Presentation on theme: "Social Cognition LOOKING AT SKILLS, SIGNS OF DIFFICULTY AND INTERVENTIONS BASED ON WORK OF MELVIN LEVINE."— Presentation transcript:
Social Cognition LOOKING AT SKILLS, SIGNS OF DIFFICULTY AND INTERVENTIONS BASED ON WORK OF MELVIN LEVINE
Verbal Pragmatics Understands and uses language in social contexts Interprets a speaker’s feeling correctly and responds accordingly Knows what to talk about, when, with whom and for how long Is able to tailor communication for different people; children, teachers,
Verbal Pragmatics Responds to others jokes Uses humour tastefully and appropriately Had developed conversational techniques
Social Behaviours Acts in a way that fosters optimal relationships with others Presents self in ways that others find acceptable Is cooperative and collaborates well with others Knows how to pace a relationship (eg when it is ok to do what) Makes friends easily
Social Behaviours Is comfortable initiating conversation or entering into a social activity Resolves conflicts without aggression Nurtures positive relationships with important people Understands the meaning of different kinds of relationships (friends/teachers)
Signs of Difficulty: Verbal Pragmatics May sound abrasive, angry or negative without intending Does not switch communication style when interacting with different people Makes statements about inappropriate topics during a class discussion
Signs of Difficulty: Verbal Pragmatics Has trouble using or understanding humour, can’t take a joke, uses humour that offends Tries to dominate conversations, does not listen, interrupts Does not pick up on the feelings behind what someone is saying
Signs of difficulty: Social behaviours Dresses inappropriately for his or her peer group Invades others personal space Tends to have adversarial relationships with peers Resolves conflicts by arguing or fighting
Signs of difficulty: Social behaviours Has trouble making new friends Antagonizes people in authority, fails to connect with those who are important to him or her Is unable to read the meeting behind different social encounters or the meaning of different kinds of relationships
Interventions: Whole Class/small group General: Teach skills of empathizing Teach social concepts: friendship, teams, sharing Introduce literature having social problems; identify with characters and suggest alternatives Identify negative labels and name calling, define/discuss impact Establish discussion groups Post social skills to work on
Interventions: Whole Class/small group Verbal pragmatics: Talk to students about self marketing; how you present says something about you Teach conflict management strategies Older students: careers in which teamwork and collaboration are critical
Intervention: Individual student General: Be honest, in private explain when a topic or behaviour is inappropriate
Intervention: Individual student Verbal Pragmatics: Describe the language used in different social situations, role playing activities Use agreed upon signals and cues to alert students Discuss appropriate and inappropriate humour Dissect a conversation to see expectations and behaviours; role play Teach a student how to repair miscommunications Coach was to begin and end a conversation video
Intervention: Individual student Social Behaviours Preview or anticipate conflict Generate and practice appropriate ways to avoid or resolve these situations Analyze non verbal interactions Provide students with skills for self-monitoring and self-regulation in social situations.
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