If you’ve spoken to an educator or clinician in the past year, you’ve probably heard them lament about how ALL students are struggling more than ever with self-awareness, self-regulation, and building and maintaining relationships. Many of us are quick to spot behavioral issues but not as savvy at figuring out how to help. A place to start is let’s stop telling kids to “just behave” and “go make friends.” It’s not that simple.

Helping Students Meet Their Own Social and Relationship Goals

In this face-to-face interactive conference, the speaker will explore how to build social competencies in a proactive manner rather than correcting behaviors punitively. In the morning, discussions will center on specific strategies to foster self-awareness and self-regulation. In the afternoon, we’ll focus on visual tools for teaching students tools to meet their social relationship goals. Specific concepts for the day include:

• Discussing how social awareness and self-awareness are part of learning social competencies.
• Exploring how social emotional memory plays a role in social self-regulation.
• Exploring why some students might struggle to learn and/or be part of a group.
• Exploring when co-regulation is an important part of the self-regulation process.
• Rethinking the assumption that students will embrace the goals we generate.
• Exploring how to tap into students’ social desires to generate self-determined goals.
• Examining how assumptions may get in the way of helping students learn.
• Exploring how the social mind is at work within the classroom experience.
• Discussing the power of feelings, the amygdala, and managing feelings using visual supports

1. Define the four parts within a Social Emotional Chain Reaction.
2. Describe the role social emotional memory plays in self-regulation.
3. Describe the six levels on the Friendship Pyramid.
4. Explain how a student’s inner voice can promote or discourage attempts at building relationships.
5. Explain how a “Feelings Across a Day” visual tool can teach about emotional experiences across time.

This agenda may change without notice.

Interventionists supporting ages 5 - young adult. At our conferences we share our latest frameworks, lessons, and strategies for teaching social thinking with a wide variety of interventionists, 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.