ࡱ> DFC bjbj 2xx 4h D&<$b qqc=0&W  4q q &  : Connecting with Others: Lessons for Teaching Social and Emotional Competence Category: Social/Emotional/Behavioural Grade Level: K to 12 What is the purpose of the Connecting with Others program? The objective of this program is to help children develop emotionally and socially by the systematic teaching of social skills within the school system. Students learn skills in self-advocacy, communication, interpersonal behaviours and problem solving. The acquisition of these skills helps students learn to be sensitive to individual differences, tolerate and accept others, and resolve conflicts without the use of violence. With whom can it be used? The Connecting with Others program is comprised of four volumes that have been designed to work with students from grades K to 2, 3 to 5, 6 to 8 and 9 to 12. Originally, this program was developed to help students with disabilities function in inclusive classrooms; however, it became apparent that the skills taught are applicable to all students. 3. What is the format of the Connecting With Others program? The three main theories behind the strategies employed in the program include: (1) cognitive behavioural modification; (2) transactional analysis; and (3) responsible assertion. Teachers should conduct social skill instruction at least three times per week, in order to ensure continuity of skills. Teachers should use their judgment in allocating time for each lesson, by assessing the students instructional level and needs. All four volumes of the program include between 30 to 40 lessons that focus on a detailed set of skill areas. The structure of Connecting with Others is described in the table below. 4. What teaching procedures should be used with the Connecting with Others program? Each lesson provides the teacher with a script that involves direct instruction of how to perform each of the specific social skills. Teachers are encouraged to facilitate and generate discussion through guided questions. Modeling prosocial behaviours throughout the day is essential in reinforcing the learned skills. In order for children to be able to generalize the skills learned in the classroom, parents are involved in the training through a Parents Newsletter that suggests activities for the home. The program maximizes its effectiveness by employing a wide variety of strategies in order to accommodate the various needs of the learner. The program is flexible and allows for modifications as long as the goals of each session are addressed. Teachers may choose to introduce the varying skills through the use of multiple instructional strategies. 5. In what type of setting can Connecting with Others be used? The Connecting with Others program is a school based intervention strategy that is most effectively implemented by teachers. The program lessons should be integrated into the school schedule. The program can either be incorporated into academic subjects such as social studies or can be taught separately. Social workers, school psychologists, or guidance counselors, can help teachers implement the program and involve parents in the process. 6. To what extent has research shown Connecting with Others to be useful? Systematic, social skill intervention strategies, such as Connecting with Others, have been found to improve the social skills and emotional development of children. Trained teachers, parental involvement and a comprehensive coordinated social skills program foster the ongoing growth of social and emotional development in the student by involving the various community settings. Resources Richardson, R. (1996a). Connecting with others: Lessons for teaching social and emotional competence (Grades k-2, Vol. I). Champaign, IL: Research Press. Richardson, R. (1996b). Connecting with others: Lessons for teaching social and emotional competence (Grades 3-5, Vol. II). Champaign, IL: Research Press. Richardson, R., & Evans, E. (1997). Connecting with others: Lessons for teaching social and emotional competence (Grades 6-8, Vol. III). Champaign, IL: Research Press. Richardson, R. & Meisgeier, C. (2001). Connecting with others: Lessons for teaching social and emotional competence (Grades 9-12, Vol. IV). Champaign, IL: Research Press. References Marantz, M. (1988). Fostering prosocial behavior in the early childhood classroom: Review of the research. Journal of Moral Education, 71, 27-39. McGraw, M. P., & Power, T. G. (1990). The effects of reasoning and choice on childrens prosocial behavior. International Journal of Behavioral Development, 13, 245-254. Richardson, R. (2000). Teaching social and emotional competence. Children and Schools, 22, 246-251. Reviewed by: Jasmine Eliav The structure of the Connecting with Others program. ProgramK to 3 3 to 56 to 89 to 12Lessons 30 Lessons40 Lessons40 LessonsSkill AreasConcept of self & others Problem solving & Conflict resolution Sharing Socialization Communication Empathy & CaringAwareness of self & others Communication Responsibility Self-advocacy & assertiveness Conflict resolution Cooperation & collaboration Love & caring Time management & organizationAwareness of self & others Communication Responsibility Conflict resolution Cooperation Love & empathy Personal growth Preparing for adulthoodExamples of Instructional Strategiesstory-telling, relaxation, modeling, coaching, behavioural rehearsal, reinforcement, creative expression, self-instruction, cooperative learning, transfer training, Socratic questioning, brainstorming, creative writing, drama, visualization, music, poetry, expressive media art, role-playing, journaling, bibliotherapy, self-management strategies, introducing concepts through literature, community involvement (and many more)      MNWvv 1 ^_c./9R;sEDb Zr}~:F_mjhw^uU hw^u6CJ hw^u6>* hw^u>* hw^u6 hw^u5>* hw^uCJhw^u hw^u5 hw^u5CJhw^uCJOJQJ=MNvv x ` PQ & F & F & F & F^` & F$a$,$d%d&d'd-DM &NOPQQxy56_`cd./ & F  & F  & F #$d%d&d'dNOPQ/9sk}~ $If & F & F & F & F #.9ic]]]$If$Ifkd$$Ifl4\Fxz&T2  2 04 la^f49:F_ic]ccccc]c$If$Ifkd$$Ifl4\Fxz&T2  2 04 la^f4 $@Nm$If$If "icccc$Ifkd$$Ifl4\Fxz&T2  2 04 la^f4okd[$$Ifl40F&Tf!04 la^f4 (/ =!"#$% A 0/ =!"#$% P0 xx+ 0/ =!"#$% $$If^!vh5T52 5 52 #vT#v2 #v #v2 :V l405T52 5 52 4a^f4$$If^!vh5T52 5 52 #vT#v2 #v #v2 :V l405T52 5 52 4a^f4$$If^!vh5T52 5 52 #vT#v2 #v #v2 :V l405T52 5 52 4a^f4$$If^!vh5T5f!#vT#vf!:V l405T5f!4a^f4^ 666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~_HmH nH sH tH 8`8 Normal_HmH sH tH 8@8  Heading 1$@&CJ<<  Heading 2$@&6CJ<@<  Heading 3$@&>*CJ>>  Heading 4$@& 56CJ8@8  Heading 7$@&5DA D Default Paragraph FontVi@V 0 Table Normal :V 44 la (k ( 0No List 4>@4 Title$a$5CJ2B@2  Body TextCJ0J@0 SubtitleCJ4"4 Header  !4 24 Footer  !PK![Content_Types].xmlj0Eжr(΢Iw},-j4 wP-t#bΙ{UTU^hd}㨫)*1P' ^W0)T9<l#$yi};~@(Hu* Dנz/0ǰ $ X3aZ,D0j~3߶b~i>3\`?/[G\!-Rk.sԻ..a濭?PK!֧6 _rels/.relsj0 }Q%v/C/}(h"O = C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xml M @}w7c(EbˮCAǠҟ7՛K Y, e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+& 8PK!Ptheme/theme/theme1.xmlYOo6w toc'vuر-MniP@I}úama[إ4:lЯGRX^6؊>$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! 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