solving. (kinder – young adult)

Date:  Tuesday 22 August 2017

Presenters:  Michelle Garcia Winner and Dr Pamela Crooke

Description

We will begin this conference day by exploring characteristics of the Resistant (Self-Protector) Social Communicator. These individuals struggle to participate in group-based activities, both in the classroom and other environments. Seen as argumentative and often deemed “uncooperative,” this group of individuals can be extremely challenging to teach, even for the most seasoned professionals. We will address the need for interventionists to shift their own thinking and treatment lens to understand and ultimately teach towards social competencies for this group of social learners.

The heart of social interaction and conflict resolution is the ability to socially problem solve. Social problem solving is something we all do daily for problems both big and small. During this part of the conference day, audience members will be given a problem-solving template to guide teaching through this dynamic process.

For individuals to engage in the problem-solving process, we must also address social learning issues related to Theory of Mind, Executive Functioning, Central Coherence and of course, social communication. Our teaching journey must include flexible thinking, exploring others’ points of view, making choices, identifying consequences, and practicing Social Thinking’s Four Steps of Communication – all while self-regulating emotions. We will introduce a range of strategies and activities to teach abstract information more explicitly. While the information can be applied across all school age students, examples will focus on adolescence (12-20 year olds).

What you will learn

Participants will be able to:

  1. Identify three characteristics of a Resistant (Self-Protector) Social Communicators.
  2. Describe two strategies for engaging students deemed resistant to intervention.
  3. Explain how the excuse bucket impacts an individual’s ability to teach their brain new concepts and skills.
  4. Describe how teaching a student to label a current or potential problem is at the heart of conflict resolution.
  5. Identify how future thinking related to cause and effect is critical for all aspects of social problem solving.
  6. Describe a sequence of lessons to help individuals better communicate when managing their daily choices and dilemmas.

Refund and Cancellation Policy: Our workshop refund and Cancellation Policy can be found here. By making payment you accept the terms as outlined.

What’s Included:  Both days will include morning and afternoon tea and lunch.

Who should attend?  This workshop will suit teachers, other professionals and parents.

To purchase a ticket, add the number of tickets you require to the cart at the bottom of this page.

Tickets