social skills. empathy self- regulation problem solving
Post on 21-Dec-2015
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TRANSCRIPT
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Social Skills
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Social Skills
EmpathySelf-regulation
Problem Solving
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Empathy Definition
“Understanding, being aware of, being sensitive to, and vicariously experiencing the feelings or thoughts of another person”
Webster’s Dictionary, 1990
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Why Teach Empathy?
To develop prosocial behavior
To develop problem
solving skills
Respond to the
needs and feelings of
others
A cognitive process that can
be taught
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Components of Empathy
Ability to determine
emotional state of another
personAbility to assume
perspective of another
person
Ability to respond
emotionally to another
person
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Empathy/Feelings Skills(as identified by Second Steps Curriculum)
Identifying feelings from physical and situational cues
Recognizing people have different feelings about same thing
Recognizing that feelings change
Predicting feelings
Understanding people have different likes and dislikes
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Empathy/Feelings Skills(continued)
Differentiating intentional from unintentional acts
Applying fairness
Communicating feelings using “I” messages and using active listening
Expressing care and concern for others
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General Strategies for Teaching Empathy and Feelings
Adults…… Label children's emotions
Validate children’s feelings
Praise children for labeling emotions
Model/talk about their own emotions
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ALSO………..
Use visuals related to feelings in classroom
Tell stories related to feelings at circle time
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Program-Wide Self-Regulatory Process
Children recognize their emotions/feelings
Specific calming down process
Problem solving process
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Examples of Self-Regulatory Processes
Stop, Breathe, Think
Stop, Count, Work out Problem
How do I feel? Think Stop. Go into shell and take 3 deep breaths. Come out of your shell and problem solve.
How do I feel? Take three deep breaths. Count to five slowly. Say, “Calm down.” Talk to an adult about it.
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Activity
Develop a Program-Wide
Self-Regulation Process
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Program Wide Self-Regulation Checklist
Directions: When you return to your program we are asking that you develop a program-wide Self-Regulation process for children in your program. As you develop and implement the process for your program you can use the checklist below as a guide.
ITEM YES NO
1. All members of the staff were involved in developing the Self-Regulation for children in your program.
2. The staff was able to agree on a Self-Regulation process that will be used in your program.
3. The Self-Regulation process includes a component in which children recognize their own emotions.
4. The Self-Regulation process includes a specific calming down process.
5. The Self-Regulation process includes a problem-solving component.
6. Opportunities are provided for children to practice the process at different points in the day.
7. The Self-Regulation process is implemented consistently by all staff.
TOTAL
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Problem-Solving Steps
Step 1: Define the problem
Step 2: Brainstorm solutions
Step 3: Decide where to start and test ideas
Step 4: Create problem-solving tools
Step 5: Test and analyze solutions
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Problem Solving Strategies
Encourage children to be flexible thinkers
Brainstorm with children possible outcomes
Ask children to reflect upon their ideas
Break problems down into smaller parts
Ask open-ended questions
Encourage children to express their ideas
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Activity
Problem Solving Scenarios