SOCIAL COGNITION
SOCIAL COGNITION THE SCIENCE OF RELATING PART ONE
Dr. Tamar Bauman May 20, 2008
Social Cognition Outline Session One:
SOCIAL COGNITION EXERCISE
SOCIAL SUBGROUPS
SOCIAL COGNITION AS A SKILL
2 FACETS OF SOCIAL COGNITION (SOCIAL LANGUAGE AND SOCIAL BEHAVIOR)
SETTING GOALS FOR OUR STUDENTS
ASSESSMENT OF STRENGTHS AND WEAKNESSES IN SOCIAL COGNITION
USING STRENGTHS TO BUILD ON WEAKNESSES
CASE STUDY HOMEWORK ACTIVITY
QUESTIONS
© 2008 Hidden Sparks
Cognition Outline Session Two:
REVIEW
METACOGNTION COMES FIRST
TEACHING NEW SKILLS
SOCIAL COGNITION STRATEGIES
ANALYZING SCENARIOS
CASE STUDIES (REVIEW OF HOMEWORK)
QUESTIONS
© 2008 Hidden Sparks
Social Cognition Exercise AD
LIBS
Instructions: Please fill in the blanks to help the story make sense
When Michael first opened his eyes this morning he felt _______________. “Today is going to be a(n) ____________ day”, he said to himself. Michael had a lot of ____________ interacting with peers. As soon as his first classmates walked into the room they walked over to Michael and said __________________. Michael felt really________ after hearing that.
Michael was the kind of child
who had the ability to always say the __________ things to peers. The things he discussed were so ____________. They caused people to ____________. He could ___________ match his mood to others and had a(n) ___________ time understanding others perspectives. He was really ____________ at picking up social feedback.
© 2008 Hidden Sparks
Social Cognition: Social Subgroups
POPULAR CoNTROVERSIaL
AMIABLE ISOLATED/NEGLECTED
REJECTED © 2008 Hidden Sparks
Social Cognition As A Skill
SOCIALIZATION IS A SKILL TO BE TAUGHT
© 2008 Hidden Sparks
Social Cognition IF WE DON’T WORK WITH THESE STUDENTS THEY MAY NEVER LEARN TO POSSESS THE SKILLS NECESSARY IN SOCIAL INTERACTIONS
© 2008 Hidden Sparks
The 2 Facets Of Social Cognition
The Facets
1. Social Language 2. Social Behavior
© 2008 Hidden Sparks
Facets Of Social Cognition 1. SOCIAL LANGUAGE a. regulating choice of words b. interpreting and conveying feelings properly c. choosing a topic and sticking to it for an appropriate amount of time d. recognizing and regulating humor e. engaging in the give and take of conversation f. adjusting to the rhythm, tone, and word choice to fit the audience and environment
© 2008 Hidden Sparks
Facets Of Social Cognition 2. SOCIAL BEHAVIOR a. utilizing and reading nonverbal cues accurately b. maintaining the right balance of give and take in a conversation c. pacing relationships and holding on to new friendships d. collaborating with a group e. social involvement with others in general f. willingness to engage in clubs and social functions that utilize one’s talents or interests g. resolving conflicts effectively
© 2008 Hidden Sparks
Setting Goals For Our Students
SOCIAL BEHAVIORS Not Enough or Too Much? Not Enough? GOAL: A. Teach a new behavior B. Increase production of a behavior Too Much? GOAL: A. Decrease production of a behavior B. Eliminate a behavior
© 2008 Hidden Sparks
Social Cognition : Assessment Of Strengths And Weaknesses CLASSROOM STRENGTHS AND STRUGGLES FORM Construct________________
Date_________
Teacher’s Name___________________
Students with Strengths
What do you see?
Strategies
Students Struggling
What do you see?
Strategies
© 2008 Hidden Sparks
Social Cognition : Assessment Of Strengths And Weaknesses Continued EXAMPLE: CLASSROOM STRENGTHS AND STRUGGLES FORM Construct________________
Date_________
Teacher’s Name___________________
Students with Strengths
What do you see?
JORDAN
Student often uses words that makes other children smile and appear to feel good.
Strategies
Child frequently shares with other children and is sensitive to their needs.
JESSICA
Child is talkative & friendly but gives others a chance to speak as well. Child demonstrates appropriate use of nonverbal cues. ie. Looks at others when they speak, smiles at appropriate times.
Students Struggling
What do you see?
SHOLOM
Child offers very little in class, infrequently participates, seems isolated from peers during recess. Child has difficulty communicating his feelings
REBECCA
Child demonstrates difficulty choosing the appropriate words to say and frequently appears to offend others with her remarks. Child has difficulty collaborating with others and frequently takes control in group settings.
© 2008 Hidden Sparks
Strategies
Social Cognition : Assessment Of Strengths And Weaknesses Continued INEFFECTIVE CLASSROOM STRENGTHS AND STRUGGLES FORM Construct________________
Date_________
Students with Strengths
What do you see?
JORDAN
Child is nice and kind.
Teacher’s Name___________________
Strategies
I love that kid.
JESSICA
Great child She’s really on target
Students Struggling
What do you see?
SHALOM
Child is so shy. Child is “off” socially.
REBECCA
Child loves to make problems for others. She’s a real boss.
© 2008 Hidden Sparks
Strategies
Social Cognition : Using Strengths to Build On Weaknesses STUDENT’S STRENGTH AND WEAKNESS FORM Date_____________________ Student’s Strengths/ What do you see?
© 2008 Hidden Sparks
Child’s Name________________________ Student’s Struggles/ What do you see?
How I’ll use a student’s strengths to build on weaknesses
Social Cognition : Using Strengths to Build On Weaknesses STUDENT’S STRENGTH AND WEAKNESS FORM Date_____________________
Child’s Name SHOLOM
Student’s Strengths/ What do you see?
Student’s Struggles/ What do you see?
How I’ll use a student’s strengths to build on weaknesses
Artistic:
Social Cognition:
Child appears to enjoy drawing. Spends much free time using creativity in artistic realm. Draws very well.
Child offers very little in class. He infrequently participates. Child seems isolated from peers during recess. Child has difficulty communicating his feelings.
Child should be given opportunities to relate to other children particularly in areas that he demonstrates strength in. Ask child to draw for classroom walls, projects, etc. Child can teach others how to draw effectively during recess time or “project” time.
Reading: Child appears to enjoy reading. Demonstrates good comprehension skills. Reads faster than others in the class.
Memory
Pair child with others who do not read as well as a peer tutor. He can help explain the storyline, or help others to effectively decode.
Child remembers things taught early on in year (when called on). Effectively studies for and does well on exams
Child can be asked to help weaker students study at home or during study periods.
© 2008 Hidden Sparks
Additional Resources Flannery, D.J., Vazsonyi, A.T., Waldman, I.D. 2007. The Cambridge Handbook of Violent Behavior and Aggression. New York: Cambridge University Press. Goldstein, A.P. & McGinnis, E. 1997. Skillstreaming the Adolescent: New Strategies and Perspectives for Teaching Prosocial Skills. Research Press. Levine, M. 2002. A Mind at a Time. New York: Simon & Schuster. Lowenstein, L. 1999. Creative Interventions for Troubled Children and Youth. Canada: Higrel. McGinnis, E. & Goldstein, A.P. 1997. Skillstreaming the Elementary School Child: New Strategies and Perspectives for Teaching Prosocial Skills. Research Press. McGinnis, E. 2005. Skillstreaming in the Elementary School: Lesson Plans and Activities. Research Press. Murphy Payne, L. & Rohling, C. A Leader’s Guide to We Can Get Along. Free Spirit Publishing. Teolis, B. 2002. Ready-to-use Conflict Resolution Activities for Elementary Students. John Wiley & Sons, Inc. San Diego, CA. Zimmerman, T. 1999. The Problem Solving Workbook. PA: The Center for Applied Psychology.
© 2008 Hidden Sparks
Dr. Tamar Bauman May 20, 2008
Social Cognition Outline Session One:
SOCIAL COGNITION EXERCISE
SOCIAL SUBGROUPS
SOCIAL COGNITION AS A SKILL
2 FACETS OF SOCIAL COGNITION (SOCIAL LANGUAGE AND SOCIAL BEHAVIOR)
SETTING GOALS FOR OUR STUDENTS
ASSESSMENT OF STRENGTHS AND WEAKNESSES IN SOCIAL COGNITION
USING STRENGTHS TO BUILD ON WEAKNESSES
CASE STUDY HOMEWORK ACTIVITY
QUESTIONS
© 2008 Hidden Sparks
Cognition Outline Session Two:
REVIEW
METACOGNTION COMES FIRST
TEACHING NEW SKILLS
SOCIAL COGNITION STRATEGIES
ANALYZING SCENARIOS
CASE STUDIES (REVIEW OF HOMEWORK)
QUESTIONS
© 2008 Hidden Sparks
Social Cognition Exercise AD
LIBS
Instructions: Please fill in the blanks to help the story make sense
When Michael first opened his eyes this morning he felt _______________. “Today is going to be a(n) ____________ day”, he said to himself. Michael had a lot of ____________ interacting with peers. As soon as his first classmates walked into the room they walked over to Michael and said __________________. Michael felt really________ after hearing that.
Michael was the kind of child
who had the ability to always say the __________ things to peers. The things he discussed were so ____________. They caused people to ____________. He could ___________ match his mood to others and had a(n) ___________ time understanding others perspectives. He was really ____________ at picking up social feedback.
© 2008 Hidden Sparks
Social Cognition: Social Subgroups
POPULAR CoNTROVERSIaL
AMIABLE ISOLATED/NEGLECTED
REJECTED © 2008 Hidden Sparks
Social Cognition As A Skill
SOCIALIZATION IS A SKILL TO BE TAUGHT
© 2008 Hidden Sparks
Social Cognition IF WE DON’T WORK WITH THESE STUDENTS THEY MAY NEVER LEARN TO POSSESS THE SKILLS NECESSARY IN SOCIAL INTERACTIONS
© 2008 Hidden Sparks
The 2 Facets Of Social Cognition
The Facets
1. Social Language 2. Social Behavior
© 2008 Hidden Sparks
Facets Of Social Cognition 1. SOCIAL LANGUAGE a. regulating choice of words b. interpreting and conveying feelings properly c. choosing a topic and sticking to it for an appropriate amount of time d. recognizing and regulating humor e. engaging in the give and take of conversation f. adjusting to the rhythm, tone, and word choice to fit the audience and environment
© 2008 Hidden Sparks
Facets Of Social Cognition 2. SOCIAL BEHAVIOR a. utilizing and reading nonverbal cues accurately b. maintaining the right balance of give and take in a conversation c. pacing relationships and holding on to new friendships d. collaborating with a group e. social involvement with others in general f. willingness to engage in clubs and social functions that utilize one’s talents or interests g. resolving conflicts effectively
© 2008 Hidden Sparks
Setting Goals For Our Students
SOCIAL BEHAVIORS Not Enough or Too Much? Not Enough? GOAL: A. Teach a new behavior B. Increase production of a behavior Too Much? GOAL: A. Decrease production of a behavior B. Eliminate a behavior
© 2008 Hidden Sparks
Social Cognition : Assessment Of Strengths And Weaknesses CLASSROOM STRENGTHS AND STRUGGLES FORM Construct________________
Date_________
Teacher’s Name___________________
Students with Strengths
What do you see?
Strategies
Students Struggling
What do you see?
Strategies
© 2008 Hidden Sparks
Social Cognition : Assessment Of Strengths And Weaknesses Continued EXAMPLE: CLASSROOM STRENGTHS AND STRUGGLES FORM Construct________________
Date_________
Teacher’s Name___________________
Students with Strengths
What do you see?
JORDAN
Student often uses words that makes other children smile and appear to feel good.
Strategies
Child frequently shares with other children and is sensitive to their needs.
JESSICA
Child is talkative & friendly but gives others a chance to speak as well. Child demonstrates appropriate use of nonverbal cues. ie. Looks at others when they speak, smiles at appropriate times.
Students Struggling
What do you see?
SHOLOM
Child offers very little in class, infrequently participates, seems isolated from peers during recess. Child has difficulty communicating his feelings
REBECCA
Child demonstrates difficulty choosing the appropriate words to say and frequently appears to offend others with her remarks. Child has difficulty collaborating with others and frequently takes control in group settings.
© 2008 Hidden Sparks
Strategies
Social Cognition : Assessment Of Strengths And Weaknesses Continued INEFFECTIVE CLASSROOM STRENGTHS AND STRUGGLES FORM Construct________________
Date_________
Students with Strengths
What do you see?
JORDAN
Child is nice and kind.
Teacher’s Name___________________
Strategies
I love that kid.
JESSICA
Great child She’s really on target
Students Struggling
What do you see?
SHALOM
Child is so shy. Child is “off” socially.
REBECCA
Child loves to make problems for others. She’s a real boss.
© 2008 Hidden Sparks
Strategies
Social Cognition : Using Strengths to Build On Weaknesses STUDENT’S STRENGTH AND WEAKNESS FORM Date_____________________ Student’s Strengths/ What do you see?
© 2008 Hidden Sparks
Child’s Name________________________ Student’s Struggles/ What do you see?
How I’ll use a student’s strengths to build on weaknesses
Social Cognition : Using Strengths to Build On Weaknesses STUDENT’S STRENGTH AND WEAKNESS FORM Date_____________________
Child’s Name SHOLOM
Student’s Strengths/ What do you see?
Student’s Struggles/ What do you see?
How I’ll use a student’s strengths to build on weaknesses
Artistic:
Social Cognition:
Child appears to enjoy drawing. Spends much free time using creativity in artistic realm. Draws very well.
Child offers very little in class. He infrequently participates. Child seems isolated from peers during recess. Child has difficulty communicating his feelings.
Child should be given opportunities to relate to other children particularly in areas that he demonstrates strength in. Ask child to draw for classroom walls, projects, etc. Child can teach others how to draw effectively during recess time or “project” time.
Reading: Child appears to enjoy reading. Demonstrates good comprehension skills. Reads faster than others in the class.
Memory
Pair child with others who do not read as well as a peer tutor. He can help explain the storyline, or help others to effectively decode.
Child remembers things taught early on in year (when called on). Effectively studies for and does well on exams
Child can be asked to help weaker students study at home or during study periods.
© 2008 Hidden Sparks
Additional Resources Flannery, D.J., Vazsonyi, A.T., Waldman, I.D. 2007. The Cambridge Handbook of Violent Behavior and Aggression. New York: Cambridge University Press. Goldstein, A.P. & McGinnis, E. 1997. Skillstreaming the Adolescent: New Strategies and Perspectives for Teaching Prosocial Skills. Research Press. Levine, M. 2002. A Mind at a Time. New York: Simon & Schuster. Lowenstein, L. 1999. Creative Interventions for Troubled Children and Youth. Canada: Higrel. McGinnis, E. & Goldstein, A.P. 1997. Skillstreaming the Elementary School Child: New Strategies and Perspectives for Teaching Prosocial Skills. Research Press. McGinnis, E. 2005. Skillstreaming in the Elementary School: Lesson Plans and Activities. Research Press. Murphy Payne, L. & Rohling, C. A Leader’s Guide to We Can Get Along. Free Spirit Publishing. Teolis, B. 2002. Ready-to-use Conflict Resolution Activities for Elementary Students. John Wiley & Sons, Inc. San Diego, CA. Zimmerman, T. 1999. The Problem Solving Workbook. PA: The Center for Applied Psychology.
© 2008 Hidden Sparks
