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
Ages 3 – 11
A collection of fun and engaging learning activities to help primary school children with SEN to improve their reading and writing in an inclusive classroom. Each lesson is tailored to objectives for children working below National Curriculum levels and includes a learning objective, the resources needed, the main activity, a plenary activity and a consolidation activity to help support children’s understanding.
These lesson plans are taken from Kate Bradley and Claire Brewer’s new learning resource, 101 Inclusive and SEN English Lessons: Fun Activities and Lesson Plans for Children Aged 3 – 11. They have also authored 101 Inclusive and SEN Maths Lessons.
Use code ENG for a 10% discount when you order this book from JKP.com
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In more than 100 interviews around the the world with 8-18-year-olds with dyslexia, Margaret Rooke has put together the first book of its kind; a book about young people with dyslexia, told by the young people themselves. Whilst they acknowledge that dyslexia can sometimes be a struggle, they also talk about the great strengths their dyslexia has given them, such as creativity, determination, empathy and grit. Take a look at some of the interviews here.
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Illustrator Emma Lindström talks us through how Robin and the White Rabbit came to be, and shares her process for creating the striking water colour and photo imagery that adorn the book.
Under a tree in the schoolyard, a lone child is sitting. They sit there looking at the others… all the while turning further and further away. The feelings are piling up around the child, but no one’s there to help the child reach through the wall of feelings that separates them from the other children. The child is told that they must play with the other children, that they should be involved in the world around them. But how do you do that? The only thing the child knows right now is that it is fairly safe to sit under the tree… But what if a white rabbit would show up? A soft and kind rabbit who you can hug and play with…
Hello, my name is Emma Lindström. I am a preschool teacher with several years of experience supporting children with special needs, now specialising in visual aid.
In the summer of 2015, I sat at a café with my new-found friend Åse. We met only a few days earlier, by chance at a picnic. Åse talked about her experiences with people in need of visual communication, and soon we started to discuss the importance of understanding the need for people to communicate in ways other than spoken language. I related to my experiences as a support teacher in preschool and Åse talked about the various projects she participated in and her experiences from Konstfack College of Arts. After a while we considered what it would be like to create a picture book that highlights visual communication. Continue reading
Susan Young, author of The STAR Program, talks about the innovative methods she has developed to help children with ADHD develop their self-control, concentration and problem-solving skills.
I started working with young people with Attention Deficit/Hyperactivity Disorder (ADHD) over 20 years ago. The clinical picture has changed over these years due to research, which has considerably advanced our scientific knowledge and understanding about the aetiology, presentation, treatment and prognosis of ADHD. ADHD is now recognised to be a lifespan condition yet, despite international guidelines on the assessment, treatment and management of ADHD, too many young people reach adulthood with undiagnosed ADHD. As a psychologist, I am less concerned with a “clinical” diagnosis than the functional problems associated with inattention and the immediate or longer-term effects on a child’s development and life satisfaction. As a mother I know how worrying this can be and, as a clinician, I know that steps can be taken to help and support a child in overcoming these difficulties. I know how important it is for everyone to work together to help children effect change in their lives, so I wanted to develop an intervention that may involve teachers, parents/carers and the children themselves. We do not often intervene directly with children and treatments: we usually aim to make change by teaching those who interact with them to change the environment around them in some way. I think this underestimates our children’s abilities and misses an important opportunity. Why can we teach children academic skills but not life skills? I wrote the STAR Intervention to provide these life skills to children, their parents/carers and, hopefully, others involved in their care. Continue reading
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
Sonia Mainstone-Cotton, author of Promoting Young Children’s Emotional Health and Wellbeing, provides some very useful and easy tips for supporting young children’s happiness at this important stage in their development.
Wellbeing is a term we hear a lot about for adults and young people, but we don’t hear so much about it for young children. We know that the rates of teenage mental health problems are rising alarmingly, and we are aware that children and young people are feeling increasingly stressed and distressed. I passionately believe if we can help young children to have a good wellbeing then we are setting them off to a great start in life. But to help children have a good wellbeing, we need to be proactive about it.
One critical aspect of a child having good wellbeing is by them knowing that they are loved – that they are loved for the unique and precious individuals they are. Parents and grandparents clearly have a crucial role in letting children know that they are unconditionally loved, but I also believe that key workers, teaching assistants, children’s workers also have a role in showing children that they are loved and wanted. We show this through the words we use and the way we hold children. Part of my job is as a nurture consultant; I have seven children and schools that I support throughout the year. Every time I see one of my nurture children I ensure I show delight in seeing them that day. I smile at them, I look them in the eyes and tell them how lovely it is to see them today, how much I have been looking forward to our time together. Continue reading
Margaret Malpas, author of Self-fulfilment with Dyslexia, provides an overview of the creative process in a person’s brain and explores the reasons why creativity is a particular strength of people with dyslexia.
Her book, printed on cream paper so that it is easy on the eye, is a very simple to follow guide designed to help people with dyslexia make the most of their true potential. Royalties from the sale of the book will be donated to the British Dyslexia Association. Find out more about the book here.
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Margaret Malpas, author of Self-fulfilment with Dyslexia, explains how it is not just talent that makes people successful but rather the strength of character to succeed. Admitting that dyslexic people may well struggle academically at an early age, she nonetheless asserts that with dyslexia comes the determination to prove your critics wrong.
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