The image is a presentation slide with blue and black colors. It features text: 'DR. JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY,' 'SOCIAL SKILL INSTRUCTION,' and 'Group with Youth in Schools, Spring 2026 SOWK 487w Week 14.'
'Week 14 Plan' slide features two main sections: - **Agenda**: Topics include a school-based program, SEL overview, ART moral reasoning, and adolescent social skills ideas.- **Learning Objectives**: Key skills involve understanding youth with EBD, CASEL 5 SEL competencies, ART facilitation, and applying social skill strategies.
Two hands break a pencil in a dark setting. Text reads: 'WHAT IS EBD,' listing 'Externalizing behaviors, Internalizing behaviors, Low incidence disorders.' Further text explains emotional disturbance affecting educational performance.
Text in bold 'PSYCHO-EDUCATIONAL' and blue 'CLASSROOM MODEL' title a slide. Left text explains a therapeutic model using a group setting, focusing on understanding behavior, its impact, and change strategies.
**Object:** Slide content **Action:** Describing unique classroom aspects **Context:** Presentation slide with orange directional arrows and blue text**Text:**- 'Reducing Restrictiveness vs. Increasing Restrictiveness' (orange arrow)- 'UNIQUE ASPECTS OF THIS CLASSROOM' - High ratio of staff to students - Special training for staff - Schedule options for individualized needs - Manage behaviors, keep kids in school - Coordinate external services - Include social worker, mental health perspective
Bridge illustration connects educational concepts; text states: 'CLASSROOM STRUCTURES.' Focus areas: 'Group Work' and 'Positive Reinforcement.' Methods listed include academic instruction, social skill instruction, tracking behavior, progressive level system, and token economy.
The image shows an upward-pointing arrow listing strategies like 'Providing positive reinforcement,' 'Reteaching,' and 'Coordinating with outside services.' Text reads, 'CONTINUUM OF STRATEGIES TO ADDRESS BEHAVIOR.'
Text reading 'WHAT IS SOCIAL AND EMOTIONAL LEARNING?' is centered in the image, with a white background. The text is in blue, focusing on the topic's introduction.
A colorful pie chart illustrates the 'CASEL Framework,' highlighting five components of social and emotional learning: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Text: 'CASEL FRAMEWORK' and 'Collaborative for Academic, Social, and Emotional Learning (CASEL, n.d.)'.
A pie chart illustrates five aspects of social and emotional learning: Self-Awareness, Social Awareness, Relationship Skills, Responsible Decision Making. Text details components of understanding emotions and thoughts.
Pie chart illustrating components of Social & Emotional Learning with five segments titled Self-Management, Responsible Decision Making, Relationship Skills, Social Awareness. Accompanied by text elaborating self-management skills like emotion regulation and self-motivation.
Chart segments labeled 'Social Awareness,' 'Self-Awareness,' and 'Self-Management' surrounding a central section 'Social & Emotional Learning.' Text lists skills like empathy, recognizing strengths, and understanding diverse norms.
A pie chart highlights 'Social & Emotional Learning' with sections for 'Self-Awareness,' 'Self-Management,' 'Responsible Decision Making,' and 'Relationship Skills.' Text describes communication, cultural competency, and conflict resolution skills.
A diagram displays 'Social & Emotional Learning' with sections on 'Social Awareness,' 'Relationship Skills,' and 'Responsible Decision Making.' Text describes skills like curiosity, problem-solving, and reflection on actions.
A pie chart labeled 'CASEL Framework' highlights five areas: Self-Awareness, Self-Management, Responsible Decision Making, Relationship Skills, and Social Awareness. Discussion questions are listed beside it.
Text on a yellow background announces 'WASHINGTON ADOPTED SEL STANDARDS' with a URL below: [https://www.k12.wa.us/student-success/resources-subject-area/social-emotional-learning-sel](https://www.k12.wa.us/student-success/resources-subject-area/social-emotional-learning-sel).
Chart shows alignment between Washington SEL standards and CASEL SEL competence areas. It uses a color-coded grid to indicate strong, limited, or no alignment. Categories include Self-Awareness, Self-Management, Self-Efficacy, Social Awareness, Social Management, and Social Engagement.
Chart outlining Washington's K-12 SEL standards and benchmarks for self. Three standards: Self-Awareness, Self-Management, Self-Efficacy, with benchmarks like emotional understanding, identity awareness, emotion regulation, decision-making, perseverance, advocacy.
The image displays a presentation slide detailing Washington’s K-12 SEL Standards and Benchmarks for Social. The table outlines Standards 4-6 focusing on Social Awareness, Management, and Engagement, along with associated benchmarks.
Text on a teal background describes 'Standard 1: Self-Awareness,' focusing on identifying emotions and personal growth. A pink box highlights 'Benchmark 1A' about understanding emotions' influence on behavior. Additional context emphasizes nurturing educational settings.
A table outlines emotional intelligence benchmarks by educational stage: Early Elementary, Late Elementary, Middle School, and High School/Adult. Each column lists specific abilities related to emotions, reflection, and mindset development.
Text on a pink background contrasts 'Embedded Social Emotional Learning' with 'Explicit Social Emotional Learning,' separated by 'vs' in the center, indicating a comparison or discussion point.
Text in bold white letters reads 'Aggression Replacement Training' against a solid bright blue background. This is likely a presentation slide title.
The image displays a slide with the title 'GROUP NORMS' in blue. Below, bullet points list: Respect, Safety, Participation, Confidentiality, all on a white background.
Slide features text on cognitive distortions, labeled 'THINKING ERRORS.' Key points: self-centered thinking, assuming worst, blaming others, and minimizing. It highlights their role in poor choices and antisocial behavior.
**Object**: Chart**Action**: Explaining**Context**: Displays 'Thinking Errors' with styles like 'Self-Centered Thinking,' 'Assuming the Worst,' and others. Divides into 'Positive/Pro-social' and 'Okay Because' categories. Highlights cognitive distortions that can lead to positive decisions.
Text on a pink slide describes a scenario: Reggie’s mother shares concerns about Reggie's father's lateness. She suspects he stopped at a bar, despite his promises. She asks Reggie for advice.
Table-chart titled 'MORAL REASONING' presents 'Problem Situation: Reggies Problem' and 'Real Problem Definition' with blank fields. Below, a table listing 'Name' and columns 1-5 for scoring, followed by 'Group Decision'.
The slide displays the title 'Aggression Replacement Training' on a blue background. Under 'Tasks to Consider': relate problems to experiences, elicit mature responses, avoid immature reasoning, use peer influence, perspective-taking, facilitate consensus, and praise growth.
A presentation slide lists techniques for working with involuntary groups, including emphasizing choices, clarifying roles, avoiding blame, focusing on the future, and rewarding responsibility. Cited source: Rooney & Chovanec, 2017.
Title: 'STRENGTHS BASED GROUP WORK WITH CHILDREN AND ADOLESCENTS.'The slide lists seven principles, each numbered:1. Form groups based on member felt needs and wants, not diagnoses.2. Structure groups to welcome the whole person, not just the troubled parts.3. Integrate verbal and nonverbal activities.4. Decentralize authority and turn control over to group members.5. Develop alliances with relevant other people.6. Maintain a dual focus on individual change and social reform.7. Understand and respect group development as a key to promoting change.Citation: '(Maikoft, 2017)'
Title text reads 'Intervention Strategies to Practice Social Skills' for students with EBD. Listed strategies: Peer-mediated practice and mentoring, Role-playing, Social stories, Video modeling. Citation: Kumm et al., 2021.
Flowchart details phases of providing social skill instruction: pre-social skill strategies, practice, and post-practice. Includes discussion, implementation, monitoring, and data analysis. Arrows indicate process flow. (Source: Kumm et al., 2021).