Emotions Part 2: Emotion-Based Strategies to Foster Relationship Development and Academic and Career Performance
Emotions are at the heart of connecting with others and forming community. We expect children and adults to intuitively navigate the abstract nature of emotions by having emotional self-awareness and self-regulation, inferring the emotions of others, reading others’ intentions, etc. These skills are required for developing relationships, understanding the actions of characters in literature and history, working as part of a team, and much more—impacting performance on academic standards and success in the 21st century workplace. In this second course in our two-part series on emotions, learn novel treatment tools and strategies to help students, clients, and patients develop emotional awareness, explore how to read the emotions and intentions of others, emotionally sync with others, and work through social anxiety. To maximize your learning we recommend attending the course Emotions Part 1 before Emotions Part 2, but it’s not required since key concepts from the first course will be summarized in the second.
Who should attendInterventionists supporting ages 5 - adult. At our conferences we share our latest frameworks, lessons, and strategies for teaching social thinking with a wide variety of interventionists, including: speech-language pathologists, special and general education teachers, social workers, counselors, clinical and school psychologists, occupational therapists, behavior specialists, and school administrators to name a few. It’s also used by family members and caregivers across settings.
- What You Will Learn
- CE Credit
To maximize your learning we recommend attending the course Emotions Part 1 before Emotions Part 2, but it’s not required since key concepts from the first course will be summarized in the second. In Emotions Part 2, learn strategies to help your students, clients, or patients develop emotional awareness, explore how to read the emotions and intentions of others, emotionally sync with others, and work through social anxiety. Many of these skills are required for developing friendships, understanding the actions and reactions of characters in literature and history—impacting performance on academic standards, and working with others as part of a team—impacting success in the classroom and 21st century workforce. Discover a variety of strategies that can be used immediately in the classroom, at home, in the community, and at work spanning these topics:
- Social anxiety disorder (SAD) and the autism spectrum:
- Recognize the overlap of these diagnoses and the importance of developing social competencies as part of treatment*
- Determine key things to be aware of when working with an individual suffering from depression or sadness
- Social-emotional learning:
- Validate the social-emotional learning process as individuals explore their social vulnerabilities
- Recognize the power of one’s inner critic and coach
- Understand how managing emotions is part of executive functioning and how this relates to tracking the development of one’s own Social Operating System
- The social evaluative process: how we account for each other’s intentions
- Interpreting the hidden emotional messages of others
- Personal self-marketing campaign: what messages are your students, clients, and patients sending?
- Use of scales for many different purposes:
- Evaluate social risk
- Evaluate social-emotional experiences
- Get versus take someone’s perspective
- Relationship development and social-emotional competencies:
- Explore how little acts of kindness pave the way for relationship development prior to having a conversation
- Determine how emotion syncing is important as we share and listen to little stories within our social conversations
- Use physical manipulatives to encourage social-emotional reappraisal of people in context
- Case study: learn how to validate your student, client, or patient’s progress by addressing vulnerabilities with a Social Operating System
Learn a lot to help your students, clients, and patients—and a lot about yourself, given how this fascinating topic impacts us all!
*Treatment refers to using conceptual and strategy-based frameworks to help individuals improve their social competencies.
- Explain how social risk is different than social discomfort and why in treatment we encourage individuals to be comfortable with discomfort.
- Explain why social anxiety is common in individuals on the autism spectrum and with ADHD who have solid social self-awareness.
- Describe what is meant by acts of “micro-communication.”
- Explain how the Emotion Syncing thinksheet guides individuals to embed emotional experiences into their conversational language.
- Explain at least three clear steps for teaching students how to initiate peer-to-peer greetings to be perceived as approachable, and possibly friendly.
- Describe how to help students document the development of their Social Operating System.
This agenda may change without notice.
|7:30-8:30||Use social competencies to problem solve how to sign in, find a seat, and enjoy a cup of coffee or tea while getting to know fellow attendees.|
|8:30-10:15||We jump in by connecting emotions to socially based academic standards and 21st century work skills, reviewing key concepts from the course Emotions Part 1, and exploring how self-regulation and social-emotional memory are critical in daily interactions.|
|10:30-12:00||Discover the central role of emotions in intention reading. Review strategies to develop emotional awareness, motivation, and how to make subtle—but significant—shifts in social responses to match how we want others to perceive us.|
|12:50-2:15||Explore how understanding our own and others’ feelings, emotions, and intentions can foster social problem solving and engagement across different aspects of the social-communication process.|
||Practice using visual teaching tools for managing anxiety and social anxiety, and learn how social risk is different from discomfort. Discover how to teach students to be aware of their own Social Operating System to pave the way for continued progress.|
We are proud to be a continuing education provider for Speech-Language Pathologists, Social Workers, Marriage and Family Therapists, Clinical and School Psychologists, and Certified Counselors, such as Licensed Professional Counselors, Licensed Mental Health Counselors, Licensed Professional Clinical Counselors, and others.
We offer continuing education units/credits/clock hours through:
- ASHA: American Speech-Language-Hearing Association
- CES: Commonwealth Educational Seminars
- NBCC: National Board for Certified Counselors
- And more!