|
|
|
|
| LEADER |
03989nam a2200325 a 4500 |
| 001 |
1896121 |
| 005 |
20171111234726.0 |
| 008 |
040319s2004 enka ob 001 0 eng d |
| 020 |
|
|
|a 1417500972
|q (electronic bk.)
|
| 020 |
|
|
|a 9781417500970
|q (electronic bk.)
|
| 020 |
|
|
|a 9781846424175
|q (electronic bk.)
|
| 020 |
|
|
|a 1846424178
|q (electronic bk.)
|
| 020 |
|
|
|a 1283904292
|q (ebk)
|
| 020 |
|
|
|a 9781283904292
|q (ebk)
|z 1843101793
|
| 040 |
|
|
|a N$T
|b eng
|e pn
|
| 050 |
|
4 |
|a HQ783
|b .C67 2004eb
|
| 100 |
1 |
|
|a Cornish, Ursula.
|
| 245 |
1 |
0 |
|a Social skills training for adolescents with general moderate learning difficulties /
|c Ursula Cornish and Fiona Ross.
|
| 260 |
|
|
|a London ;
|b Jessica Kingsley Publishers,
|c 2004.
|a New York :
|
| 300 |
|
|
|a 1 online resource (128 pages) :
|b illustrations
|
| 504 |
|
|
|a Includes bibliographical references (page 16) and index.
|
| 505 |
0 |
|
|a Choice of social skills training programmes -- Strategies for using social skills training programmes -- Behavioural approaches -- Cognitive approaches -- Distinguishing between public and private -- Developing language skills -- Coping with real life -- Need for practice -- Aims of the programme set out in this book -- National curriculum link -- How to start -- Needs analysis -- Social skills checklist -- Interviews -- Observations -- Sociograms -- The training programme -- Introduction: planning the sessions -- Session format -- Physical organization -- Communication with parents, carers and teachers -- Timing of each session -- Session 1: Listening and paying attention -- Session plan -- Homework sheet 1.1: good listening prompt sheet -- Model letter to parents/carers at the end of session 1 -- Session 2: Listening and turn-taking -- Session plan -- Pictures for colouring activity -- Model letter to parents/carers at the end of session 2 -- Session 3: Monitoring own body language and reading body language in others -- Session plan -- Facial expressions cards -- Object cards -- Homework sheet 3.1: how do they feel? -- Homework sheet 3.2: pictures of feelings -- Model letter to parents/carers at the end of session 3 -- Session 4: Recognizing own and others' strengths -- Session plan -- Homework sheet 4.1: skills and strengths -- Model letter to parents/carers at the end of session 4 -- Session 5: Learning to say no to unreasonable demands and to cope with peer pressure -- Session plan -- Homework sheet 5.1: do I have to do what they say? -- Model letter to parents/carers at the end of session 5 -- Session 6: Recognizing and describing feelings -- Session plan -- Sample homework sheet -- Homework sheet 6.1: feelings -- Model letter to parents/carers at the end of session 6 -- Session 7: Learning to control own feelings -- Public signs -- Public places -- Private places -- Session plan -- Private thought (what I think) and public thought (what I say) homework sheet 7.1: diary of public places -- Model letter to parents/carers at the end of session 7 -- Session 8: Being confident to explain own views and to ask for support when needed -- Session plan -- Homework sheet 8.1: when other people needed or asked for help -- Model letter to parents/carers at the end of session 8 -- Session 9: Recognizing and learning to resolve conflict -- Session plan -- Homework sheet 9.1: dealing with conflict -- Model letter to parents/carers at the end of session 9 -- Session 10: Showing care and concern for others -- Session plan -- Homework sheet 10.1: Friendship circle -- Model letter to parents/carers at the end of session 10.
|
| 650 |
|
0 |
|a Social skills in children
|x Study and teaching.
|
| 650 |
|
0 |
|a Learning disabled children
|x Education.
|
| 650 |
|
0 |
|a Asperger's syndrome
|x Patients
|x Education.
|
| 650 |
|
4 |
|a Social skills in children.
|
| 650 |
|
7 |
|a SELF-HELP
|x Personal Growth
|
| 700 |
1 |
|
|a Ross, Fiona,
|x Success.
|
| 856 |
4 |
0 |
|u http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=100717
|
| 952 |
|
|
|a CY-NiOUC
|b 5a0465016c5ad14ac1eec3ab
|c 998a
|d 945l
|e -
|t 1
|x m
|z Books
|
