Presentation on theme: "Social Emotional Development and Friendships"— Presentation transcript:
1 Social Emotional Development and Friendships sensory support serviceSocial Emotional Development and Friendships
2 AimsTo remind us of the importance of social emotional development and its impact on academic achievementTo understand the main issues that can prevent CYP with VI having a good social understandingTo share experiences and learn from each otherTo understand how you can promote social emotional development, inclusion within your role
3 Social emotional development Plays an important role in children’s livesChildren need healthy social emotional development to be prepared and ready to learnDynamic interaction between social emotional development and academic achievement
4 ActivitySim specsIn a groupMake an umbrella out of newspaper
5 What do we want? Children and young people who: Get on with other children, young people and adultsMake friendsFeel secure and valuedExplore and learn confidentlyFeel good about themselves (realistic)Belong - who are includedAre independent
6 What does Social Exclusion mean? Not being listened toHaving no friendsFinding it difficult to do the kinds of things that non-disabled people of their age doBeing made to feel they have no contribution to makeFeeling unsafe, being harassed and bullied(Morris, 2001)
7 Discussion Think of the child or young person you work with. What are their interactions with their peers like? How do they join in a group during break / free time?
8 Children with vision impairment Every child is an individualWide range of situationsDifferent eye conditions and implicationsDifferent personalitiesDifferent family styles / cultures / valuesDifferent contexts, socio economic status, etcWe will learn from each case but need to be careful not to over generalise
9 Issues for children with VI Less experiencesMore time neededNot so consistent experiencesLimited access to feedback from othersLimited access to what ishappening around themDifficulties with socialunderstanding
10 Early social interaction with peers Young children spend a lot of time watching their peers,Imitation,Offering objects as a way to initiate interaction,Taking objects.
11 Play Play gives children opportunities to: explore the world around them, learn about objects, what happens when, how things work, how objects relate to each other, etcbut also:Learn about how people think, act and what they believe
12 Friends resolving conflict Conflict situations between friends are less hostile and friends seem more able to resolve them.Friends are more likely to use reasoning and take account of the other person’s point of view or feelings.Issues – at times adults intervening too early
13 ?What issues could there be in the school years?
14 Social interaction in the school years Children continuously develop understanding of their social world - identityPeer culture - accessJoining in a group – how is it done? And for the child with VI?Fitting in and keeping up – needing adult supportRole models and realistic feedback
15 School years (cont.) Locate a friend in the playground Compete at similar levelsTend to look for quiet areas and to interact with adultsAdults’ view of good interaction as lack of physical or verbal abuse rather than the presence of positive social interaction
16 Teenage years and the dreaded spotlight Move to secondary schoolSelf awarenessOrganisational issues - so much to take in and at a fast paceChanging rules - (e.g. hands up)Time spent in trying to fit in, making sureyou do not stick out - spotlight
17 BullyingMost bullying takes place in settings that are not monitored by teachers.Children with special needs are twice as likely as their peers to be bullied.Be alone at playtimeMaleHaving less than 2 good friendsHaving extra help in school
18 Bullying and Friendships Most helpful factors in preventing or helping pupils in dealing with bullying are:friendships,avoidance strategies andlearning to “stand up for yourself”Friendship can protect children from bullying to a certain degree but this depends on the quality of the friendship and the characteristics of the friend.
19 ?What can you do in your role to promote development in this area?
20 Promoting development: your role Encourage curiosity in other people and opportunities to enjoy the company of othersDescribe social environment, other people’s feelings, wishes, intentions and eventsHelp peers understand needs of child or help the pupil explain his or her own needsSupport communication - but do not speak for the childEnsure child/young person has the independence skills
21 Your role (cont.)Liaise with teacher for VI about how to develop child’s awareness of their condition and to provide training to peersEnvironmental issues: physical layout and social context (role models)Monitoring social interaction and friendships:standing backpromoting independence
22 Your role (cont.)Remember that social skills need to be experienced in context so there is a need for:Using any incidental opportunity to promote social understandingPlanned sessions to cover some skills which then need to be put in practice e.g. to learn about body posture, active listening, turn taking, staying on topic, etc.Time to discuss issues or learn specific skills (particularly sensitive issues)
23 You role (cont.)Work as part of the team supporting the child / young personCircle of friends - using the child’s natural peer group to support the childSocial Stories - help children anticipate situations or reflect on eventsImplementing individual programmes of work