Elements of social skills training 380-ERA-7JIT
Ćwiczenia (CW) Rok akademicki 2022/23

Literature:

Cialdini R., Influence: The Psychology of Persuasion, HarperBusiness, 2006.

Giblin L., Skill With People, 2010.

Gresham F.M., Van M.B., & Cook C.R., Social skills training for teaching replacement behaviors: Remediating acquisition deficits in at-risk students. Behavioral Disorders, 31(4),363-377, 2006.

Johns B., Crowley E.P., & Guetzloe E., The central role ofteaching social skills. Focus on Exceptional Children, 37(8), 1-8, 2005.

Kavale K.A., Mathur S.R., & Mostert M.P., Social skills training and teaching social behavior to students with emotional and behavioral disorders. In R. Rutherford Jr., M.M. Quinn, &S.R. Mathur (Eds.), Handbook ofresearch in emotional and behavioral disorders, New York, NY: The Guilford Press 2004.

Trover P., Radical Approaches of Social Skills Training, Routledge, Lonfon and BY, 2001.

The student develops knowledge about himself, as well as educates his social skills necessary for proper functioning in a group.

Credits: credit for grade.

Course condition: attendance, activity.

The student's task is to prepare and conduct classes on a topic of their choice (selected social skill), in which a class group will participate.

Absence: One absenteeism (without excuse) is allowed during the semester. If you are absent from the program, you will be required to attend individually during the consultation (within two weeks of absence).

Substantive content:

Developing skills:

• distinguish and identify subordinate emotions,

• embracing emotions and expressing them socially acceptable,

• good communication patterns,

• adherence to social rules and norms,

• establish positive relationships with people,

• reading intentions and anticipating others' behaviors

• positive resolution of conflicts,

• express yourself and your own opinion.

Timetable:

1. Introduction to the main issues of the workshop (2 hours)

2. The workshop block (26 hours)

• Social communication skills;

• Skills for making friends;

• Skills for dealing with feelings;

• Skills for dealing with stress;

• Alternatives to agression.

3. Evaluation of the classes (2 hours)

activating methods: brainstorming, situational, staging, problem, etc.