Information from Part 1 can be applied in this second of a four-part series, which begins by exploring the complexity of our conscious emotions, their tie to anxiety, and strategies we can learn to address our more negative thoughts and feelings. Furthermore, we explore:

• How to help students develop metacognitive strategies for learning how to take charge of more impulsive thoughts and emotions.
• How The Zones of Regulation and the Social Thinking Vocabulary foster broader teaching about emotions and self-management in the social emotional world.
• How Superflex’s Worry Wall and other Unthinkable characters can be used as metacognitive strategies to foster social self-awareness and self-monitoring and self-control.
• The longitudinal treatment journey with a 13-year-old who routinely boasted that he was “the most hated kid in school and I love it!” See how we turned the Friendship Pyramid upside down to create the Pyramid of Dislike to help him find his own motivation to learn and practice social competencies. Ultimately, he increased peer engagement and achieved higher levels of emotional satisfaction that generalized and evolved over time.

In the next and third course of our four-part series, we expand our lens and shift from focusing on the purpose of emotions for emotional self-regulation toward understanding their powerful role in making sense of information used routinely throughout our day, in all aspects of relationship development. We zoom in on how knowledge and use of emotions is embedded within most aspects of the educational standards and academic curricula worldwide, through the course: Part 3: Emotions Guide Meaning Making and Language to Relate.

Who Should Attend

The Social Thinking Methodology is used by a wide variety of professionals; 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.

In our four-course series on emotions, explore how they are the undercurrent of all forms of social communication and are at the heart of personal problem solving, motivation, relationships, and life memories (episodic memory). Emotions help us make meaning in context and make connections with others. On the flip side, our emotional experiences can be confusing and anxiety producing. Throughout this series, metacognitive strategies and insights are infused with user-friendly reviews of research to pinpoint the science that helps us learn concretely about the abstract social emotional mind. This information can be applied to all children, students, and clients, as well as those considered neurotypical. However, attendees will find the strategies can be of significant help in teaching those with social emotional learning challenges (e.g., autism spectrum levels 1 & 2; social communication disordered, language learning challenges, twice exceptional, ADHD, head injured, etc.). Engage in hands-on activities and explore the use of treatment scales and frameworks to help your students, clients, and patients unpack the social emotional experience and understand how emotions take center stage in all aspects of life.

The four different courses in the series The Power of Emotions: Strategies to Fuel Self-Regulation, Learning, and Communication:

Part 1: Helping Students Gain Perspective on Their Emotions
Part 2: Learning about Shame, Pride, and Pathways toward Social Emotional Self-Regulation
Part 3: Emotions Guide Meaning Making and Language to Relate
Part 4: Learning to Manage One’s Anxieties while Developing Social Competencies

Throughout this series, you will learn a lot of practical information and strategies to assist teaching your students, clients, and patients; you’ll likely find that you can personally relate to the information, as well.

Objectives

Participants will be able to:

1. Explain why self-conscious emotions can encourage our children’s, student’s or client’s success or derail success.
2. Explain how emotional reappraisal is different from emotional suppression and why both strategies are important.
3. Explain how to create a Pyramid of Dislike to complement an individual’s exploration of the Social Thinking Friendship Pyramid.

Agenda

This agenda may change without notice.

• 1 hour and 20 minutes
  • Comparing oneself to others: the power of self-conscious emotions – specifically pride and shame
  • Exploring how to use metacognitive strategies to learn to manage aspects of one’s emotions
• 10-minute Break
• 1 hour and 30 minutes
  • What’s the role of social cognitive and emotional self-regulation within Social Thinking Vocabulary, The Zones of Regulation, and the Superflex curriculum?
  • Case study of a 13-year-old, his social emotional learning pathway, and how the creation of the Pyramid of Dislike led to his explicit desire to make friends
• 40 minutes Previously recorded Q & A session

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