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

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.

 

Access to Recorded Training Series Expires May 31, 2021

Recorded replay access to this series is available for you to watch whenever you want through May 31, 2021. And because most of us are watching our pocketbooks now, we’re offering special pricing for all of our courses this academic year. Registration for this entire series costs just $98 or $35-$49 per course. The courses in this series also provide you with the chance to earn CE Credit (if you’re eligible). earn CE Credit (if you’re eligible). Complete access to this two-part series includes 7 hours of training (each course in two-part series is 3.5 hours).

Michelle Garcia Winner and Pamela Crooke

Your Instructors:

 

Michelle Garcia Winner, founder of the Social Thinking® Methodology, MA, CCC-SLP

 

Pamela Crooke, PhD, CCC-SLP • Chief Strategy Officer

Register for the entire two-part series for just $98

Tweens & Teens

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.
Expires
Replay Access is available from Jan 21 - May 31
3.5 hours toward CE credit, if applicable
Get Recording
Tweens & Teens

Part 2: Choosing Social Strategies to Take Charge of One’s Thoughts, Feelings, and Actions

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

In this second part of a two-part series, we examine 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 explored.
Expires
Replay Access is available from Jan 22 - May 31
3.5 hours toward CE credit, if applicable
Get Recording

Teaching Social Competencies—More Than Social Skills

The foundation of our work provides interventionists (teachers, speech language pathologists, therapists, clinicians, parents) and social learners with frameworks, tools, skills and a shared language to improve social competencies—more than just social skills.

Our goal is to help people learn explicitly how to engage in social information processing; how to attend, interpret, problem solve and respond in any situation—the thinking and doing skills that will aid them in becoming increasingly successful in the social world throughout their lives.

At some point we all struggle in social situations. Engaging  in a social emotional thinking/feeling based process can be difficult at times for everyone in the social world. Our role as interventionists is to help motivate social learners to "do the work" and explore how we all share social expectations, thoughts, feelings, make mistakes and try again as we learn to navigate our way toward our social goals. The practical nature of our teaching and the concrete way we explain social concepts helps engage people in social learning not only about themselves but about others. 

Social Thinking
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