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S.C.A.E.P. Social Competence And Enhancement Programme Sandy Burbach Specialist Speech and Language Therapist Shapwick School, Somerset, TA7 9NJ 01458.

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Presentation on theme: "S.C.A.E.P. Social Competence And Enhancement Programme Sandy Burbach Specialist Speech and Language Therapist Shapwick School, Somerset, TA7 9NJ 01458."— Presentation transcript:

1 S.C.A.E.P. Social Competence And Enhancement Programme Sandy Burbach Specialist Speech and Language Therapist Shapwick School, Somerset, TA7 9NJ

2 RATIONALE The key features of the SCAEP programme are an attempt (in progress!) to design a multidisciplinary intervention which serves three purposes: 1) Taking students back through the sensory building blocks of basic social communication concepts and shared attention to key sensory characteristics; 2) The development of sensory and language correlates (shared code) needed to describe participants’ experiences of (mis)communication and to develop verbal problem- solving strategies, resilience, emotional intelligence and an understanding of chain reactions; 3) The development of Internal Language for self- regulation, comparison, prediction, inference and extrapolation. 4) The core language and sensory building blocks to understand analogy and metaphor, allowing students to compare how a situation appears to them and someone else, and improving our students` potential use of talking therapies e.g. CBT, family therapy etc. Burbach 16/06/20122

3 SOCIAL COMPETENCE Is a LONG TERM GOAL. As a result of continuous learning processes through all stages of life. Measured as an individual`s ability to adapt their own responses and actions to achieve the best possible outcome in any social context. Individual competence varies across contexts. Dependent on INTRAPERSONAL and EXTRAPERSONAL factors. Burbach 16/06/20123

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5 PERSONAL IDENTITY APPROPRIATE APPEARANCE ACQUISITION OF SOCIAL SKILLS CONFIDENCE EXPRESSION OF FEELINGS SELF- ESTEEM GOOD AND BAD RELATIONSHIPS DEALING WITH CONFLICT IN RELATIONSHIPS BEING ASSERTIVE BODY LANGUAGE PERSONAL SPACE GOOD AND BAD TOUCH Angelou, 2000; 4 COMPONENTS TO A GOOD RELATIONSHIP 1.MOTIVATION 2.SELF- CONFIDENCE 3.SOCIAL SKILLS 4.OPPORTUNITY Ritchie, 1989 Firth and Rapley, 1990 Burbach 16/06/20125 DEVELOPING RELATIONSHIPS

6 Social Communication Disorder “streams of origin “ DYSLEXIA DEVELOPMENTAL COORDINATION DISORDER ASD ADHD / ADD DEVELOPMENTAL VERBAL DYSPRAXIA LANGUAGE DISORDER BIPOLAR DISORDER ATTACHMENT DISORDER EMOTIONAL DIFFICULTIES SCHIZOPHRENIA NON- VERBAL LEARNING DIFFICULTIES SENSORY INTEGRATION DISORDERS Burbach, 2011 Burbach 16/06/20126

7 INTRAPERSONAL FACTORS Sensory and Cognitive : Nature of the PERCEPTUAL EXPERIENCE. CONSISTENT experience of SENSORY- MOTOR GESTALTS (sets) to create identifiable concepts. CATEGORISATION of gestalts into sources; like/ unlike; related/unrelated. Development of: INTERNAL LANGUAGE to encode sensory experiences as cognitive constructs. Adequate WORKING MEMORY. Ability to RECATEGORISE previous experiences in terms of new contextual cues. VISUALISATION / IMAGING. Ability to adapt or discard previously- learned responses as required (COGNITIVE SHIFT). Consistent experience of sensorimotor gestalts (sets) to create identifiable concepts. INTERNAL LANGUAGE Burbach 16/06/20127

8 INTRAPERSONAL FACTORS Linguistic: CATEGORISATION processes e.g. Same/ different; self/ not self INTERNAL LANGUAGE. Understanding of relationships between concepts (SEMANTICS) as carried in grammatical forms (SYNTAX). Receptive and expressive VOCABULARY for ACTIONS and FEELINGS. CONGRUENCY of expressed and/or received information. COMMUNICATIVE INTENT Verbal and non-verbal REASONING KNOWING and USING the socially appropriate “script” and SOCIAL CODES. Understanding ANALOGY and METAPHOR. Burbach 16/06/20128

9 INTRAPERSONAL FACTORS Emotional : CATEGORISATION of EXTERNAL and INTERNAL perceptual experiences in terms of generation of feeling (sensation) and feeling (emotion), resulting in: Trust and attachment; Impulse control; “Filters “ created by beliefs and thinking styles; Motivation; Optimism and resilience; Recognition and management of own feelings; Recognition and understanding feelings of others; Self- efficacy : Awareness of power to manage own sense of self, feelings and health effectively; Empathy. Burbach 16/06/20129

10 INTERPERSONAL FACTORS (Own/Partners`) adherence to expected social rules. beliefs and thinking styles. awareness of, and ability to compensate for, communication difficulties. Physical environment. Emotional environment Shared interest Clarity of messages. Complexity of messages. Congruency of messages. Rate of communication. Number of participants. Balance of authority. Balance of dominance. Mutual respect. Burbach 16/06/201210

11 STOCK INGREDIENTS Categorisation Processes 6 circles Proprioception Congruent information processing Sensory Memory Internal Language and SEE/SAY/DO triangle Working Memory Visualisation Role of Selective Processing (sensory/cognitive/ emotional) Reflective Language Sensory Empathy and Emotional Empathy Feelings and beliefs Figurative Language Metaphor Burbach 16/06/201211

12 PROPRIO - CEPTION TOUCHVISION HEARINGSMELL TASTE Six Sensory Modes Burbach 16/06/201212

13 Proprioception After Gallagher and Meltzoff ; 1996 Proprioceptive Awareness 2 – fold function 2 Felt Experience of where all the parts of my body are Body Awareness 1 Non-conscious, physiological. Updates body with respect to its posture and movement Simultaneous CROSS- MODALITY communication between VISION & PI + PA and sensory & motor aspects of BEHAVIOR Burbach 16/06/2012

14 CATEGORISATION KEY CONCEPT (1) Burbach 16/06/201214

15 CATEGORISATION (1) Sensory SELF... NOT SELF INSIDE SELF... OUTSIDE SELF Sensory/ Linguistic / emerging Emotional Schemas Words for Feelings - ACTION- SENSATIONS - 5 SENSES sensations - EMOTION- SENSATION - Hierarchies of intensity FEELING (sensory/ emotional) IN CONTEXTS Sensory/ Linguistic/ Emerging Emotional- Social Schemas LIKE/ DISLIKE WANT/REJECT SEEK/ AVOID SAME/ NOT THE SAME/ SIMILAR Burbach 16/06/201215

16 CATEGORISATION (2) Linguistic/ Social – Emotional SEMANTIC groups e.g food and characteristic features Recognition of “edges” of groups Subclasses e.g hot and cold VOCABULARY for actions; relations between concepts; feelings INTERGROUP reclassification e.g. antelope (animal) as prey/venison (food) SOCIAL groups- identifying features KEY FEATURES : Appearance, actions, words. VOCABULARY for actions; relations between concepts; feelings SOCIAL groups and “belonging” – characteristic feature identification INTERGROUP reclassification e.g. self as friend + grandson SOCIAL codes and “keeping in the group” rules Burbach 16/06/201216

17 CATEGORISATION (3) Field Boundaries in Play/ Social Space Physical / Sensory ( 6 senses + space) Group identifying Features (mine/ not mine) RULES of play + RULES of engagement Cheating ; tactics; a cheat ; cheats Field Boundaries in the Classroom Operating rules requiring sensory processing Operating rules requiring Communication congruency and coherence Operating rules requiring a working knowledge of meaning relations Burbach 16/06/201217

18 Categorising Example “BITTER” Auditory Discrimination “bitter” : “bitten” Semantic Fields TASTE BODY PARTS ANIMALS PEOPLE FOOD 6 CIRCLES PROPRIOCEPTION/ SPACES EYE CONTACT FACIAL EXPRESSION BODY LANGUAGE WORDS VOICE TUNE SENSORY- MOTOR EMPATHY Mirroring, same/ different, Prediction and Judgement ACTION and EMOTION HIERARCHIES INTERNAL LANGUAGE Feelings and Beliefs prediction, inference, extrapolation, Communicative Intent RECIPROCITY, “knock- on effect” VISUALISATION Emotional EMPATHY IDIOMS, METAPHOR Verbal Reasoning and Problem-solving Burbach 16/06/201218

19 Burbach, 1998 Burbach 16/06/201219

20 PERSONAL SPACE BODY LANGUAGE EYE CONTACT FACIAL EXPRESSION VOICE TUNE INTONATION WORDS SIX COMMUNICATION ZONES Burbach 16/06/201220

21 CONGRUENCE KEY CONCEPT (2) Burbach 16/06/201221

22 TASTE SMELL HEARINGVISION TOUCH PROPRIO - CEPTION SENSORY CONGRUENCE CONSISTENT EXPERIENCES CREATE ACCURATE MEMORY AND RECALL Burbach 16/06/201222

23 WORDS VOICE TUNE INTONATION FACIAL EXPRESSION EYE CONTACT BODY LANGUAGE PERSONAL SPACE Message Congruency: Six Communication Zones CONGRUENCE CREATES COHERENCE Burbach 16/06/201223

24 HAVE WE MET BEFORE ? James (m) 10 yrs ADD; Developmental coordination disorder/ Dyspraxia Spaces Disassociation body language, eye contact, facial expression Sentence Recall 5 th centile (CELF-4 UK) Burbach 16/06/201224

25 SENSORY – SOCIAL INTERRELATIONSHIPS KEY CONCEPT (3) Burbach 16/06/201225

26 Have We Met Before ? Madison (f) 13 yrs; Emma (f) 14 yrs average- above average auditory processing abilities Morris (m) 15 yrs ASD Dyspraxia Non- Verbal Learning Difficulty GAD Rigid thinking/ belief systems Very slow visual processing : “have to close my eyes to understand”. ++ rigid beliefs obsessive topic “what you`ve got to understand about me is...” Multiple school placements parent – child dyadic pattern maintenance Burbach 16/06/201226

27 VISUALISATION KEY CONCEPT (4) Burbach 16/06/201227

28 VISUALISATION Selective processing of sensory, linguistic and emotional aspects of experience Formulation of a coherent schema of meaning related to the content and context SENSORY + LINGUISTIC + EMOTIONAL MEMORY encoded in “VISUAL” format Able to be recalled consistently, at will, modified and refined in response to new data and described to another person, using a shared communication code. Burbach 16/06/201228

29 VISUALISATION Core Process = IMAGINING “Seeing it in my mind`s eye” Core Process = ADJUSTING THE IMAGE “Changing my mind” Core Process = IMAGINING MYSELF ACTING/ FEELING/ LOOKING/ SEEMING/ BEING DIFFERENT Core Process = CHANGING MY RESPONSE TO THE OUTSIDE WORLD Burbach 16/06/201229

30 ACCESS TO CBT example CBT protocol to deal with Generalised Anxiety Disorder (sees risks and dangers everywhere; constant focus on what if... catastrophes) (Padesky, 1986) Main Treatment Strategy : Move from What if…? to Then What …? Identify specific situations Identify and rate mood (intensity 1- 10) What is going on in your body ? What do you notice ? What is going through your mind? Automatic Thoughts, Underlying Assumptions Any images? Describe sensory details of images “Anxiety`s job” (to make you avoid danger) and “your job” (to manage in face of danger) SCAEP Content Same/ different; Dislike/ tolerate categorisation; semantic concepts; verbal reasoning; visualisation, prediction. Distinctive feature categorisation; Emotional Hierarchy Proprioception; sensory awareness and vocabulary; 6 circles Internal Language; visualisation; cause- effect categorisation; sensory and emotional hierarchies. Visualisation; sensory awareness; sensory- motor integration; vocabulary; 6 circles; empathies; working memory; Internal language METAPHOR Burbach 16/06/201230

31 EMPATHY (1) Sensory Empathy “Do you see what I see ? Can you hear what I hear ?” depends on a SHARED ATTENTION, SHARED INTEREST, SHARED (sensory, environmental, linguistic) EXPERIENCE and SHARED KNOWLEDGE. LANGUAGE is the way we REFLECT our sensory experiences and compare them with someone else`s. This requires a SHARED CODE. Burbach 16/06/201231

32 EMPATHY (2) Emotional Empathy “I know how you feel !” “I know where you`re coming from !” “You must be feeling so fed- up !” LANGUAGE reflects our perceptions of another`s experiences, using our own schemas to extrapolate from. We ASSUME shared experience, knowledge and schemas. But we must be able to ANALYSE the information we are receiving to select the corresponding schemas in our own system accurately. We ASSUME we are focussing on the same distinctive features. Burbach 16/06/201232

33 EMPATHY BRIDGE REFLECTIVE LANGUAGE MIRROR- ING PERCEPT -IONS AND RESPON- SES Burbach 16/06/201233

34 FIGURATIVE LANGUAGE AND METAPHOR KEY CONCEPT (5) Burbach 16/06/201234

35 METAPHOR (1) Categor- isation Visualisa- tion Empathy Expressive Communi- cation Reflective Language Burbach 16/06/ Working Memory Mirror Actions

36 Help to conceptualise the components of a situation or context Requires awareness of imagery Integration of verbal and imaged Holding and manipulating 2 mental concepts (WORKING MEMORY) Awareness of commonalities despite superficial differences Flexible use of multiple meanings NARRATIVE METAPHORS – imply process, development, change and outcome. LEARNING !! SIMILE - quick comparison “short hand” images which can be expanded and linked with others to develop a narrative “LIKE A...” ANALOGY- “AS IF....” MATHS IDIOM - simile/ analogy that bears analogous resemblance to literal (sensory - motor) meaning METAPHOR (2) Burbach 16/06/201236

37 PIZZA METAPHOR WHAT`S COOKING ? Sensory ingredients Ingredient analogies 6 Slices correspond to 6 zones Proportions and portions Recipes for success Adapting recipes according to contexts Likes and Dislikes/ Same and Different Chilli = dangerous but tasty (tolerances for discomfort; inappropriacy etc ) Sharing (self/ trust) Aftertaste and memory Changing the recipe; changing tastes Getting the balance right WHAT FLAVOUR DO YOU LEAVE ? I DON’T LIKE PIZZA. COMING BACK FOR MORE Burbach 16/06/201237


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