Social Competencies

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19 Οκτ 2013 (πριν από 3 χρόνια και 7 μήνες)

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Fostering Social
Competencies in Deaf
Children

Cindi Sternfeld, Ed.S.

March 16, 2013


Researchers and Teachers of deaf students
across the country are using standardized
and home
-
grown programs to work with
Deaf students & they are getting results.

Who’s on the case?

Who’s looking at the work?


Asiah

Mason, Ph.D.
, Laurent
Clerc

National
Deaf
Education Center,
Gallaudet


Diane Morton, Ph.D., Gallaudet University


Dorie

Noll, Washington University School of
Medicine


Maria Suarez, University of La Laguna, Spain


3/16/2013

C.Sternfeld

Helping Children to survive and
thrive in today’s social landscape


Survive


To not die or disappear,
to live through something

vs


Thrive


to grow vigorously and
healthily, to do well

3/16/2013

C.Sternfeld

Alphabet Soup

CASEL


Collaborative for Academic
and Social Emotional
Learning


SEL = Social Emotional Learning


EI


Emotional Intelligence


EF


Executive Function


Collaborative for Academic, Social
and Emotional Learning, CASEL


CASEL works to advance the science of
social and emotional learning, expand
integrated
evidence
-
based

SEL practice
and to advance the field of Social Emotional
Learning.


Founded by Daniel
Goleman

& Eileen
Rockefeller
-
Gorwald

in 1994


Researches SEL curricula


Develops list of evidence based SEL programs



Evidence Based SEL Practice…….what does
this mean for our population?

3/16/2013

C.Sternfeld

Social Emotional Learning (SEL) is
the process of developing social
and emotional skills in the context
of safe, caring, well managed and
engaging learning environments.

CASEL, 2006

From
MindUp
:

Creating
the optimistic classroom




Remind students
not to talk over you
or
each
other and to give everyone a chance to be
heard.


Always….Pause for a moment before calling on
students to
answer questions.


Give students the option of answering with “I
need to think about
that
some more” and then
schedule a time to return to the discussion.


Encourage students to take a moment to write
notes before group discussions.


Allow students to formulate follow
-
up
questions after they have had time to digest
learning.


3/16/2013

C.Sternfeld

Social Emotional Learning

CASEL

“So, what’s this got to do with Math?”

3/16/2013

C.Sternfeld

Instruction in SEL has been
found to improve:



Promote positive youth development


Attitudes


Motivation & Commitment


Behavior
-

Participation and Study Habits


Performance


Grades and Subject Mastery


Learning
-
to
-
learn skills


Adaptability


Develops skills employers want



Zins, J., Weissberg, R., Wang, M., and Walberg, H. (Eds.) (2004).
Building Academic
Success on Social and Emotional Learning: What Does the Research Say?


New York: teachers College Press

3/16/2013

C.Sternfeld

CASEL’s SEL 5 Core Areas

1.
Self
-
Awareness

2.
Self
-
Management

3.
Social Awareness

4.
Relationship Skills

5.
Responsible Decision Making

As we examine the components of each, make
notes of the specific skills that your children….

…would be really good at

…would really struggle with


Why?


3/16/2013

C.Sternfeld

Emotional Intelligence


Being
able to motivate oneself


Being able to persist in the face of
frustrations


To control impulse


To delay gratification


To regulate one’s moods


To keep distress from swamping the
ability to think to empathize to hope


3/16/2013

C.Sternfeld

SEL Core
Areas


Self
-
Awareness


Self
-
Management


Social Awareness


Relationship
Skills


Responsible
Decision Making


Ability to:


S
elf motivate


Persist
-

even when
frustrated


C
ontrol impulses


D
elay
gratification


R
egulate mood


Keep
distress from
swamping


the
ability to think


to
empathize


to
hope


E.I. Skills

3/16/2013

C.Sternfeld

Suarez and others have observed social
learning delays among Deaf children in:


Empathy


Social Perception


Social Problem
Solving


Social Attribution


Communication


Role
-
taking ability


Moral
Development


Impulse Control

3/16/2013

C.Sternfeld

S
uarez found that Deaf children,
given
SEL instruction
showed gains in
several areas:


E
motional adjustment


Social adjustment


Self
image


Problem solving


More effective social
behavior




Assertiveness


Increased control over
behavior


Ability to
stop and
think in order to avoid
impulsive
behavior




Maria Suarez, Promoting Social Competence in Deaf Students; The Effect of
an Intervention Program. University of La Laguna, Spain. 2000

3/16/2013

C.Sternfeld

Asiah

Mason, Ph.D.

Laurent
Clerc

National Deaf Education Center

Early (language
-
based) skills
that support EI development:


Self Regulation


Attachment


Emotional Expression


Social Pragmatics


Feelings of Belonging


3/16/2013

C.Sternfeld

Language Competence enables
us to:


Interact with others


Acquire information


Question information


Form own opinions


Be a thinker


Be independent

Diane Morton, Ph.D., Gallaudet University

3/16/2013

C.Sternfeld

Being competent in a
language is the key to social
and emotional success and
well being.

Diane Morton, Ph.D., Gallaudet University

What the research shows:


Deafness does not preclude one’s ability to
develop Social Emotional Competence.


Deaf children from Deaf families consistently
score on par with hearing children from hearing
families.


Children who lack ongoing access to
experiences mediated through language, and
lack
expressive

and
receptive skills
to be a full
participant in their worlds will have significant
social difficulty.


In the brain, social difficulty begets social
difficulty.

3/16/2013

C.Sternfeld

Self Awareness



Accurately assessing one’s feelings,
interests, values and strengths;
maintaining a well grounded sense of
self confidence.


CASEL, 2006

3/16/2013

C.Sternfeld

Self
-
Management



Regulating one’s emotions to handle
stress, control impulses, and persevere in
overcoming obstacles;


Setting and monitoring progress toward
personal and academic goals


Expressing emotions appropriately

CASEL, 2006

3/16/2013

C.Sternfeld

From
MindUp
:

Creating
the optimistic classroom




Remind students
not to talk over you
or
each
other and to give everyone a chance to be
heard.


Always….Pause for a moment before calling on
students to
answer questions.


Give students the option of answering with “I
need to think about
that
some more” and then
schedule a time to return to the discussion.


Encourage students to take a moment to write
notes before group discussions.


Allow students to formulate follow
-
up
questions after they have had time to digest
learning.


3/16/2013

C.Sternfeld

Amygdala

Hippocampus

Prefrontal Cortex

3/16/2013

C.Sternfeld

Social Awareness



Being able to take the perspective and
empathize with others; recognizing and
appreciating individual and group
similarities and differences; recognizing
and using family, school and community
resources

CASEL, 2006

3/16/2013

C.Sternfeld

Relationship Skills



Establishing and maintaining healthy and
rewarding relationships based on
cooperation; resisting inappropriate social
pressure; preventing, managing, and
resolving interpersonal conflict; seeking
help when needed.

CASEL, 2006

3/16/2013

C.Sternfeld

Responsible Decision Making


Making decisions based on consideration
of ethical standards, safety concerns,
appropriate social norms, respect for
others, and likely consequences of various
actions; applying decision
-
making skills to
academic and social situations;
contributing to the well
-
being of one’s
school and community.

CASEL, 2006

3/16/2013

C.Sternfeld

And then there’s
Executive Function…

3/16/2013

C.Sternfeld

Executive Functioning

R
efers
to our ability to be able
to:



make
and carry out
plans


direct
our
attention


focus & control
our internal
states


our
impulses
&
emotions


switch
from one task to
another

It is involved in processes such as planning,
cognitive flexibility, abstract thinking, rule
acquisition, initiating appropriate actions
&
inhibiting actions, and selecting relevant
information.


3/16/2013

C.Sternfeld

Ross Greene

“Lost At School”

Behind every
challenging behavior

is
an unsolved
problem or lagging skill.

Challenging behavior often occurs
when the demands
being placed on a kid exceed his capacity to
respond adaptively
.

One needs to determine what
thinking skill

the child is
lacking so that the thinking skill can be taught.

One needs to determine the
triggers/antecedents
: the
what, who, when, and where.

The goal is to develop a plan with the child that resolves
the problem in a
realistic and mutually satisfactory
manner.


Slide by:
Dr. Caren Baruch
-
Feldman


New Information = New Possibilities


T
echnology is teaching us how to
strengthen social function


3/16/2013

C.Sternfeld

What is a Neural Network and how can it
support improved social function?

Neurons that fire together, wire together.



Every time you repeat a behavior, you
strengthen the neural structure of that
behavior, creating more potential for more of
the behavior.


Using Neurology, Psychology and
Contemplative Practice to increase happiness.


The importance of a “happy” brain…

3/16/2013

C.Sternfeld

Recognizing “The Brain on Emotions”


Limbic System


Amygdala


Hippocampus


Prefrontal Cortex


Sympathetic Nervous System Response


Parasympathetic Nervous System Response


Potentiating Neural Networks


Positive Experiences


Negative Experiences


3/16/2013

C.Sternfeld

SEL Programs to check out…


MindUp (Hawn Foundation)


Nurtured Hearts


PATHS


Promoting Alternative Thinking
Skills


The Responsive Classroom


PeaceWorks


Social Decision Making, Social Problem
Solving


3/16/2013

C.Sternfeld


SEL Programs


MindUp



http://thehawnfoundation.org/mindup/



The Nurtured Heart


http://www.childrenssuccessfoundation.com/





PATHS: Promoting Alternative Thinking Strategies


http://www.channing
-
bete.com/prevention
-
programs/paths/paths.html





The Responsive Classroom



http://www.responsiveclassroom.org/





Peachmaking Skills for Little Kids by Peaceworks



http://www.peaceeducation.org

3/16/2013

C.Sternfeld

Information
from works of:


Asiah

Mason, Ph.D. , Laurent
Clerc

National Deaf Education Center, Gallaudet

Emotional Intelligence: The Implications for

Deaf

and Hard of Hearing Students



Diane Morton,
Ph,D
, Professor, Department of Counseling. Gallaudet
University

SOCIAL
-
EMOTIONAL DEVELOPMENT OF

DEAF

CHILDREN SAME OR
DIFFERENT?


Dorie

Noll, Washington University School of Medicine

Activities for social skills development in

deaf children preparing to enter the
mainstream, 2007


Maria Suarez, University of La Laguna, Spain

Promoting Social Competence in Deaf Students: The Effect of an Intervention
Program, 2000


Zins
, J.,
Weissberg
, R., Wang, M., and Walberg, H. (Eds.) (2004).
Building
Academic Success on Social and Emotional Learning: What Does the Research
Say?

, New York: teachers College Press


Dan
Goleman
,
1996
:

Emotional Intelligence: Why It Can Matter More Than IQ
, Bantam
Books


Ross
Greene

1998: The Explosive Child. Harper
2009
: Lost At School, Scribner

3/16/2013

C.Sternfeld

Please feel free to contact me at:

Cindi.sternfeld@gmail.com


Cindi

Sternfeld

4 South Union Street, Suite D

Lambertville, NJ 078530


(609) 510
-
6092