Second. Scope and Sequence for Preschool/Kindergarten. Unit I: Empathy Training. Unit II: Emotion Management. Unit III: Problem Solving
|
|
|
- Roxanne Marshall
- 7 years ago
- Views:
Transcription
1 Scope and Sequence for Preschool/Kindergarten Lesson 1: Setting the Stage for Second Step Study Lesson 2: Feelings Lesson 3: More Feelings Lesson 4: We Feel Feelings in Our Bodies Lesson 5: Feelings Change Lesson 6: Same or Different? Lesson 7: Accidents Lesson 8: I Care Lesson 9: I Help Introduction of the Second Step program and establishing rules for listening. Using physical clues to identify others feelings. Using situational clues to identify others feelings. Using physical clues to identify our own feelings. Understanding that people s feelings about a situation can change. Understanding that others can have different feelings about the same situation. Understanding that some actions are accidental. Using words and actions to show that you care. Understanding that helping is a way to show that you care. Unit II: Emotion Management Lesson 1: Strong Feelings Lesson 2: Calming Down Strong Feelings Lesson 3: More Ways to Manage Strong Feelings Lesson 4: Dealing with Waiting Lesson 5: Dealing with Not Getting What You Want Lesson 6: Am I Angry? Lesson 7: Dealing with Being Hurt Unit III: Problem Solving Lesson 1: Dealing with Losing Something Lesson 2: Dealing with Distractions Lesson 3: Interrupting Politely Lesson 4: Fair Ways to Play Lesson 5: Dealing with Having Things Taken Away Lesson 6: Dealing with Name-Calling Lesson 7: Learning to Have Fun with Our Friends Lesson 8: Joining In Lesson 9: Keeping Second Step Skills Going Understanding that feelings vary in strength. Applying the ways to calm down to manage strong feelings. Understanding more ways to manage strong feelings. Identifying calming-down strategies to manage strong feelings. Applying the ways to calm down to deal with disappointment. Identifying how anger feels in the body, and recognizing the need to calm down. Finding ways to calm down and understanding what to do when accidentally hurt. Introduction of the problem-solving steps. Using problem solving to deal with distractions. Demonstrating polite interruptions. Understanding solutions to promote fair play. Using calming-down and problem-solving skills to deal with having something taken away. Using problem solving to deal with name-calling. Understanding that fair ways to play promote fun. Understanding and applying the joining-in steps. Reviewing the Second Step program.
2 Scope and Sequence for Grade 1 Lesson 1: Introduction to Empathy Training Lesson 2: Identifying Others Feelings Lesson 3: Looking for More Clues Lesson 4: Identifying Our Own Feelings Lesson 5: Communicating Feelings Lesson 6: Similarities and Differences Lesson 7: Feelings Change Lesson 8: Predicting Feelings Introduction to the Second Step program and group discussion skills. Using physical and verbal clues to identify others feelings. Using situational, physical, and verbal clues to identify others feelings. Exploring how internal and external clues help us recognize our own feelings. Finding and sharing with a trusted, empathic adult as a way of coping with uncomfortable feelings. Recognizing that people can have different feelings about the same situation. Exploring how people s feelings can change. Predicting others feelings as a result of our own or others actions. Lesson 1: Introduction to Impulse Control and Problem Solving Lesson 2: Stop, Calm Down, and Think Lesson 3: Identifying the Problem and Generating Solutions Lesson 4: Choosing, Using, and Evaluating Solutions Lesson 5: Interrupting Politely Lesson 6: Ignoring Distractions Lesson 7: Dealing with Wanting Something That Isn t Yours Defining impulsive behavior and overcoming troublesome social situations using problem solving. Reducing impulsive behavior using calming-down techniques so problem solving can occur. Defining problems and brainstorming possible solutions. Selecting a fair, safe, workable solution and then trying and evaluating it. Controlling impulsive behavior by selecting an appropriate time to interrupt. Ignoring distractions using problem solving. Using sharing, trading, and taking turns as acceptable means for dealing with wanting something that isn t yours. Lesson 1: Introduction to Anger Management Lesson 2: Anger Buttons Lesson 3: Calming Down Lesson 4: Self-Talk Lesson 5: Keeping Out of a Fight Lesson 6: Dealing with Name-Calling and Teasing Lesson 7: Keeping Second Step Skills Going Recognizing signs of anger and identifying reasons for controlling anger. Recognizing external events and internal thoughts that may trigger angry feelings. Reviewing and practicing relaxation techniques that help reduce feelings of anger. Using positive self-statements that can increase success in pressure situations. Staying out of a fight by applying anger-management techniques and the problem-solving strategy. Applying problem-solving techniques to deal with name-calling and teasing.
3 Scope and Sequence for Grade 2 Lesson 1: Empathy Training Lesson 2: Feeling Proud Lesson 3: Preferences Lesson 4: Cause and Effect Lesson 5: Intentions Lesson 6: Fairness Overview of the basic concepts of empathy: recognizing feelings, taking others perspectives, and responding empathically to others. Exploring what makes us feel proud and how people s feelings can change about a situation. Recognizing that people s preferences vary and can change over time. Learning how one s actions can affect another person. Being aware of not attributing hostile intent. Recognizing others rights and offering fair solutions to a problem. Lesson 1: Impulse Control and Problem Solving Lesson 2: Asking for Help in a Respectful Way Lesson 3: Joining a Group Lesson 4: Playing a Game Lesson 5: Asking Permission Lesson 6: Apologizing Overview of impulsive behavior, calming-down techniques, and using problem solving. Learning to ask for help politely and patiently. Joining an activity at the right time in a friendly way. Exploring sportsmanship skills. Controlling impulses and using problem solving to ask permission. Getting along with others by making an apology and offering to make amends. Lesson 1: Anger Management Lesson 2: Dealing with Criticism Lesson 3: Dealing with Being Left Out Lesson 4: Dealing with Consequences Lesson 5: Keeping Second Step Skills Going Overview of anger signs, events triggering anger, and the anger-management Dealing with criticism using the problem-solving Dealing with being left out using the problem-solving Determining responsible behavior in dealing with the consequences of one s actions.
4 Scope and Sequence for Grade 3 Lesson 1: Empathy Training Lesson 2: Conflicting Feelings Lesson 3: Active Listening Lesson 4: Expressing Concern Lesson 5: Accepting Differences Overview of the basic concepts of empathy: recognizing feelings, taking others perspectives, and responding empathically to others. Understanding that people can have conflicting feelings about a situation. Identifying and practicing active-listening skills. Showing concern for another person. Understanding that while everyone is different, people are also similar. Lesson 1: Impulse Control and Problem Solving Lesson 2: Making Conversation Lesson 3: Dealing with Peer Pressure Lesson 4: Resisting the Impulse to Steal Lesson 5: Resisting the Impulse to Lie Overview of impulsive behavior, calming-down techniques, and using problem solving. Initiating, continuing, and ending a conversation in a friendly way. Resisting peer pressure using assertive refusal skills and a problem-solving strategy. Resisting the impulse to steal by applying a problem-solving strategy. Resisting the impulse to lie by applying a problem-solving strategy. Lesson 1: Anger Management Lesson 2: Dealing with an Accusation Lesson 3: Dealing with Disappointment Lesson 4: Making a Complaint Lesson 5: Keeping Second Step Skills Going Overview of anger signs, anger-triggering events, and the anger-management Applying the anger-management process to deal with an accusation. Identifying positive responses for dealing with disappointment. Using respectful, assertive behavior to make a complaint.
5 Scope and Sequence for Grade 4 Lesson 1: Introduction to Empathy Training Lesson 2: Preferences and Conflicting Feelings Lesson 3: Identifying Others Feelings Lesson 4: Similarities and Differences Lesson 5: Perceptions Lesson 6: Intentions Lesson 7: Expressing Concern Introduction to the Second Step program and group discussion skills. Recognizing feelings and how feelings change. Recognizing that people can have conflicting feelings and different preferences that can change over time. Using physical and verbal clues to identify others feelings. Recognizing that people can have different feelings about the same situation. Understanding how and why people perceive situations differently. Being aware of not attributing hostile intent. Showing concern for others. Lesson 1: Introduction to Impulse Control and Problem Solving Lesson 2: Giving and Receiving Compliments Lesson 3: Identifying a Problem and Choosing a Solution Lesson 4: Carrying Out and Evaluating a Solution Lesson 5: Making Conversation Lesson 6: Keeping a Promise Lesson 7: Dealing with Fear Lesson 8: Taking Responsibility for Your Actions Defining impulsive behavior, practicing calming-down techniques, and overcoming troublesome social situations using problem solving. Giving and receiving compliments without being misunderstood. Identifying problems, overcoming impulsive behavior by brainstorming possible solutions, and choosing a fair, safe, workable solution. Breaking a solution into steps, trying and evaluating the solution, and trying a different solution if necessary. Initiating, continuing, and ending a conversation in a friendly way. Using problem solving to keep a promise. Identifying what might be causing fear and applying the problem-solving strategy to deal with it. Taking responsibility for your actions by acknowledging mistakes, apologizing, and/or offering to make amends. Lesson 1: Introduction to Anger Management Lesson 2: Getting the Facts Straight Lesson 3: Reflection Lesson 4: Dealing with Put-Downs Lesson 5: Dealing with Criticism Lesson 6: Dealing with Being Left Out Lesson 7: Keeping Second Step Skills Going Recognizing anger signs and anger buttons and using the anger-management Using calming-down techniques to keep from jumping to conclusions when solving a problem. Using reflection to evaluate performance in pressure situations. Using the anger-management and problem-solving processes to deal with put-downs. Identifying coping skills for dealing with criticism and taking responsibility for your actions. Dealing with being left out using the problem-solving
6 Scope and Sequence for Grade 5 Lesson 1: Empathy Training Lesson 2: Communicating Feelings and Giving Support Lesson 3: Cause and Effect Lesson 4: Predicting Feelings Lesson 5: Fairness Lesson 6: Active Listening Lesson 7: Accepting Differences Overview of the basic concepts of empathy: recognizing feelings, taking others perspectives, and responding empathically to others. Finding a trustworthy, empathic person with whom to share your feelings and being supportive when others share their feelings with you. Learning how one s actions can affect others. Predicting others feelings as a result of our own or another person s actions. Recognizing others rights and offering a fair solution to a problem. Identifying and practicing active-listening skills. Recognizing that everyone is different and finding ways to accept people s differences. Lesson 1: Impulse Control and Problem Solving Lesson 2: Resisting the Impulse to Lie Lesson 3: Dealing with Peer Pressure Lesson 4: Dealing with Gossip Lesson 5: Resisting the Impulse to Cheat Lesson 6: Resisting the Impulse to Steal Overview of impulsive behavior, calming-down techniques, and the problemsolving strategy. Resisting the impulse to lie by applying the problem-solving strategy. Using assertive refusal skills and the problem-solving strategy to resist peer pressure. Recognizing gossip and using the problem-solving strategy to deal with it. Using the problem-solving strategy to resist the impulse to cheat. Using the problem-solving strategy to resist the impulse to steal. Lesson 1: Anger Management Lesson 2: Dealing with Frustration Lesson 3: Dealing with an Accusation Lesson 4: Keeping Out of a Fight Lesson 5: Resisting Revenge Lesson 6: Dealing with Consequences Lesson 7: Making and Responding to a Complaint Lesson 8: Goal Setting Lesson 9: Keeping Second Step Skills Going Overview of anger signs, events triggering anger, and the anger-management Applying the anger-management process to deal with frustration. Using the anger-management process to peacefully deal with an accusation. Staying out of a fight by applying anger-management techniques and the problem-solving strategy. Applying the anger-management process to resist the impulse to seek revenge. Determining responsible behavior in dealing with the consequences of one s actions. Using respectful, assertive behavior to make and respond to a complaint. Setting goals to improve personal and social skills.
60 Daily Social Skills Lessons for the Intermediate Classroom (Grades 3-6)
60 Daily Social Skills Lessons for the Intermediate Classroom (Grades 3-6) Terms of Use: The materials within this manual were created to assist staff in the school-wide implementation of social skills
Part 5. Dinosaur School Notes to Teachers. 1. Introduction. 2. Iguanodon Unit: How to be Successful in School
Part 5 Dinosaur School Notes to Teachers 1. Introduction 2. Iguanodon Unit: How to be Successful in School 3 & 4. Triceratops Unit: Detecting, Understanding and Talking About Feelings 5. Stegosaurus Unit:
Minnesota Social Skills Checklist For Students who are Deaf/Hard of Hearing
Minnesota Social Skills Checklist For Students who are Deaf/Hard of Hearing Pre-K to High School Minnesota Social Skills Checklist For Students Who are Deaf/Hard of Hearing Pre-K -High School R A T I O
Mental Health Role Plays
Mental Health Role Plays Goals: To discuss various mental health issues and mental illnesses. To discuss stigma, support and treatment options surrounding mental health issues and mental illnesses. Requirements:
National Health Education Standards and Performance Indicators. Interpersonal Communication [4.12.1; 4.12.2; 4.12.3] Self Management [7.12.2; 7.12.
![National Health Education Standards and Performance Indicators. Interpersonal Communication [4.12.1; 4.12.2; 4.12.3] Self Management [7.12.2; 7.12.](/thumbs/27/9539429.jpg "National Health Education Standards and Performance Indicators. Interpersonal Communication [4.12.1; 4.12.2; 4.12.3] Self Management [7.12.2; 7.12.")
LESSON 8 Interpersonal Communication and Self Management Student Learning Objectives Identify how interpersonal communication and self management are needed for healthy living. Expand on the definition
Having Conversations at Work that Work!
Having Conversations at Work that Work! Presented by Stephen R. Pearson, Director UW-Madison Employee Assistance Office srpearson@wisc.edu Having Conversations at Work that Work In order for any organization
PERFORMANCE DESCRIPTORS SOCIAL EMOTIONAL LEARNING. Grades 1-5
PERFORMANCE DESCRIPTORS SOCIAL EMOTIONAL LEARNING Grades 1-5 1A Identify and manage one s emotions and behavior. Stage A Stage B Stage C 1. Identify emotions (e.g., happy, surprised, sad, angry, proud,
What was the impact for you? For the patient? How did it turn out? How has this helped you in your job? What was the result?
EXAMPLE VALUE BASED INTERVIEW QUESTIONS VALUE LEADING QUESTION FOLLOW UP QUESTIONS KEY CRITERIA Compassion Give me an example of a time when you were particularly perceptive regarding a Describe what you
PERFORMANCE DESCRIPTORS SOCIAL EMOTIONAL LEARNING. Grades 6-12
PERFORMANCE DESCRIPTORS SOCIAL EMOTIONAL LEARNING Grades 6-12 1A Identify and manage one s emotions and behavior. Stage E Stage F Stage G 1. Describe the physical responses common to a range of emotions.
Using the Second Step: Social-Emotional Skills for Early Learning and Devereux Early Childhood Assessment (DECA-P2) Preschool Program Together
Using the Second Step: Social-Emotional Skills for Early Learning and Devereux Early Childhood Assessment (DECA-P2) Preschool Program Together The Second Step program and DECA Preschool Program are both
Assertive Communication
Using assertive communication is an important part of recovery from drugs and alcohol. Being assertive can help you express your opinions and feelings, make requests of others and respond to requests of
The Good Roommate Guide
The Good Roommate Guide Contents: p. 2 COMMUNICATING WITH YOUR ROOMMATE 101 p. 3 IDENTIFYING COMMUNICATION STYLES p. 4 TOP 10 TIPS FOR HEALTHY RELATIONSHIP p. 5 10 EFFECTIVE WAYS TO HANDLE CONFLICT p.
ANGER MANAGEMENT. A Practical Guide. ADRIAN FAUPEL ELIZABETH HERRICK and PETER SHARP
ANGER MANAGEMENT A Practical Guide ADRIAN FAUPEL ELIZABETH HERRICK and PETER SHARP Contents Acknowledgements v SECTION ONE: WHAT IS ANGER? 1 1 Introduction 2 2 Perspectives on anger 7 3 What does anger
Aristotle described 3 types of Friendship. 1. Utility 2. Pleasure 3. True Friendship
Aristotle described 3 types of Friendship 1. Utility 2. Pleasure 3. True Friendship At what Age do children have the cognitive and emotional abilities required to have a friendship? Children s perceptions
Building Healthy Relationships:
Building Healthy Relationships: Conflict Resolution Alberta Education Health & Life Skills Program of Studies Outcomes 8Grade The student will R - 8.5 R - 8.7 Develop strategies for maintaining healthy
What is emotional intelligence?
What is emotional intelligence? Emotional intelligence is the ability to identify, use, understand, and manage your emotions in positive and constructive ways. It's about recognizing your own emotional
Chapter 4 COMMUNICATION SKILLS. The difference between verbal and nonverbal communication. The difference between hearing and listening
Chapter 4 COMMUNICATION SKILLS What You Will Learn The difference between verbal and nonverbal communication The difference between hearing and listening Factors that promote effective communication Barriers
Young Men s Work Stopping Violence & Building Community A Multi-Session Curriculum for Young Men, Ages 14 19 From HAZELDEN
Young Men s Work Stopping Violence & Building Community A Multi-Session Curriculum for Young Men, Ages 14 19 From HAZELDEN What is Young Men s Work? Young Men s Work: Stopping Violence and Building Community
CyberbullyNOT Student Guide to Cyberbullying
CyberbullyNOT Student Guide to Cyberbullying WHAT IS CYBERBULLYING? Cyberbullies use the Internet or cell phones to send hurtful messages or post information to damage people s reputation and friendships.
Using Individual Behaviour Support Plans
Using Individual Behaviour Support Plans An individual behaviour support plan, which documents supports and strategies based on students unique and individual characteristics, will benefit students with
Managing Conflict How to Manage Interpersonal Conflict at Work. Overview. Leading Effectively Webinar Series
Leading Effectively Webinar Series Managing Conflict ow to Manage Interpersonal Conflict at Work Talula Cartwright Center for Creative Leadership Davida Sharpe Center for Creative Leadership Overview The
It takes strong Parent bonds or strong Child bonds to get together and takes Adult communications to stay together. Three channels are needed.
GAME-FREE COMMUNICATION FOR COUPLES, PART 2, 2007 (1997 videotape of Eric Berne Training Workshops Part 1) USATAA/ITAA conference. 2007. Stephen B. Karpman, M.D. 1. WHEN DO COUPLES NEED VERBAL SKILLS?
Evidence Based Social Skill Instruction Programs
Evidence Based Social Skill Instruction Programs The following is not intended to provide a complete list of evidence based programs, but represents a collection of programs that incorporate evidence based
Bullying 101: Guide for Middle and High School Students
Bullying 101: Guide for Middle and High School Students A guide to the basics of bullying, what it is and isn t, the role of students, and tips on what you can do. 952.838.9000 PACERTeensAgainstBullying.org
Social Emotional Goals
Content Strand: Alternatives to Conflict Social Emotional Goals Annual Goal #1 will manage conflicts on a daily basis with frequency, independent of teacher support, with teacher support as measured by
Restorative Parenting: A Group Facilitation Curriculum Activities Dave Mathews, Psy.D., LICSW
Restorative Parenting: A Group Facilitation Curriculum Activities Dave Mathews, Psy.D., LICSW RP Activities 1. Framework of Resourcefulness 2. Identifying the Broken Contract Articles 3. The Process of
Bullying Prevention. When Your Child Is the Victim, the Bully, or the Bystander
Bullying Prevention When Your Child Is the Victim, the Bully, or the Bystander What Is Bullying? Bullying is not a conflict or a fight. Bullying is physical, verbal, or emotional abuse that is deliberate,
Dealing with the Volatile Student
Dealing with the Volatile Student This guide is an addendum to Assisting Students in Distress. It focuses more specifically on dealing with students who trigger concerns of safety students who seem to
Customer Experience Outlines
Customer Experience Outlines Professional Persuasive Language Customer satisfaction is a feeling and a perception. The consummate professional manages perception so that the customer always feels cared
OUR CLASS BEHAVIOUR AGREEMENT
Dr Bill Rogers was the keynote speaker at the ABN/SSEN conference Positive Ethos, Positive Discipline, Effective Learning held in Edinburgh in March 2004. The copyright is held by Bill Rogers. OUR CLASS
6864 NE 14th Street, Suite 5 Ankeny, IA 50023 800.277.8145 Toll free 515.289.4567 Dsm area www.ifapa.org Website ifapa@ifapa.
About IFAPA The Iowa Foster and Adoptive Parents Association (IFAPA) is a non profit organization serving as a resource to foster, adoptive and kinship families in Iowa. Membership with IFAPA is free for
Communication and Intimacy
Communication and Intimacy PURPOSE To give an overview of what intimacy means to people. How to accept others for who and where they are. Explain the five levels of communications for us to use to increase
The Five Love Languages for Married Couples By: Gary Chapman
The Five Love Languages for Married Couples By: Gary Chapman Love Language #1 Words of Affirmation Actions don t always speak louder than words. If this is your love language, unsolicited compliments mean
Managing Conflict: A Practical Approach. Objectives. Managing Conflict. Conflict. Managing Conflict. Claire Tehan, MA
Managing Conflict: A Practical Approach Claire Tehan, MA Tehan & Associates Clairetehan@verizon.net Objectives 1. Identify specific constructive and destructive behavioral responses to conflict. 2. Understand
Module 9. Building Communication Skills
Module 9 Building Communication Skills Essential Ideas to Convey To apply a facilitative approach to supervision, supervisors have to approach the people they manage in a different way, by using certain
STEP 5: Giving Feedback
STEP 5: Giving Feedback Introduction You are now aware of the responsibilities of workplace mentoring, the six step approach to teaching skills, the importance of identifying the point of the lesson, and
Marcie Edmonds, MC, LPC Licensed Professional Counselor LISTWORK
A Listwork is a structured exercise in which clients communicate in a clear, direct and positive manner. Clients also develop new listening skills that will enhance all relationships. Clients and family
Introduction Purpose...vii Rationale...xiii How to Use this Book...x Process Essentials...xi
T A B L E O F C O N T E N T S Introduction Purpose...vii Rationale...xiii How to Use this Book...x Process Essentials...xi Lesson 1 What is an Impulse? What is Impulse Control?...1 Reproducible Sheets:
Grade 8 Lesson Stress Management
Grade 8 Lesson Stress Management Summary This lesson is one in a series of Grade 8 lessons. If you aren t able to teach all the lessons, try pairing this lesson with the Weighing Risks to Make Decisions,
PROCEDURE Supporting and Reporting Client Behaviours of Concern
PROCEDURE Supporting and Reporting Client Behaviours of Concern 1. PURPOSE The purpose of this procedure is to: Minimise the risk of injury to Senses Australia staff and clients, from behaviours of concern
Emotional Quotient. Michael Sample. CEO Sample Co. 5-22-2013. Your Address Here Your Phone Number Here Your Email Address Here
Emotional Quotient CEO Sample Co. 5-22-2013 Introduction The Emotional Quotient report looks at a person's emotional intelligence, which is the ability to sense, understand and effectively apply the power
The Making Choices Program: Social Problem- Solving Skills for Children
The Making Choices Program: Social Problem- Solving Skills for Children Mark W. Fraser James K. Nash Maeda J. Galinsky Kathleen M. Darwin University of North Carolina School of Social Work Chapel Hill,
The Ideal Classroom Community Member: Establishing Expectations for Classroom Behavior
The Ideal Classroom Community Member: Establishing Expectations for Classroom Behavior Collaborative rule making promotes mutual respect, cooperation, self discipline and personal responsibility while
Emotional Intelligence Self Assessment
Emotional Intelligence Self Assessment Emotional Intelligence When people in the workplace do not act with Emotional Intelligence (EQ) the costs can be great: low morale, bitter conflict and stress all
Classroom Behavior Management Plan
Haffner 1 Classroom Behavior Management Plan Daniel Haffner November 20, 2009 EDUC 348 Haffner 2 Philosophy of Classroom Management Classroom management is a course taught at every teacher college across
SCHOOL SOCIAL WORK NATIONAL STANDARDS
SCHOOL SOCIAL WORK ASSOCIATION OF AMERICA Improving academic and behavioral outcomes through social emotional learning. INTRODUCTION & REFERENCES REFERENCES Collaborative for Academic, Social, and Emotional
Grade 8 Lesson Peer Influence
Grade 8 Lesson Peer Influence Summary This lesson is one in a series of Grade 8 lessons. If you aren t able to teach all the lessons, try pairing this lesson with the Substance and Gambling Information,
Arkansas State PIRC/ Center for Effective Parenting
Increasing Your Child s Motivation to Learn In order to be successful in school and to learn, students must stay involved in the learning process. This requires students to do many different activities
Bullying: A Systemic Approach to Bullying Prevention and Intervention
Bullying: A Systemic Approach to Bullying Prevention and Intervention Session 3 Educators and Teachers icare.ebrschools.org An Alcohol, An Alcohol, Drug Abuse Drug Abuse and Violence and Violence Prevention
Difficult Tutoring Situations
Difficult Tutoring Situations At some time or other, all tutors will find themselves faced with difficult situations in a tutoring session. The following information will provide you with some common categories
Session Seven - Problem-Solving Skills for Families
105 Session Seven - Problem-Solving Skills for Families Materials Needed: Handout L: Problem-Solving Skills As the popular bumper sticker says, Stuff happens. Problems are an inevitable part of life, and
Linked Core Abilities
Courtesy of Army JROTC U2C4L3 Negotiating Key Words: Negotiation Principled Negotiation What You Will Learn to Do Negotiate a win/win solution for a given situation Linked Core Abilities Communicate using
WHY DO WE HAVE EMOTIONS?
WHY DO WE HAVE EMOTIONS? Why do we have emotions? This is an excellent question! Did you think: Emotions make us human or They help us feel? These are partly correct. Emotions do define us as humans and
What Is the Olweus Bullying Prevention Program?
Dear Parent/Guardians, Your child s school will be using the Olweus Bullying Prevention Program. This research-based program reduces bullying in schools. It also helps to make school a safer, more positive
Session Nine What I Can Do When My Family Member Is Angry or Violent
127 Session Nine What I Can Do When My Family Member Is Angry or Violent Materials Needed: Handout Q: Anger Management Time-Out Process Handout R: Referrals for Domestic Violence Brochures on local treatment
HELPING CHILDREN COPE WITH STRESS
CENTER FOR EFFECTIVE PARENTING HELPING CHILDREN COPE WITH STRESS Stress is a natural and normal part of children's lives. The process of growing up carries with it quite a bit of stress. Children begin
Related KidsHealth Links Articles for Teens:
Grades 6 to 8 Personal Health Series KidsHealth.org/classroom Teacher s Guide This guide includes: Standards Related Links Discussion Questions Activities for Students Reproducible Materials Standards
Psychomotor therapy at school
Psychomotor therapy at school At school children with social-emotional problems or behavioral problems often need specific assistance and help to function adequately. Psychomotor therapy (PMT) can offer
Close Reading Read Aloud
Text Title: We the Kids: A Preamble to The Constitution of the United States Author / Illustrator: David Catrow Publisher: Penguin Group (USA) Incorporated ISBN 13: 9780142402764 Learning Objectives: The
Grade 5 Unit. Lesson 2. Learning Goals. Facility. Materials. Cyberbullying and Lesson 2 of 4
Cyberbullying and Harrassment 30 Minutes* Curriculum Expectations Health and Physical Education - 1.3, C2.2, C3.2 Language: Media - 1.5 Lesson 2 Learning Goals By the end of this lesson, students will
Lesson 5 From Family Stress to Family Strengths
HE Leaflet 70 Rev. January 2009 S T R E S S Lesson 5 From Family Stress to Family Strengths Sometimes a family is like a circuit box. When too many things go wrong, the circuits overload and throw a breaker.
MANAGING DIFFICULT BEHAVIOUR
MANAGING DIFFICULT BEHAVIOUR All materials Lindsay Wright. This pack for sample purposes only and not for re-use. 1 WHAT IS CONFLICT Conflict can be defined as a difference in view between stakeholders;
RELATIONSHIP QUESTIONNAIRE. 1. Can you say there s no jealousy in your relationship? Yes No
Circle either Yes or No to the following questions: RELATIONSHIP QUESTIONNAIRE 1. Can you say there s no jealousy in your relationship? Yes No 2. Is your relationship free of drug and alcohol abuse? Yes
Lesson 3. Becoming a Better Speaker. What You Will Learn to Do. Linked Core Abilities. Skills and Knowledge You Will Gain Along the Way.
Lesson 3 Becoming a Better Speaker What You Will Learn to Do Present a speech for a specific purpose Linked Core Abilities Communicate using verbal, nonverbal, visual, and written techniques Skills and
Role Plays for Teacher Classroom Management
Role Plays for Teacher Classroom Management Collaboration, Workshop 1 After Vignette #4 Making connection with quiet child Practice making a connection with a child who is quiet, shy, or sad. Think about
Teamwork/Leadership Reflection
Teamwork/Leadership Reflection Think about previous experiences you have had with teams (e.g., athletic, other classes, organizations). For one of these situations, write the answers to the following:
Pool Party by Kelly Hashway
Here you go, Melanie said, handing Ava an envelope. Thanks, Ava said. But what is it? An invitation to my pool party. It's Saturday at two. Melanie kept talking but Ava wasn t listening. The words pool
Bullying Awareness Lesson Plan Grades 4-6
Bullying Awareness Lesson Plan Grades 4-6 1 Estimated Time of Completion: Two to three classroom periods, or stretched out throughout the school year. Each activity will take between 15-30 minutes. Bullying
Social Skills for Kids with ADD (ADHD)
Social Skills for Kids with ADD (ADHD) "Nobody wants to play with me." "I never get invited to birthday parties." "The kids were teasing me today at school." "I don't fit in." Sound familiar? We've all
What does compassion look like?
Lesson One: What does compassion look like? Learning Objectives: Students will: Demonstrate an understanding of the concept compassion. Identify elements of compassion shown in various images. Begin to
ADD/ADHD in the Classroom
ADD/ADHD in the Classroom TIPS FOR TEACHERS AND PARENTS At any given time, a teacher can expect to have at least one student with ADHD. The impulsive and hyperactive behavior of such students can be distracting
How to Set Boundaries and Be Assertive
How to Set Boundaries and Be Assertive Introduction Assertiveness Behavior and communication demonstrating respect for your own and others wants and desires Boundaries Limitations, rules or guidelines
Mediation Skills in Conflict Resolution
Mediation Skills in Conflict Resolution Presented by the Federal Mediation and Conciliation Service Considerations of Mediator Training Much is common sense Learn skills and approaches No prescribed or
Bullying. Take Action Against. stealing money. switching seats in the classroom. spreading rumors. pushing & tripping
switching seats in the classroom stealing money Take Action Against Bullying spreading rumors pushing & tripping U.S. DEPARTMENT OF HEALTH & HUMAN SERVICES Substance Abuse and Mental Health Services Administration
LaGuardia Community College Department of Human Resources CUSTOMER SERVICE COMMUNICATION SKILLS INTERPERSONAL SKILLS E-MAIL & TELEPHONE TECHNIQUES
LaGuardia Community College Department of Human Resources CUSTOMER SERVICE COMMUNICATION SKILLS INTERPERSONAL SKILLS E-MAIL & TELEPHONE TECHNIQUES 1 This Workshop Provides Strategies to: Deliver quality
How To Prevent Bullying At The Beaconsfield School
ANTI-BULLYING POLICY 2015 Approved by the Governing Body: 25 th November 2015 Approved by the Learning & Development Committee: 21 st October 2015 Approved by Leadership Team: 8 th October 2015 Review
Objective: Identify effects of stress on everyday issues and strategies to reduce or control stress.
Lesson Plan: Dealing with Stress Objective: Identify effects of stress on everyday issues and strategies to reduce or control stress. Time: 45-60 minutes Structure: On-line homework before class (Stress
Orientation to Quality Customer Service
Orientation to Quality Customer Service This orientation contains crucial information for all new student employees at DePaul University. The orientation is designed to acquaint you with the everyday practices
Sales Training Programme. Module 8. Closing the sale workbook
Sales Training Programme. Module 8. Closing the sale workbook Workbook 8. Closing the sale Introduction This workbook is designed to be used along with the podcast on closing the sale. It is a self learning
UNDERSTANDING AND TREATING THE EXPLOSIVE CHILD GABRIELLE LAWRENCE, PH.D
UNDERSTANDING AND TREATING THE EXPLOSIVE CHILD GABRIELLE LAWRENCE, PH.D OUTLINE Defining Explosive Disruptive Behavior Disorder Identifying the causes of DBD Early attachment and impact of loss on DBD
NEGOTIATION SKILLS SELF ASSESSMENT P. Jean Baker, Esq.
NEGOTIATION SKILLS SELF ASSESSMENT P. Jean Baker, Esq. Instructions: This is a self scoring assessment. It is designed to test your knowledge of negotiation theory and best practices. Select the answer
Lesson 7 Dealing with Troublesome Feelings
Lesson 7 Dealing with Troublesome Feelings Overview This lesson teaches about dealing with troublesome feelings and the importance of getting help when needed. Students review the benefits of expressing
Sam Sample Sam@psytech.com RESPONDENT FEEDBACK REPORT 360 APPRAISAL. Psychometrics Ltd.
Sam Sample Sam@psytech.com RESPONDENT FEEDBACK REPORT 360 APPRAISAL ABOUT THE PSYTECH 360 APPRAISAL 360 appraisals compare an individual's self ratings on a number of behavioural competencies to the ratings
supporting social-emotional needs
supporting social-emotional needs supporting social-emotional needs. Understanding Social-Emotional Disorders. Exploring Emotions and the Brain. Modeling Control. Supporting Emotional Needs. Resources
A Guide for Parents. of Elementary and Secondary School Students
A Guide for Parents of Elementary and Secondary School Students The effects of bullying go beyond the school yard. As a parent, here s what to watch for, what you can do, and where you can go to get help.
Change Leadership: A Boot Camp to Drive Organizational Change
Change Leadership: A Boot Camp to Drive Organizational Change Presented by: Rachel Schaming Radiology Ltd. Tucson, AZ 520.705.2889 Email: Rachel.Schaming@radltd.com Your Perceptions of Change What are
Difficult Conversations: How to Discuss What Matters Most
Difficult Conversations: How to Discuss What Matters Most A High-Level Summary of the Book by Stone, Patton and Heen Office of Human Resources The Ohio State University 1590 N. High St. Suite 300 Columbus,
Wing s triad in the staff itself: how this model can help enhance the work climate in a center for ASD people.
PAMAP Center for adults with autistic disorder Florence, TALY Wing s triad in the staff itself: how this model can help enhance the work climate in a center for ASD people. W N G T R A D Daniele MUGNAN
Purpose of Presentation
Understanding Stalking Behavior by Individuals with ASD Linda Haymes, Keith Storey, Michal Post, & Tamara Loughrey Purpose of Presentation To provide an overview of stalking behavior in school and employment
Mental Preparation & Team Building with Female Athletes. Presented by: Karen MacNeill, Ph.D, R.Psych
Mental Preparation & Team Building with Female Athletes Presented by: Karen MacNeill, Ph.D, R.Psych It s Pat Pat has had a great season training/ playing in Europe Comes to training camp and is given feedback
Module 2: Conflict Management
Module 2: Conflict Management Conflict management, like effective communication skills, is another important element of social competency. This module promotes the use of several forms of conflict management
Customer Service. Level 2 Diploma in Customer Service (QCF) 2014 Skills CFA Level 2 Diploma in Customer Service (QCF) Page 1
Customer Service Level 2 Diploma in Customer Service (QCF) 2014 Level 2 Diploma in Customer Service (QCF) Page 1 Level 2 Diploma in Customer Service (combined qualification) Qualification Title Credit
MODERN DRIVING HAZARDS: ROAD RAGE, CELL PHONES & OTHER DANGERS
MODERN DRIVING HAZARDS: ROAD RAGE, CELL PHONES & OTHER DANGERS This easy-to-use Leaders Guide is provided to assist in conducting a successful presentation. Featured are: INTRODUCTION: A brief description
Presented by: Heather J. Donnelly HDI Certified Instructor. Telephone Skills
Presented by: Heather J. Donnelly HDI Certified Instructor Telephone Skills Objectives Recall the key principles for dealing with an irate caller Apply specific techniques effective in providing excellent
The Anger Management Plan
The Anger Management Plan In order to make a good anger management plan, you need to know in advance what your personal anger triggers and settings are, how angry you may get, and what anger management
Self-Acceptance. A Frog Thing by E. Drachman (2005) California: Kidwick Books LLC. ISBN 0-9703809-3-3. Grade Level: Third grade
Self-Acceptance A Frog Thing by E. Drachman (2005) California: Kidwick Books LLC. ISBN 0-9703809-3-3 This Book Kit was planned by Lindsay N. Graham Grade Level: Third grade Characteristic Trait: Self Acceptance
Lydiate Primary School. Anti-Bullying Policy. This document outlines the practises to be followed in tackling bullying at
Lydiate Primary School Anti-Bullying Policy Introduction This document outlines the practises to be followed in tackling bullying at Lydiate Primary School. A Policy-Statement For Bullying And A Statement
The Effortless English Club. Club Leadership Manual
The Effortless English Club Club Leadership Manual Today You Learn How To Change The World. Iʼm excited about this Club Leadership Manual because it is going to change the world of English education. Actually,
Anger Management Course Workbook. 5. Challenging Angry Thoughts and Beliefs
Anger Management Course Workbook 5. Challenging Angry Thoughts and Beliefs Stop-Think-Act In earlier classes, we have introduced the concept of stopping and thinking before acting when we feel angry. In