Expanding Our Tool Box:Expanding Our Tool Box:Learning & Sharing Social SkillLearning & Sharing Social SkillStrategies that Work for Kids!Strategies that Work for Kids!

Cathy Thomas and Scott GrahamCathy Thomas and Scott GrahamMACMH Conference 2011MACMH Conference 2011

catherinet@stma.k12.mn.uscatherinet@stma.k12.mn.usscottg@stma.k12.mn.usscottg@stma.k12.mn.us

IntroductionWho we are…

• Introduction to Cathy• Introduction to Scott• Introduction to you:

– stand up / sit down game

Quick Funny Story

Introduction to Social-EmotionalLearning

(created by Collaborative for Academic Social Emotional Learning – CASEL)

Social Emotional Learning (SEL) is a process thatimproves one’s capacity to…

SEL

Self-awareness

Socialawareness

Relationshipskills

Responsibledecisionmaking

Self-management

Form positiverelationships, working

in teams, dealingeffectively with conflict

Make ethical,constructive

choices aboutpersonal and social

behavior

Manage emotionsand behaviors

to achieveone’s goals

Showunderstandingand empathy

for others

Recognize one’s emotions and valuesas well as one’s strengths and limitations

Credit: CASEL

Why is SEL Important?

SEL influences learning

• Emotions affect how and what welearn

• Emotions, thoughts, and actionsare interconnected

• Relationships provide a foundationfor learning

• Strong emotions affect learning

How are Skills Taught?• Students learn skills in a systematic way• Students practice skills

– Skills are modeled– Teacher cues and coaches while students practice

• Teachers models skills in interactions withstudents

• Responsive classroom

How do Skills Generalize?

• Teacher reinforces skills everyday (name it)• Teacher creates specific opportunities for skill

practice• Teacher uses natural opportunities for practice

of skills• All adults in school/home use the skills• The skills become part of school/home culture• PBIS (Positive Behavior Intervention Systems)

Self Awareness

Definition: accurately assessing one’sfeelings, interests, values, and strengths;maintaining a well-grounded sense of self-confidence

Self Awareness:Tools We Use

• Stuffed feelings• Feelings deck of cards• Feelings photos (from magazines, etc)• Feelings double dice deck• Bear puzzles• 2nd Step Curriculum: covers all 5 areas of

social/emotional learning; a comprehensiveprogram

• Coloring sheets• Feeling Bingo

••

What StatementsI feel _______________ when

_________________________.Name how you’re feeling

Explain the behavior that’s upsetting you.

Self Awareness Activity

Individual Feelings Map

Sharing: Tools You Use

Self Management

Definition: regulating one’s emotions tohandle stress, control impulses, andpersevere in overcoming obstacles; settingand monitoring progress towards personaland academic goals; expressing emotionsappropriately

Self Management:Tools We Use

• Breathing– “Breathing ball”– Flower breathing– Bowl of soup

• Self Talk Walk• 2nd Step Curriculum• Stop, Relax & Think Game

Feelings and Waves• Feelings can be overwhelming. Give permission to just feel, to express

the feelings & to work through it emotionally and/or physically (notverbally).

• Don’t problem solve until the feeling (wave) has passed (this may takeLONGER than you think. Trust your child.).

• Plan for feelings when calm & rested. Example: the day after an angryepisode ask, “Remember when you got so mad last night at bedtime?We were both so tired. Let’s make a plan so things will go smoother.”

Behavior Charts and Checklists• Teach and practice to the expected behavior

Student____________________Date____________

1 = Behavior Observed 0 = Behavior Not Seen X = Not Applicable

Class/ Activity Nice Words Working Comments

Morning Work

Social

Language Arts

Math

Science

Music PEArt Media

Other

More Sweet ScaleIdeas

Make smalllaminated scales forstaff or parents tocarry with them toprompt the person toremember the scalelesson. You can holdup the small scale andtouch the number youthink the person is at,then slide your fingerdown the scale to the2 or 1 level.Kari and Mitzi

Create a schedule piece usingthe program Boardmaker (MayerJohnson) indicating that it is timefor the person to rate themselveson their anxiety scale. Byscheduling times to "check in", youcan proactively teach the use ofthe scale.Lynette Schultz, White Bear Lake,MN

The following are 3 examples of how a colleague of ours,Tara Tuchel, from Hudson Wisconsin, has used the scale

with her students.

The first scale includes a cartooncharacter next to each numberwith a talking bubble that the

student can fill in with what hemight be saying when he is "at a2". On this scale, the student alsofills in the right side by defining the

level of his worries.

Taking a Break

• Go over the expectations for taking abreak

• Read the book “A Quiet Place”• Have each student model the expecations• Sacrifice your lambs

BIG – Medium – little

The size of your reaction should match thesize of the problem– What do other kids think if you react BIG to a

little problem?

Steps to Take Care of Your Feelings

• How does my body feel: sad tired mad scared

• Choose a way to calm down and do it:

– Deep breaths - Counting to calm– Think calm thoughts - Positive self talk– Take a break - Listen to music– Color – draw

• Later you can problem solve:– What happened to make you feel this way– How else can you solve the problem?

Self Management Activity

Activity: Ways to Manage You Feelings

Sharing: Tools You Use

Social Awareness

Definition: being able to take theperspective of and empathize with others;recognizing and appreciating individualand group similarities and differences;recognizing and using family, school andcommunity resources.

Empathy Stagesfrom Jill Kuzma’s web site

• Stage I: Global Empathy - During 1st year of life, babies cannot distinguishbetween their own discomfort or that of another child, so they may cry whenthey hear another child crying.

• Stage II: Egocentric Empathy – Around age 1, children understand anotherperson’s discomfort is not their own – may show great concern for theperson who is crying.

• Stage III: Emotional Empathy – 2-3 years of age may identify the source ofdiscomfort for another person-may offer to help or ask a question

• Stage IV: Cognitive Empathy – By about age 6, a neurotypical child can seethings from another’s perspective, so there is a noticeable increase in theirefforts to provide comfort, support and to try to help and fix the problem.

• Stage V: Abstract Empathy – By ages 10-12, a child can extend sympathybeyond people they know to more global situations such as world hunger,war victims, homelessness, etc.

Social Awareness:Tools We Use

• 2nd Step Curriculum• Expected/Unexpected Social Behaviors• Social Stories• Role Plays• Thinking About You Thinking about Me Activities• Thinking & Talking Bubbles• Social filters• Body & Brain in group• Hunter & the Amazing Remote Control• Superflex

SuperFlex!

• Superflex Curriculum & the Team ofUnthinkables (curriculum by Michelle GarciaWinner)

http://jillkuzma.files.wordpress.com/2008/09/superflex-character-simple-definitions1.pdf

• View Brain Eater power point from Jill Kuzma’sweb site

http://jillkuzma.wordpress.com/friendship-interaction-skills/teaching-ideas/

Social Awareness Activity

• Stand Up – Sit Down game to review:

• The SuperFlex! Unthinkable that I wouldlike to learn more aboutis______because_______.

• Sharing: Tools You Use

Relationship Skills

Definition: Establishing and maintaininghealthy and rewarding relationships basedon cooperation; resisting inappropriatesocial pressure; preventing, managing andresolving interpersonal conflict; seekinghelp when needed

Relationship Skills:Tools We Use

• 2nd Step Curriculum• Social Stories & Role Plays• Simon’s Hook: A story about teases and

put downs• Mr. Peabody’s Apples by Madonna (a

story about rumors)• Conversation skills• Scale & blocks

Part of the Community or Away from the Community

Responsible Decision Making

Definition: making decisions based onconsideration of ethical standards, safetyconcerns, appropriate social norms, respect forothers, and likely consequences of variousactions; applying decision-making skills toacademic and social situations; contributing tothe well-being of one’s school and community

Premises behind Decision Making

• We learn, really learn, when the motivation to learncomes from within.

• Children don’t misbehave, they make mistakes.• Children can learn from mistakes, but only if our

response includes a willingness to regard the mistakeas a solvable problem.

• Problem solving is a logical consequence for childrenwho have made a social mistake.

• Problem solving can be, for both adults and children,fun and interesting.

• Children are capable of solving problems. (from You Can’t Come to My Birthday Party by Betsy Evens)

Responsible Decision Making:Tools We Use

• 2nd Step Curriculum• Problem solving role plays• Problem solving sheets• Reporting vs. Tattling• Above the Line – Below the Line – Bottom

Line behaviors (identify & sort)

What is the Problem?2.

4.

1.

5.

How To Solve Problems

What are some Solutions?

3.For each solution ask yourself:1. Is it safe?2. Is it fair?3.How might people feel about it?4.Will it work

Choose a solution and try it

Is it working?

Above The Line

Below The Line

Bottom Line By: Jason Welch, School Psychologist

Positive social behaviorsFollowing directions

Taking turnsBeing responsible

Yeah !

Behaviors that violate personal space (i.e. touching, pushing)Behaviors that disrupt teaching (i.e. talking out of turn, interruptions, etc)Behaviors that interfere with following directions (i.e. refusals, ignoring,

rushing ahead, etc)

Continued refusals to change behavior from “Below the Line”Physical aggression (hitting, kicking, hurting, fighting)

Excessive verbal aggression (racial comments; swearing)* Automatic Office Referral *

By: Jason Welch, School Psychologist

Organizing Our Toolbox

In review:1. Self Awareness2. Self Management3. Social Awareness4. Relationship Skills5. Responsible Decision Making

• Skills build upon each other

Resources• Second Step: A Violence Prevention Curriculum by

Committee for Children• Safe and Sound by CASEL• Yardsticks by Chip Wood• You Can’t Come to My Birthday Party by Betsy

Evans• The Incredible 5 Point Scale by Kari Dunn Buron and

Mitzi Curtis• Rules in School by Kathryn Brady, Mary Beth

Forton, Deborah Porter and Chip Wood

Resources (continued)• Thinking About You Thinking About Me by Michelle

Garcia Winner• Superflex curriculum & comic books by Stephanie

Madrigal & Michelle Garcia Winner• Picture the Progress by Annabelle Street & Robert

Cattoche• Social Stories by Carol Gray• A Teacher’s Guide to Children’s Mental Health by

MACMH

Children’s Books We Use• Franklin is Bossy (& other Franklin books) by Paulette

Bourgeois• Today I Feel Silly by Jamie Lee Curtis• Making Friends (& other books) by Fred Rogers• Don’t Pop Your Cork on Mondays (+ others) by Adolf

Moser• Tattling Madeline by Carol Cummings• Simon’s Hook: a story about teases & put downs by

Karen Gedig Burnett• Mr. Peabody’s Apples by Madonna

Internet Resources

• Collaborative for Academic, Social andEmotional Learning (CASEL) web site:www.casel.org

• 5 Point Scale information: www.5pointscale.com• Social Thinking web site by speech clinician, Jill

Kuzma: http://jillkuzma.wordpress.com/• Michelle Garcia-Winner’s social thinking web

site: http://www.socialthinking.com/

Internet Resources (continued)

• Committee for Children (source of 2nd StepProgram) : http://www.cfchildren.org/

• www.Childswork.com (Childswork Childsplay;source of feelings deck of cards; Stop, Relax &Think game and many other activities)

• SpeechCorner.com (source of Feelings &Emotions double dice game)

• http://www.responsiveclassroom.org/

Any Questions or Comments

• Feel free to stay and look at our tools.

• Thanks for sharing with us today.Cathy & Scott

scottg@stma.k12.mn.usscottg@stma.k12.mn.uscatherinet@stma.k12.mn.uscatherinet@stma.k12.mn.us