Services for Children and Special Needs

CHILDREN’S Social Skills PROGRAM

Social Skills involve handling one's own emotions and to read and respond to others' emotions in ways that create positive relationships. Interestingly, research tells us that social skills may have more to do with life success than cognitive intelligence or academic performance. These programs are for children ages 5 and up.

Mental health professionals agree that it is a protective/resiliency factor against depression, anxiety, anti-social behaviors and drug/alcohol dependence. Although some children seem naturally adept at handling their emotions and getting along with others, ALL children can learn these skills!

The brain is divided into five areas corresponding to the five social skills areas outlined below. The program utilizes the techniques of both CBT (cognitive behavior therapy) and social learning theory to help the children build their emotional intelligence.

The Social Skills program reflects the five areas of emotional intelligence:

• Self-awareness – the ability to recognize one's own emotions, thoughts and values, as well as the ability to recognize the impact of those emotions, thoughts and values
• Mood management – the ability to regulate emotions and lessen internal conflict in order to adapt to changing circumstances
• Self-motivation – the ability to utilize emotions to achieve goals
• Empathy – the ability to read, understand, and respond appropriately to others' emotions
• Relationship skills – the ability to listen to and support others, to manage conflict, and to communicate and cooperate with others

Learning Objectives:

• understand the concept of emotional intelligence and how it can help them manage themselves and their relationships at school, in the community, and at home;
• become more aware of their own feelings and moods;
• learn important skills for keeping themselves motivated and persistent;
• improve relationships with peers;
• improve their ability to feel and show empathy; and
• learn how to solve interpersonal problems by practicing on real problems during the program.

The program has a clinical game-based presentation with direct skill instruction and suggestions for between-session practice. A pre and post program screening is completed to chart progress and provide appropriate recommendations for further support. This program can be incorporated into home behaviour plans and school Individual Education Plans (IEP).

While some parents call these sessions “counselling for kids” or services from a “child counsellor”, the structured programs used are considered educational in nature.