| Description |
1 online resource (128 pages) : illustrations |
| Contents |
Choice of social skills training programmes -- Strategies for using social skills training programmes -- Behavioural approaches -- Cognitive approaches -- Distinguishing between public and private -- Developing language skills -- Coping with real life -- Need for practice -- Aims of the programme set out in this book -- National curriculum link -- How to start -- Needs analysis -- Social skills checklist -- Interviews -- Observations -- Sociograms -- The training programme -- Introduction: planning the sessions -- Session format -- Physical organization -- Communication with parents, carers and teachers -- Timing of each session -- Session 1: Listening and paying attention -- Session plan -- Homework sheet 1.1: good listening prompt sheet -- Model letter to parents/carers at the end of session 1 -- Session 2: Listening and turn-taking -- Session plan -- Pictures for colouring activity -- Model letter to parents/carers at the end of session 2 -- Session 3: Monitoring own body language and reading body language in others -- Session plan -- Facial expressions cards -- Object cards -- Homework sheet 3.1: how do they feel? -- Homework sheet 3.2: pictures of feelings -- Model letter to parents/carers at the end of session 3 -- Session 4: Recognizing own and others' strengths -- Session plan -- Homework sheet 4.1: skills and strengths -- Model letter to parents/carers at the end of session 4 -- Session 5: Learning to say no to unreasonable demands and to cope with peer pressure -- Session plan -- Homework sheet 5.1: do I have to do what they say? -- Model letter to parents/carers at the end of session 5 -- Session 6: Recognizing and describing feelings -- Session plan -- Sample homework sheet -- Homework sheet 6.1: feelings -- Model letter to parents/carers at the end of session 6 -- Session 7: Learning to control own feelings -- Public signs -- Public places -- Private places -- Session plan -- Private thought (what I think) and public thought (what I say) homework sheet 7.1: diary of public places -- Model letter to parents/carers at the end of session 7 -- Session 8: Being confident to explain own views and to ask for support when needed -- Session plan -- Homework sheet 8.1: when other people needed or asked for help -- Model letter to parents/carers at the end of session 8 -- Session 9: Recognizing and learning to resolve conflict -- Session plan -- Homework sheet 9.1: dealing with conflict -- Model letter to parents/carers at the end of session 9 -- Session 10: Showing care and concern for others -- Session plan -- Homework sheet 10.1: Friendship circle -- Model letter to parents/carers at the end of session 10 |
| Summary |
Following the success of their many years' social skills work with children and adolescents with Asperger Syndrome and other moderate learning difficulties, Ursula Cornish and Fiona Ross have compiled a set of imaginative training sessions and workshops for teachers. Based on a multi-sensory cognitive-behavioural approach, the sessions cover pre- and post-intervention evaluation schedules, interview and observation tools, and specification of materials that can be used and adapted by teachers. With direct links to the four main stages of development at Key Stages 3 and 4 of the National Curric |
| Bibliography |
Includes bibliographical references (page 16) and index |
| Notes |
English |
|
Print version record |
| Subject |
Social skills in children -- Study and teaching
|
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Learning disabled children -- Education
|
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Asperger's syndrome -- Patients -- Education
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Disability: Social Aspects.
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SELF-HELP -- Personal Growth -- Success.
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Learning disabled children -- Education
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Social skills in children -- Study and teaching
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| Form |
Electronic book
|
| Author |
Ross, Fiona, 1971-
|
| ISBN |
1417500972 |
|
9781417500970 |
|
9781846424175 |
|
1846424178 |
|
1283904292 |
|
9781283904292 |
|
9781843101796 |
|
1843101793 |
|
