Shawn Amador, LCSW, is a school social worker who runs an after school comedy troupe, and is a part time therapist. Her new book, Teaching Social Skills Through Sketch Comedy and Improv Games, publishes this month.
Kids and teens with social cognitive deficits have difficulty seeing outside of themselves, which contributes back to having more social difficulty. Due to their struggles, social skills training could possibly be a trigger or at the least, tap into insecurities. We need to find ways to teach social skills in real time while interacting, thus also increasing ‘feel good’ brain chemicals which can increase positive feelings about interactions.
When adding theatre, improv skills, play-writing and sketch comedy to social skills training, it’s like adding spoonful of sugar to help the social skills go down! Shawn Amador, LCSW, has created a program that adds all of these activities together, which makes “Social Theatre”™. Participants in Shawn’s Social Theatre group therapy, say that it does not feel like therapy. In fact, we make fun of ourselves through brainstorming socially awkward moments which we make into plays and correct with a more effective social skill in the next scene.
In Teaching Social Skills through Sketch Comedy and Improv Games, there are activities that are adaptable to many social and intellectual levels from academically gifted, typical, to mild and moderate cognitive abilities. Moreover, social skills sketch comedy scripts from the book can be utilized in teaching lessons or for performance.
If you would like to try some games that teach social skills, here are some popular games:
- “Red Light Green Light” for Self Control
- “Mother May I” for cognitive flexibility
- “Yes, and” improv game for collaborative idea building
- “Feelings Charades” for feelings recognition and expression
- Acting out a familiar story, switching roles and acting it out again for perspectives
Victoria Honeybourne is a senior advisory teacher, trainer and writer with a particular interest in promoting wellbeing amongst young people on the autism spectrum. We caught up with Victoria upon the publication of her latest book, A Practical Guide to Happiness in Children and Teens on the Autism Spectrum, to ask a few questions about how it came about.
What motivated you to write A Practical Guide to Happiness in Children and Teens on the Autism Spectrum and who is the book for?
There has been a lot of interest recently in using findings from the positive psychology movement to improve happiness, wellbeing and resilience in children and young people. However, I realised that many of the strategies advised were not always the most appropriate for those on the autism spectrum. I wanted to write a book which looked at these issues from an autistic point of view. The book is for anybody working with children and young people on the autism spectrum – mainstream teachers, teaching assistants, mentors, speech and language therapists, and parents.
An engaging, self-help guide based on cognitive behavioural therapy that teaches young people mindfulness techniques to alleviate their worry and anxiety. Strategies include ways to shift your attention away from your worry, not to fall into a debate with it, and learning to accept rather than fight your anxiety when it is present.
This extract is taken from bestselling author Dawn Huebner’s new book, Outsmarting Worry: An Older Kid’s Guide to Managing Anxiety. Written in language immediately accessible to children, it teaches young people, and the adults who care about them, specific skills that make it easier to face and overcome their worries and fears.
Bestselling author of Creating Loving Attachments and clinical psychologist Kim Golding reflects upon the major changes in the world of adoption over the past 30 years and looks towards the future. Her article is taken from 30 Years of Social Change which gathers together over 30 leading thinkers from diverse disciplines to reflect upon how their fields of expertise have evolved during those years.
The year 1987 was life-changing for me. I was a relatively newly qualified clinical psychologist and was embarking on motherhood. The birth of my son was a long way removed from the world of adoption and fostering but, unbeknown to me at the time, this latter world was on the threshold of great change.
It would be another decade before I took on the responsibility alongside colleagues to develop a support service for carers of children living in and adopted from care, but this service would be shaped by changes that were already starting. The 30 years during which my son has grown into an adult, and Jessica Kingsley Publishers has become a leading publisher in literature focused on adoption and fostering, have coincided with a period of intense scrutiny, research and change within the world of fostering and adoption.
For decades, the psychological assessment and treatment of offenders has run on invalid and untested programmes. In his book, Bad Psychology, Robert A. Forde exposes the current ineffectiveness of forensic psychology that has for too long been maintained by individual and commercial vested interests, resulting in dangerous prisoners being released on parole, and low risk prisoners being denied it, wasting enormous amounts of public money. Robert A. Forde is a retired consultant forensic psychologist and prison psychologist.
How many eyes do you have?
I’m betting the answer to that question is no more than two. However, there is a traditional joke that psychologists have a “third eye” which enables them to see into people’s minds. Pretty obviously, they don’t. Perhaps less obviously, this means that they only have the same powers of observation as anyone else. Much of my recent writing in psychology has examined the implications of this simple statement.
Simon McCarthy-Jones, author of Can’t You Hear Them?, talks to Human Givens about what is known – and what has been ignored – in explaining the experience of hearing voices.
The experience of ‘hearing voices’, once associated with lofty prophetic communications, has fallen low. Today, the experience is typically portrayed as an unambiguous harbinger of madness caused by a broken brain, an unbalanced mind, biology gone wild. Yet an alternative account, forged predominantly by people who hear voices themselves, argues that hearing voices is an understandable response to traumatic life-events. There is an urgent need to overcome the tensions between these two ways of understanding ‘voice hearing’.
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Michael Panckridge, co-author of Be Bully Free, takes a look at the different forms that bullying can take and suggests strategies that victims of bullying can adopt to overcome the problem.
Bullying is about power and the perceived need to gain dominance over another person either physically, intellectually, socially or emotionally. Research into the effect of bullying behaviour indicates that not only does it produce negative short-term psychological problems, but can also affect a person well into their adult life and even lay the foundations for significant and ongoing emotional health problems. Sometimes the bullying is overt and immediate. However, in many cases, the bullying is low-key and ‘hidden’, and the recipient may not be aware of it immediately. Initially the recipient may think it is their own behaviour that is causing the bullying – that there is something wrong with them or what they do. When this happens, the recipient of the bullying tends to avoid being with other people and they use strategies to escape. This may include avoiding school, which can signal the start of school refusal. Continue reading
Nick Luxmoore, author of Practical Supervision for Counsellors who Work with Young People, explores the positive impact that good supervision sessions can have on counsellors who are struggling to break down barriers with young people in their care.
It’s Nikki’s first day as a counsellor and she’s about to see four young people. “Help!” she says, panicking. “What am I supposed to do?” Elsewhere, the girl Stephanie’s been seeing for counselling has ripped up a box of tissues and stormed out of the room, Marvin’s complaining that his counselling waiting list is getting longer and longer, and all the young people at Maggie’s school appear to be cutting themselves or feeling suicidal….
However experienced or inexperienced they may be, all professional counsellors are obliged to have regular meetings with a supervisor: someone with whom they can untangle the “stuckness” that develops in their thinking and relationships. Most are only too glad of the facility and most counsellors are able to choose their supervisor, someone who may or may not already have experience of working with young people. Continue reading
Bo Hejlskov Elvén is a Clinical Psychologist, and author of Frightened, Disturbed, Dangerous?, Disruptive, Stubborn, Out of Control?, Confused, Angry, Anxious? and Sulky, Rowdy, Rude?, based in Sweden. He is an independent consultant and lecturer on autism and challenging behaviour, and an accredited Studio III trainer. In 2009, he was awarded the Puzzle Piece of the Year prize by the Swedish Autism Society for his lecturing and counselling on challenging behaviour.
Frightened, Disturbed, Dangerous? Those words are often used to describe people in psychiatric care. Historically, schizophrenia is one of our oldest diagnoses still in use. Our oldest diagnoses describe people whose behaviour was unpredictable and clearly different than that of other people. Today, we still see descriptions of people with psychiatric conditions described as disturbed and dangerous despite all the knowledge we have contradicting those descriptions. The words we use to describe people affect the way we think about them and our methods for working with them. If we believe that a person is dangerous, we will keep our distance and even react faster to the person’s behaviour. We are also more prone to react with force.
Joy Rees, author of Life Story Books for Adopted and Fostered Children, gives her advice on how best to compile a life story book for an adopted or fostered child. Working chronologically backwards rather than forwards, she explains how such a format reinforces the child’s sense of security and promotes attachment.
A Life Story Book tells the story of the child’s life and is often described as an ‘essential tool’ to help the child gain a sense of identity and an understanding of his or her history. This was the emphasis when I wrote the first edition of this book, Life Story Books for Adopted Children, – A Family Friendly Approach, some 10 years ago.
This approach evolved from my work with adoptive families, and from a growing awareness that most of the books I read at that time were simply not ‘fit for purpose’. The language used and the details given about the birth parents’ history was generally not appropriate or helpful. The books were just not child friendly. At best many of them were complex and confusing and it was difficult to follow the child’s story in them. At worse, some books inadvertently fed into the child’s sense of self-blame and shame about their early experiences. Others risked adversely affecting placement stability by impeding the vital claiming and belonging stages of the attachment process. Continue reading