Social Skills Training

Social Skills Training Program 2011 - 2012

My name is Sacha Crutzen

My area of expertise is behaviour issues. I work with children usually between the ages of 5 and 18 in regard to this and special needs. I always work in a positive and encouraging manner and I want to make a difference in a holistic way. I therefore take into account the child, their family, environment, school and clubs they go to.

My passion is with teenagers. What I love about working with teenagers is the process of encouraging them to think for themselves. It's great to provide support and to see them come up with their own ideas to find the best solution to their problems. Then to see them experience problem solving while gaining happiness with their own results is so rewarding.

I run a social skills training program. I teach social skills training to diverse groups of children in school time hours. I am flexible as to which time of the day and can work with you to find a time that suits. From my experience, the best results happen when the group is small in number, from 4 to 6 children and there is a mix of behaviour and social issues. It can be very helpful for the children to be around the same age, due to the same interests. I prefer the groups to be like this because that allows me to bring in the "safety factor" and children are willing to share more of themselves which gives a better result at the end. I make sure that the children feel at ease.

I prefer to collect the children from their class so I can listen to their stories from the day. If the children come from home I make time to relax before we start and open up to the hidden info they give me. I don't judge the children. I address worries or areas to work on in a positive and loving way. By asking questions I help them to see the best way of dealing with their issues. I ran this program at schools and I've seen the benefits of this approach.

My suggested lessons include:

How We Introduce Ourselves

In this session we introduce ourselves to other people in the group; we look at how we speak, how we use our voice, how we interact with others and body language.

Who we are as individuals

"We are all unique" is what I call this session. To give the children an insight as to who they are and that every person is different. We think, act and react differently. Why? And is that a problem?

Listening

This session is about how you listen, the way we listen and body language. Why it's sometimes difficult to listen and we can help ourselves.

Our Feelings: Happiness, Sadness, Anger, Excitement

What is the feeling? How does our body express this? How you can "read" this person and how do we react and what can we do when someone is happy, sad etc. Facial expressions and body language.

Each feeling is 1 session, so the above covers 4 sessions!!

Friends

These sessions cover: What is a friend? How do we recognize them? Making them aware who is their friend and how many they have. Why are you a special friend?

Keeping Friends

How do we make new friends? How we keep friends?

Bullying

These sessions include: What is bullying and why is it different to teasing? What is it like when you bully someone or you get bullied? What can you do about it? What do you need to know when you get bullied? How do you find your strengths? We use drama, voice and body language.

Completion

The last session is a celebration of their achievements, giving out certificates and looking back at what they have learned and how they can use their new skills.

Optional

If a school wants to have additional sessions due to a specific need for a particular child/group, or continue over into to the next term, or for another term, or even swap some sessions, these are possible. Also I may propose to include another session, not earlier planned, due to needs of the group (for example: a group with high anxiety).

Following are some suggestions for other options:

How we start and carry-on a conversation

These sessions are again about body language, ways of talking, showing interest, connecting with the other person, and different types of conversations.

How we tell a story

My focus in this session is: Why do we talk to adults differently to how we talk to our own friends? What is the difference? How can we show respect to an older person and still be honest?

Playing together

What do we do when we play together? Ideas on how to find solutions and strategies.

Negative and positive comments

What are the kinds of comments we get? What do we do when we get a positive or negative comment?

Arguments

What is an argument? How does it start and how can we deal with it? How do we solve an argument?

Asking questions and making a request

When do you ask a question? What is a good question? What about when we get a NO to a question? When is it the right time to ask a question? What is the difference between a request and a question?

Thoughts and feelings

Negative and positive thoughts. What is the impact from our thoughts on how we feel? Questionnaire about thoughts, feelings or what you could do.

Strengths and talents we have

What are you good at? What is good about you? This gives the children insight into their strengths.

Compliments

Why do we give compliments? How do we give a compliment? How do we receive a compliment? What are some examples of compliments?

Additional Information

All the above sessions are for an hour long upwards. The sessions include role-playing, drama, games. Sometimes I give the children "home work", relevant to what we have been doing. Inside each session I run a reward system for positive behaviour, listening, participation and other contributing attitudes. At the end of each term I create one fun session with a learning element thrown in: (which could be: cooking, games or sharing food etc.) I think it's a great way to reward their hard work and to finish the term and our time together.

The space in which to hold the session needs to be big enough for 7 people to sit down at a table and to move around for drama and role-play. This could be an office or a classroom as available.

Before I start a group I need information from the teacher/ parents-caregivers as to why this child is placed in my group. When necessary I contact the teacher/ parents - caregivers after a session to give them additional info about their student/ child. I require email addresses from teachers/ parents-caregivers so I can contact them regarding improvements or struggles I see from their students/ children. At the end of each term I request the teachers/ parents-caregivers to fill in some questions forwarded in an email regarding any changes, improvements or concerns they may have/ had about their students or feedback they have about the program. After each term I write a report about each student's contributions and efforts in my class. This is useful feedback for parents-caregivers and the school.

Contact me for more information, to make an appointment to discuss your needs, or to book a session.

Contact me