Item Details

Social Skills Training for Adolescents With General Moderate Learning Difficulties

Ursula Cornish and Fiona Ross
Format
Book
Published
London ; New York : Jessica Kingsley Publishers, 2004.
Language
English
ISBN
1843101793 (pbk.)
Contents
  • Choice of social skills training programmes
  • Strategies for using social skills training programmes
  • Behavioural approaches
  • Cognitive approaches
  • Distinguishing between public and private
  • Developing language skills
  • Coping with real life
  • Need for practice
  • Aims of the programme set out in this book
  • National curriculum link
  • How to start
  • Needs analysis
  • Social skills checklist
  • Interviews
  • Observations
  • Sociograms
  • The training programme
  • Introduction: planning the sessions
  • Session format
  • Physical organization
  • Communication with parents, carers and teachers
  • Timing of each session
  • Session 1: Listening and paying attention
  • Session plan
  • Homework sheet 1.1: good listening prompt sheet
  • Model letter to parents/carers at the end of session 1
  • Session 2: Listening and turn-taking
  • Pictures for colouring activity
  • Model letter to parents/carers at the end of session 2
  • Session 3: Monitoring own body language and reading body language in others
  • Facial expressions cards
  • Object cards
  • Homework sheet 3.1: how do they feel?
  • Homework sheet 3.2: pictures of feelings
  • Model letter to parents/carers at the end of session 3
  • Session 4: Recognizing own and others' strengths
  • Homework sheet 4.1: skills and strengths
  • Model letter to parents/carers at the end of session 4
  • Session 5: Learning to say no to unreasonable demands and to cope with peer pressure
  • Homework sheet 5.1: do I have to do what they say?
  • Model letter to parents/carers at the end of session 5
  • Session 6: Recognizing and describing feelings
  • Sample homework sheet
  • Homework sheet 6.1: feelings
  • Model letter to parents/carers at the end of session 6
  • Session 7: Learning to control own feelings
  • Public signs
  • Public places
  • Private places
  • Private thought (what I think) and public thought (what I say) homework sheet 7.1: diary of public places
  • Model letter to parents/carers at the end of session 7
  • Session 8: Being confident to explain own views and to ask for support when needed
  • Homework sheet 8.1: when other people needed or asked for help
  • Model letter to parents/carers at the end of session 8
  • Session 9: Recognizing and learning to resolve conflict
  • Homework sheet 9.1: dealing with conflict
  • Model letter to parents/carers at the end of session 9
  • Session 10: Showing care and concern for others
  • Homework sheet 10.1: Friendship circle
  • Model letter to parents/carers at the end of session 10.
Description
128 p. : ill. ; 30 cm.
Notes
Includes bibliographical references (p. 16) and index.
Technical Details
  • Access in Virgo Classic

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    a| Social skills training for adolescents with general moderate learning difficulties / c| Ursula Cornish and Fiona Ross.
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    a| London ; a| New York : b| Jessica Kingsley Publishers, c| 2004.
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    a| 128 p. : b| ill. ; c| 30 cm.
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    a| Includes bibliographical references (p. 16) and index.
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    a| Choice of social skills training programmes -- Strategies for using social skills training programmes -- Behavioural approaches -- Cognitive approaches -- Distinguishing between public and private -- Developing language skills -- Coping with real life -- Need for practice -- Aims of the programme set out in this book -- National curriculum link -- How to start -- Needs analysis -- Social skills checklist -- Interviews -- Observations -- Sociograms -- The training programme -- Introduction: planning the sessions -- Session format -- Physical organization -- Communication with parents, carers and teachers -- Timing of each session -- Session 1: Listening and paying attention -- Session plan -- Homework sheet 1.1: good listening prompt sheet -- Model letter to parents/carers at the end of session 1 -- Session 2: Listening and turn-taking -- Session plan -- Pictures for colouring activity -- Model letter to parents/carers at the end of session 2 -- Session 3: Monitoring own body language and reading body language in others -- Session plan -- Facial expressions cards -- Object cards -- Homework sheet 3.1: how do they feel? -- Homework sheet 3.2: pictures of feelings -- Model letter to parents/carers at the end of session 3 -- Session 4: Recognizing own and others' strengths -- Session plan -- Homework sheet 4.1: skills and strengths -- Model letter to parents/carers at the end of session 4 -- Session 5: Learning to say no to unreasonable demands and to cope with peer pressure -- Session plan -- Homework sheet 5.1: do I have to do what they say? -- Model letter to parents/carers at the end of session 5 -- Session 6: Recognizing and describing feelings -- Session plan -- Sample homework sheet -- Homework sheet 6.1: feelings -- Model letter to parents/carers at the end of session 6 -- Session 7: Learning to control own feelings -- Public signs -- Public places -- Private places -- Session plan -- Private thought (what I think) and public thought (what I say) homework sheet 7.1: diary of public places -- Model letter to parents/carers at the end of session 7 -- Session 8: Being confident to explain own views and to ask for support when needed -- Session plan -- Homework sheet 8.1: when other people needed or asked for help -- Model letter to parents/carers at the end of session 8 -- Session 9: Recognizing and learning to resolve conflict -- Session plan -- Homework sheet 9.1: dealing with conflict -- Model letter to parents/carers at the end of session 9 -- Session 10: Showing care and concern for others -- Session plan -- Homework sheet 10.1: Friendship circle -- Model letter to parents/carers at the end of session 10.
    596
      
      
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    a| Social skills in children x| Study and teaching.
    650
      
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    a| Learning disabled children x| Education.
    650
      
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    a| Asperger's syndrome x| Patients x| Education.
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    1
      
    a| Ross, Fiona, d| 1971-
    999
      
      
    a| HQ783 .C67 2004 w| LC i| X004741787 l| STACKS m| ALDERMAN t| BOOK

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