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Practical & award-winning social emotional learning resources for teaching social self-regulation

Teaching Concepts for Social Self-Regulation

Social self-regulation is so much more than simply regulating what we do or say. Social self-regulation involves thinking about thinking (metacognition) and starts with an awareness of our own thoughts, emotions, anxieties, and the role they play in how we interpret others’ words and actions and, in turn, how ours are perceived and interpreted by others. Social self-regulation gives us the tools to work, play, learn, and communicate in groups—and is vital to achieving our personal and group goals. But for many individuals (Neurodivergent and neurotypical children/students/clients) with social thinking needs, it’s not that simple. Social self-regulation requires social awareness, social interpretation, and social problem solving to decide how to respond (or not) across a range of diverse settings and situations. It’s an internally driven journey—very different from external mandates or reward-driven programs that prescribe how to behave in a specific time and place.

 

The Social Thinking Methodology has several tools to support teaching social self-regulation. Explore below our broad range of free webinars, print, free articles, and online training for teaching practical strategies to guide and support social self-regulation.

Free Webinars—Learn Essential Social Thinking Concepts for Free

Explore best-selling social self-regulation products for different developmental ages

Free Stuff for Home & School

On Demand Courses—Practical Strategies You Can Use Right Now

Brand New Course

What’s It Mean to “Behave”?

Tips, Tools & Strategies for Teaching Students Self-Regulation

When what a student says or does (actions or reactions) is out of sync with what the group is doing, they’re often labeled as a “behavior problem.” We’ll rethink “behavior problems” by teaching lessons that promote development of social competencies, including the power of hidden expectations, as well as other self-regulation strategies for use in the classroom, playground, and home.
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3.5 hours toward CE credit, if applicable
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Social Detective & Superflex

Part 1: Me in the Social World—It All Starts with Social Self-Awareness

Series Name: Social Detective, Superflex®, and Friends Take On Social Emotional Learning: Teaching the Concepts with Fidelity

In this first part of a two-part series, learn how to teach with fidelity the award-winning You are a Social Detective! and Superflex…A Superhero Social Thinking Curriculum to boost social awareness and self-regulation. We explain the critical scope and sequencing required to teach these materials. Learn how to modify this curriculum for use with older social learners.
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Replay access through December 31
3.5 hours toward CE credit, if applicable
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Social Detective & Superflex

Part 2: Using Social Competencies to Navigate in the Social World

Series Name: Social Detective, Superflex®, and Friends Take On Social Emotional Learning: Teaching the Concepts with Fidelity

In this second part of a two-part series, you will learn how to teach with fidelity the award-winning You are a Social Detective! and Superflex…A Superhero Social Thinking Curriculum to boost social awareness and self-regulation. We continue to explore many different social thinking strategies for navigating in the social world. Learn how to teach Superflex in the mainstream classroom, in-person, or online. Discover the dos and don’ts when using Social Thinking® teaching materials.

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Replay access through December 31
3.5 hours toward CE credit, if applicable
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Social Thinking Vocabulary

Part 1: The Social World: Practical Vocabulary and Concepts for Teaching How It Works

Series Name: Social Thinking Vocabulary and Strategies

We all need practical social emotional learning tools for teaching social information. Part 1 of this two-part series introduces two core teaching frameworks, multiple tools, and practical strategies as part of the Social Thinking® Methodology’s concrete vocabulary. Discover social emotional learning strategies for teaching how the social world works.
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Replay access through December 31
3.5 hours toward CE credit, if applicable
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Social Thinking Vocabulary

Part 2: Strategies and Concepts for How to Navigate to Regulate in the Social World

Series Name: Social Thinking Vocabulary and Strategies

Using concrete social emotional vocabulary and frameworks, we teach strategies for social learners to navigate (to regulate) in the social world. In this second half of this series, learn additional Social Thinking Vocabulary to make abstract social concepts more concrete. We describe practical examples for guiding children, students or clients to build social competencies in conversations, executive functions, self-awareness, self-regulation, perspective taking, and flexible thinking.
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Replay access through December 31
3.5 hours toward CE credit, if applicable
Get Recording
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.
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Replay access through December 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.
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Replay access through December 31
3.5 hours toward CE credit, if applicable
Get Recording

What is Social Thinking?

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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