Building on what has been learned in the first three parts of this four-part series, this training brings it all together by addressing the importance of learning to recognize and manage one’s own anxieties, while learning to use social emotional competencies to relate to others in a variety of ways.

Sharing case examples to demonstrate how to apply social emotional lessons with students, clients, and patients, we cover the following topics:

• Learning to relate to others can increase social anxiety
• The power of one’s inner voice to coach or defeat
• Avoiding student shut down by using rating scales to help them learn about their stressors
• Building upon social success while learning how to avoid "failure"
• Why it’s important for all individuals to become comfortable with their discomfort when in the social world
• Learning to relate socially while anxious
• Exploring why small talk is not a useless endeavor
• Explaining why micro-communication may be more important than maintaining a long conversation when forming and extending relationships
• Motivating student participation by explicitly validating their progress and acknowledging their vulnerabilities

If the viewer starts by viewing this last course in our series, the viewer is strongly encouraged to view our first course, Part 1: Helping Students Gain Perspective on Their Emotions, to gain knowledge about emotions, how we process and respond to them in our brain, and how these emotions impact our memories and our lens on the world in which we navigate.

Who Should Attend

The Social Thinking Methodology is used by a wide variety of professionals; 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.

In our four-course series on emotions, explore how they are the undercurrent of all forms of social communication and are at the heart of personal problem solving, motivation, relationships, and life memories (episodic memory). Emotions help us make meaning in context and make connections with others. On the flip side, our emotional experiences can be confusing and anxiety producing. Throughout this series, metacognitive strategies and insights are infused with user-friendly reviews of research to pinpoint the science that helps us learn concretely about the abstract social emotional mind. This information can be applied to all children, students, and clients, as well as those considered neurotypical. However, attendees will find the strategies can be of significant help in teaching those with social emotional learning challenges (e.g., autism spectrum levels 1 & 2; social communication disordered, language learning challenges, twice exceptional, ADHD, head injured, etc.). Engage in hands-on activities and explore the use of treatment scales and frameworks to help your students, clients, and patients unpack the social emotional experience and understand how emotions take center stage in all aspects of life.

The four different courses in the series The Power of Emotions: Strategies to Fuel Self-Regulation, Learning, and Communication:

Part 1: Helping Students Gain Perspective on Their Emotions
Part 2: Learning about Shame, Pride, and Pathways toward Social Emotional Self-Regulation
Part 3: Emotions Guide Meaning Making and Language to Relate
Part 4: Learning to Manage One’s Anxieties while Developing Social Competencies

Throughout this series, you will learn a lot of practical information and strategies to assist teaching your students, clients, and patients; you’ll likely find that you can personally relate to the information, as well.

Objectives

Participants will be able to:

1. Explain why individuals must learn to be comfortable with discomfort to navigate in the social world.
2. Explain what is meant by acts of “micro-communication.”
3. Describe how to use rating scales to gain insights into stressors
4. Using the Social Operating System as an example, describe how to help students document their social emotional learning progress.

Agenda

This agenda may change without notice.

• 1 hour and 20 minutes
  • Communication can be stressful! Review different types of anxieties, particularly social anxiety.
  • Practice using visual teaching tools for helping students learn to understand and manage social anxiety.
  • Learn how social risk is different from discomfort.
• 10-minute Break
• 1 hour and 40 minutes
  • Define steps toward teaching socially anxious students to relate in small ways to initiate development of peer-based relationships.
  • Explore “micro-communication” as an essential strategy when developing and maintaining relationships.
  • Clarify the purpose of small talk and why it’s also an essential relationship-building strategy.
  • Discover how to teach students to be aware of their own Social Operating System to help them overtly track their social emotional learning progress over time.
• 30 minutes Previously recorded Q & A session

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We are proud to provide access to continuing education credit for:

• Speech-Language Pathologists
• Educators
• ...and others!

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