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Social Competence
Programs
Social competence is a highly
complex ability, which depends in part, on a child having an
age-appropriate repertoire of play and motor skills. While skill
acquisition is important, so too are interactions and relationships
with others.
Many of the children we work
with have difficulties establishing and maintaining social
relationships. We can provide a child with structured and
activity based experiences with a peer and in small groups to
improve social interactions. From our supervised socialization
in a safe environment, children's socialization improves.
Children often face social challenges
for a variety of reasons. They may lack some of the foundational
skills needed for social encounters such as:
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an appropriate play repertoire
and skills typical of their peers
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the ability to regulate their own
activity level
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the ability to pay attention to
what is happening with peers and not be overly intrusive into
play or social interactions
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the motivation and interest to
find out what is going on with others around them
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the ability to entertain the
possibility that someone else’s point of view may be important
and should be considered.
When these foundational skills are in
need of development and/or strengthening we often begin with
individual work so the child has the opportunity to learn and
practice them with an adult in a structured and protected social
environment. As soon as the child is ready, a peer is introduced,
shifting the focus from adult interactions to interacting with a
peer. Ultimately a third child joins, creating a small group where
skills that have been practiced can be addressed in the group
context.
These foundational skills are
expanded to include:
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communicating in a reciprocal
manner with peers
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sharing ideas and problem solving
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engaging in a range of play
activities and social situations that are gradually more
complex.
Children may graduate from the social
competence program, or move into a larger group of up to 6
children.
It is essential that each participant
in the group develop an attachment to the therapists and the group
as a whole. With this in mind, the first several sessions are
specifically focused on building a shared activity repertoire.
Another important element built in to the program over time is
experiencing memorable events and celebrations; an area important
for all children in developing shared and episodic memories.
The model that guides the program
design is based on the Activity-based model of Williamson and Dorman
found in Promoting Social Competence, Pro-Ed publishers.
Parents and school personnel complete
several questionnaires as part of the screening process. Once the
questionnaires are completed, the child is interviewed with the
parents present. At the interview, specific goals are designed with
the family, and placement in the program is decided.
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All groups of three or more
participants have two therapists.
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There is open
enrollment unless a new group is forming.
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The ages for the group program
start at 4 years and go through the teenage years.
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Each
session has two or more segments:
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conversation time to address
social communication.
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gross motor time to allow
children to combine physical activity with social play and
communication.
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one or more specially
designed activities to promote specific goals.
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chosen for the
individuals in that particular group.
There is a Fall and Spring series,
each is 12 weeks long. The Summer session is usually 6-7 weeks
long. Groups for young children are one hour, while other groups
are 1 ˝ hours. At the conclusion of each series there are parent
conferences. Video taping [with parental consent] is done
periodically to allow families to see what is happening.
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