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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, at that time, that some needed help with executive functions and learning how to engage in the process of social emotional learning (SEL). Over the years we have developed frameworks, strategies, and tools for teens to explore how the social world works to help them learn to navigate to self-regulate in that world. In this process, we have learned to recognize the challenges of or more resistant (self-protective) social learners. And, it is important that interventionists (parents and professionals) understand how the expectations within the social world are literally shifting under their children’s’ feet as they legal world no longer views them as children. This series provides some highlights of what we’ve learned about working with teens with SEL challenges for the past 25 years.

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 Curriculum Officer

Register for this popular two-part series for less than $138

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 working on social emotional self-regulation skills. We explore how to help students deemed “oppositional or resistant” to active participation in sessions. We also review how education and employment laws in the USA change when children turn 18 years old.
Expires
Replay access through September 30
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 through September 30
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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