Key Topics: Teens, Transition to Adulthood, Positive Psychology

Tweens & Teens Tweens & Teens How We Can Help

Part 1 of this two-part series explores

  • Strategies to help students want to learn to help themselves
  • Dos and don’ts when helping the more resistant or oppositional learner
  • Practical strategies to guide students to learn about executive functions


Part 2 of this two-part series examines the role of executive functions, social emotional learning, and use of metacognitive strategies when helping students learn how to meet their own goals. Concepts related to social conformity, boredom management, and fostering autonomy and motivation by developing one’s own self-management and public relations campaigns are also explored.


3.5 hours of training and CE credit available for select professionals. For any special accommodations or assistance with resources email us.

Register Offline (email or fax)

Part 1: How Can We Help Teens When They Want Us to Go Away?

Series Name: Exploring the Unique Needs of Teens Who Are Developing Social Self-Awareness

In this first part of a two-part series we discuss teens’ expectations for how we work with them even when their social emotional self-regulation skills are lagging significantly behind their neurotypical peers. We explore how to help students deemed oppositional or resistant to active participation in classrooms and treatment sessions. We also review how education and employment laws in the USA change when children turn 18 years old.

Replay Access is available from Jan 21 - May 31

Individual / Small Group
$49.00 per attendee
1-4 Attendees
25% Discount
Attendee #1
Team / Large Group
$45.00 per attendee
5 or more attendees
30% Discount
Attendee #1
Non-Professional & Family
$35.00 per attendee
Intended to help people using the information in their personal lives.
45% Discount
Attendee #1

Detailed Description

Who should attend

Teenagers with social emotional learning challenges have unique developmental needs. They are hearing from adults that they can’t act like or be treated as children anymore, but they struggle with the growing and changing social, emotional, and organizational expectations of being a teenager. How can we help bridge this gap?

Highlights in this course include but are not limited to:

  • First steps toward helping teens want to learn to help themselves
  • Brief overview of the Social Thinking–Social Competency Model and how anxiety may get in the way of social emotional learning
  • Helping interventionists (parents and professionals) explore how laws in the USA and special education services change when a person grows out of childhood and into adulthood. (The general message of this information is applicable to people in all countries around the world.)
  • Exploring what it means to turn 18 years old: is the student really “free to do whatever I want”?
  • Redefining independence
  • Helping interventionists see the world through the eyes of individuals considered resistant, oppositional defiant disordered, or diagnosed with pathological demand avoidance syndrome
  • Learning how to help students explore different ways in which they “don’t care”
  • Exploring treatment dos and don’ts to encourage active, productive participation in treatment sessions
  • Helping students learn about their own social expectations for others through the use of a Me Map
  • Learning to understand one’s own feelings, memories, and anxieties
  • Introduction to learning about the power of developing one’s future-self through “I can thinking”
  • Q & A session at the end of the course

*Treatment refers to using conceptual and strategy-based frameworks to help individuals improve their social competencies.

In the second course of this two-part series, we provide guidance on how to help students become more intentionally metacognitive as they learn strategies to help them develop both self-management and public relations campaigns for their use across all aspects of their home, community, and school-day lives in Part 2: Choosing Social Strategies to Take Charge of One’s Thoughts, Feelings, and Actions.

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.

About this Series

A two-part series on Tweens & Teens

The Social Thinking® Methodology emerged from working with teenagers in high school. It was apparent our students needed help with executive functions and learning how they can learn to help themselves engage in the process of social emotional learning (SEL). Over the years we have developed treatment frameworks, strategies, and tools for helping teens explore how the social world works to help them learn to navigate to self-regulate in that world. During that journey we recognized the challenges of more resistant social learners and explored how we could help them move through their resistance rather than react emotionally to their resistance. We also found it was important to help interventionists (parents and professionals) learn to understand how the expectations within the social world are literally shifting under our students’ feet as they legally grow out of being children and into being considered adults. This series provides some highlights of what we’ve learned about working with teens with SEL challenges for the past 25 years.

Teenagers with social emotional learning challenges (e.g., autism spectrum level 1, ADHD, language learning disordered, twice exceptional, etc.) don’t want to be treated like children, but they are often overly dependent learners. In this two-course series we explore how to help teens socially and emotionally take charge of themselves as we help them prepare for life beyond their highly structured high-school experience.


In this two-part series, we teach interventionists about the changes in US laws that affect students as they age out of childhood. We explain the needs and strategies for working with highly resistant social emotional learners. We also teach and model how to help teens, resistant or not, embrace their own metacognitive learning to guide creation of their self-management and public relations campaigns with the following two courses:

Part 1: How Can We Help Teens When They Want Us to Go Away?
Part 2: Choosing Social Strategies to Take Charge of One’s Thoughts, Feelings, and Actions

Learning Objectives and Agenda


Participants will be able to:

  1. List at least four stages in the Levels of Independence that are needed to manage oneself in late adolescence and young adulthood.
  2. Describe three or more behavioral and learning characteristics of individuals who are Resistant/Self-Protective Social Communicators.
  3. Explain how the use of the Me Map allows students to focus on their own social expectations for others.


  • 1 hour and 20 minutes
    • Examining developmental expectations of teens who are emerging in their social self-awareness
    • Exploring what teens want from treatment
    • Shifts in disability and employment laws as teens transition out of high school
    • Regarding teens trapped in resistance mode: understanding where they are right now and how we can help
  • 10-minute Break
  • 1 hour and 40 minutes
    • Exploring how to help teens trapped in resistance mode: Dos and Don’ts when helping them through
    • The power of the Me Map
    • Tips on anxiety management
  • 20-minute previously recorded Q & A

Continuing Education Credit

3.5 hours toward CE credit, if applicable

Earn Continuing Education Credit

Click here to see detailed Continuing Education Information by Profession and by State

When you register as a Professional for a livestream or recorded event sponsored by Social Thinking (i.e., the conference has a dedicated page on our website) you gain access to CE credit at no additional cost. Find your profession below to learn about your CE options. Each course provides 3.5 hours of instruction and each attendee will be given a certificate of attendance and a course agenda as proof of participation. For information about CE credit offered by livestream or recorded events NOT sponsored by Social Thinking, please contact the sponsoring organization.


We are proud to provide access to continuing education credit for:

  • Speech-Language Pathologists
  • Educators
  • ...and others!

Livestream Events Accessing Certificates of Attendance and/or CE certificate(s)
Immediately following the livestream course, an email will be sent with a questionnaire to verify your attendance. If you did, you will be asked to fill out the course evaluation. Upon submitting that back to our office, we will send a follow-up email providing you with further links to access Certificate of Attendance and CE certificates or forms. You will receive a separate email for each course day you registered to attend. An online form will be available to SLPs at that time to submit their ASHA info to claim ASHA CEUs.



Recorded Livestream Events Accessing Certificates of Attendance and/or CE certificate(s)
Following the expiration of the recording, we will send an email with a questionnaire. If you watched the recorded content, please fill out the questionnaire and survey. We will then send the follow-up email with the Certificate of Attendance. An online form will be available to SLPs at that time to submit their ASHA info to claim ASHA CEUs.

Remember, mental health professionals can only receive CE credit if they watched the live version of the courses (approval is pending). The recorded copy is not eligible for mental health CE credit.



Contact your licensing and/or certification organization
We are approved to offer access to CE credit in many instances. Because state requirements can change without notice, we recommend contacting your regulatory board or licensing organization to verify course approval to be 100% confident you can earn CE credit for our courses. Please note that licensing and/or certification organizations have varying requirements that must be fulfilled to earn CE credit for attending a continuing education event.

If your profession is not listed, we recommend you contact your licensing organization to determine whether they will approve our courses. All attendees will receive a certificate of attendance and agenda for each course as proof of participation.


Click here to see detailed Continuing Education Information by Profession and by State

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