The slide features bold white text on a blue background saying 'SOCIAL SKILL INSTRUCTION,' with additional details: 'Group with Youth in Schools, Spring 2025 SOWK 487w Week 14,' and 'DR. JACOB CAMPBELL, LICSW AT HERITAGE UNIVERSITY.' A large black circle occupies the right side.
Slide displaying 'Week 14 Agenda' with topics: Overview of Working in Bridges Program, Overview of SEL, Implementation of ART Moral Reasoning, and Ideas for Working with Adolescents and Social Skills. Yellow background.
Two hands break a pencil against a black background. The text reads: 'WHAT IS EBD,' with bullet points: 'Externalizing behaviors,' 'Internalizing behaviors,' 'Low incidence disorders.' A definition follows: 'EBD is qualified as an 'emotional disturbance' as a condition exhibiting one or more specific emotional and/or behavioral difficulties over a long period of time and to a marked degree, which adversely affects educational performance.'
Text 'PSYCHO-EDUCATIONAL CLASSROOM MODEL' is prominently displayed. Below, bullet points explain the therapeutic model's use of group milieu, emphasizing understanding behavior, its impact, and strategy development for behavior change.
An orange arrow icon on the left symbolizes 'Reducing Restrictiveness vs. Increasing Restrictiveness.' The text on the right, titled 'Unique Aspects of This Classroom,' lists features such as high staff-to-student ratio, special staff training, individualized scheduling, behavior management focus, coordination of services, and inclusion of social work and mental health perspectives.
A stylized bridge labeled 'CLASSROOM STRUCTURES' spans the image. Below, two pillars display text: 'GROUP WORK,' 'POSITIVE REINFORCEMENT', and lists including 'ACADEMIC INSTRUCTION' and 'TOKEN ECONOMY.'
Black arrow displaying behavior strategies in a list format, such as providing positive reinforcement and reteaching. Text context: 'CONTINUUM OF STRATEGIES TO ADDRESS BEHAVIOR' and other elements about addressing classroom and administrative discipline.
Text in large blue font asks, 'WHAT IS SOCIAL AND EMOTIONAL LEARNING?' against a plain white background.
A circular diagram shows five segments labeled Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision Making centered around 'Social & Emotional Learning.' Text reads 'CASEL Framework, The CASEL 5.'
Graphical chart divided into five segments: 'Self-Awareness,' 'Social Awareness,' 'Relationship Skills,' 'Responsible Decision Making,' each surrounding 'Social & Emotional Learning.' Text details abilities like understanding emotions, honesty, and growth mindset.
A colorful pie chart illustrating areas of social and emotional learning with sections labeled: Self-Management, Social Awareness, Relationship Skills, and Responsible Decision Making. Text explains managing behaviors for goals.
A pie chart illustrating 'Social & Emotional Learning' shows three segments: Self-Awareness, Self-Management, and Social Awareness. Text highlights empathy, understanding diverse norms, and recognizing organizational influences. Additional text includes:- 'Taking others' perspectives'- 'Showing concern for the feelings of others'The explanation emphasizes understanding and empathizing with others across diverse contexts.
A diagram and text focus on social and emotional learning skills. The pie chart includes 'Self-Awareness,' 'Self-Management,' 'Responsible Decision Making,' 'Relationship Skills,' and emphasizes communication and leadership abilities.
Circle diagram highlights 'Social & Emotional Learning' components: Social Awareness, Relationship Skills, Responsible Decision Making. Text includes skills like curiosity, problem-solving, critical thinking, and evaluating impacts. (CASEL, n.d.)
The image shows a diagram labeled 'CASEL Framework' with five segments: Self-Awareness, Self-Management, Responsible Decision Making, Relationship Skills, and Social Awareness, all centered around 'Social & Emotional Learning.' Text at the bottom poses five questions about implementing instruction related to these areas.
Text reading 'WASHINGTON ADOPTED SEL STANDARDS' is displayed prominently in white on a bright yellow background, with a website link underneath: https://www.k12.wa.us/student-success/resources-subject-area/social-emotional-learning-sel.
Grid chart aligns Washington SEL standards with CASEL areas, using color-coded boxes to indicate degrees of alignment (strong, limited, no). Rows: CASEL framework; columns: SEL standards.
**Object**: Table of standards and benchmarks **Action**: Presents educational criteria **Context**: Washington's K-12 SEL standards for self. - **Standard 1—Self-Awareness**: Identifying emotions, assets, growth areas. - *Benchmarks*: Emotion understanding, identity awareness.- **Standard 2—Self-Management**: Emotion regulation. - *Benchmarks*: Managing emotions, decision skills.- **Standard 3—Self-Efficacy**: Motivation and perseverance. - *Benchmarks*: Goal setting, problem-solving.**Source**: Washington Office of Superintendent of Public Instruction (OSPI, 2023).
**Object:** Table of social standards and benchmarks **Action:** Lists standards and corresponding benchmarks **Context:** For Washington's K-12 SEL, focusing on social awareness, management, and engagement.**Transcription:**- **Standard 4—Social Awareness:** - *Benchmark 4A:* Awareness of other people's emotions and identities. - *Benchmark 4B:* Respect for similarities and differences. - *Benchmark 4C:* Understanding cultural variations.- **Standard 5—Social Management:** - *Benchmark 5A:* Communication and social skills. - *Benchmark 5B:* Resolving interpersonal conflicts. - *Benchmark 5C:* Engaging in healthy relationships.- **Standard 6—Social Engagement:** - *Benchmark 6A:* School and community responsibility. - *Benchmark 6B:* Working with others to meet goals. - *Benchmark 6C:* Contributing to school, workplace, and community.*(OSPI, 2023)*
Text on slide about self-awareness. 'Standard 1: Self-Awareness' emphasizes understanding emotions and growth areas. Benchmark 1A highlights understanding emotions' influence on behavior. Includes conditions for nurturing educational settings.
The image is a table titled 'BENCHMARK 1A INDICATORS,' outlining developmental stages in emotional recognition and reflection across four categories: Early Elementary, Late Elementary, Middle School, and High School/Adult. It describes abilities and actions related to emotions, feelings, and mindset awareness, highlighting changes from needing adult assistance to independent analysis and self-reflection.
Text on a pink background: 'EMBEDDED SOCIAL EMOTIONAL LEARNING VS EXPLICIT SOCIAL EMOTIONAL LEARNING.' The text highlights a comparison between two educational approaches.
Text in bold white letters reads 'AGGRESSION REPLACEMENT TRAINING' on a bright blue background.
Text 'GROUP NORMS' is displayed prominently. Bullet points list: Respect, Safety, Participation, Confidentiality. Set against a plain white background, suggesting a presentation slide.
The image contains a presentation slide with the title 'THINKING ERRORS AKA: COGNITIVE DISTORTIONS.' It describes concepts like self-centered thinking, assuming the worst, blaming others, and minimizing/mislabeling. A teal box highlights how these errors lead to trouble and undesired consequences.
Chart displaying styles of thinking translated into positives. - **Self-Centered Thinking:** 'I am not going to rob a bank…' — 'Using Thinking Ahead…' - **Assuming the Worst:** 'If I drink and drive…' — 'Using Thinking Ahead…' - **Blaming Others:** 'If there weren’t so many drug dealers…' — 'If it is a factual statement…' - **Minimizing/Mislabeling:** 'It is no big deal to get a flu shot…' — 'Using a Reminder to help…' Title: 'THINKING ERRORS AKA: COGNITIVE DISTORTIONS.' Note: 'THESE SAME STYLES OF THINKING CAN ALSO LEAD US TO POSITIVE DECISIONS.'
Text on a pink background poses a scenario: Reggie's mother wonders why his father is late, knowing he may be at a bar, despite promises to stop drinking. She asks Reggie's opinion.
Grid table facilitates moral reasoning discussion. Rows prompt input for names and group decision. Context includes “Problem Situation: Reggies Problem,” “Real Problem Definition,” and columns numbered 1 to 5.
**Object:** Text on a slide **Action:** Lists tasks **Context:** Blue background Text: 'AGGRESSION REPLACEMENT TRAINING' 'Tasks to Consider' - Relate problems to real-life experiences - Elicit and list mature responses first - Avoid reinforcing immature reasoning - Leverage peer influence - Use perspective-taking and role-taking - Facilitate group consensus - Praise growth and reflection
A slide lists techniques for working with involuntary groups. Techniques include emphasizing choices, clarifying roles and requirements, focusing on positive futures, and rewarding responsibility. Source: Rooney & Chovanec, 2011.
**Description**: The image is a presentation slide listing strategies for 'Strengths Based Group Work with Children and Adolescents.' Numbered points include forming groups based on needs, integrating activities, decentralizing authority, and respecting group development. Text notes '(Malekoff, 2017).'
Slide displaying four intervention strategies for practicing social skills: peer-mediated practice and mentoring, role-playing, social stories, and video modeling. Headline emphasizes focus on students with EBD. (Kumm et al., 2021)
Chart illustrating three phases of social skill instruction: 'Pre-Social Skill Practice Strategies,' 'Practice,' and 'Post-Practice.' Each phase with corresponding actions listed, progression indicated by downward arrow. Key actions include: 1. Discussing and modeling social skills.2. Implementing practice strategies and monitoring.3. Analyzing data and adjusting strategies.Reference: (Kumm et al., 2021, p. 100).