Tag Archives: Social Skills

Quote of The Day

“During any moment of any given day, I’m either obsessed with what I’m doing or bored with what I’m doing.”

–Student with Asperger’s explaining the difficulty navigating everyday activities.

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January 11, 2013 · 3:22 am

Social Skills: Balance Your Schedule of Activities

Dilemma: Summer is fun for kids and adults alike, and often a time for vacation and rest.  It is also hot and there is plenty of unstructured time which can lead to concerning behaviors. 

Everyday Solutions(s): Have at least some sort of structure to each day.  Rest or down time is important and you need not structure all times of each day.  The goal is to have a framework but also work with kids on learning to entertain themselves.  Sometimes having a list of possible activities to choose from during free time can avoid boredom or reports of “nothing to do.” 

Sōsh Approach: Use the Sōsh mobile app Interest Log.  It is important to NOT spend too much time on any one activity (especially if that activity is done alone). The Interest Log provides you with a template to track your interests and the amount of time you engage in your interests (e.g., INTEREST: Play Video Games; TIME: 4 Hours). The more varied your interests, the more likely you will connect with a variety of people and make new friends.Too much of anything is never a good thing!

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Social Skills Part II: Behavior then Mood

I want my clients to begin their experimentation into the social world by making impressions.  In order to do this, they must be out and about.  Often times, individuals I work with do not come in to visit with me until self-esteem has begun to suffer.  As a result, I may also be dealing with some mood difficulties.  My role, provided that we are not dealing with a clinically significant major depressive disorder, is to begin coaching the individual with regard to the behavior preceding the mood.  In other words, my clients often times do not feel like they would like to go to the football game on Friday or feel up to attending the homecoming dance.  This consistently comes up in my social skills groups where at least one child does not want to participate or feel like they need to be a part of the group.  They have yet to experience the behavior of being in the group so how in the world would they know that they won’t like it?  Despite the potential to sustain the current social difficulties, there is usually at least one parent who gives in and allows their child to avoid attending the group.   Progress can never be made when this happens.

Staying home will do nothing more than exacerbate the current feeling (I don’t need to go to a group or be social).  Instead, the behavior must come before the desired feeling.  Specifically, individuals must attend the football game or they must attend the dance before they can begin to truly experience the feeling of improved self-esteem, for example.  Most of my clients, although they object to this initially, return to my office to inform me that although going to the dance or football game was the very last thing that they wanted to do on that particular evening, once they were there it was not so bad and they actually ended up enjoying themselves.  Keep in mind that although I use dances and sports games as examples, the behaviors preceding the mood applies to all ages: going to the playgroup, playground, birthday party, etc.

I think it’s also important to illustrate that we must take the pressure of social skills off of these individuals.  In other words, there is no expectation when we are just getting started with making impressions other than the individual simply must attend events.  That’s it, plain and simple: attend the event or activity.  I don’t care if you talk to anyone.  I don’t care if you make any eye contact with anyone.  We have plenty of time to work on that.  One of the biggest hurdles that I see is getting my clients to leave their home because they often do not feel like it.  This is the time that I remind individuals that the behavior must often precede the mood.

This is important because individuals who are feeling dejected or otherwise depressed in any manner may not have the energy, confidence, or motivation to make that initial leap into the social world.  My response is that continuing to avoid the social world only exacerbates the current difficulties.  I am not asking for these individuals to go out on any particular evening or to attend any particular event and come home with a new friend or social group.  I am simply asking that they be seen in the social environment and thus make an impression.  The behavior preceding the mood is important because these individuals may not feel like being social on any particular evening.  In fact, this often perpetuates the addiction cycle of video games as a self-medicating remedy.  Indeed, they will use video games as means of avoidance or as an excuse for why they won’t attend (“I don’t want to go because I’m really into this game…don’t bother me!”).

Client after client returns to my office to tell me that although they were very upset with me and did not want to go to the school dance or football game they took a risk (with the help of sufficient support and encouragement) and they went.  Although they felt ‘awful’ prior to attending the event, once they were there they realized it wasn’t so bad.  Further, the strategy of simply being in the social environment paid off because there were no pressures to achieve any outcome other than attendance.  I know we would all like to jumpstart this process and in our typical American fashion get to the outcome quicker and without much work.  Unfortunately, it does not work that way when dealing with social interactions.  If you are not prepared to take the preliminary steps you will not be successful.  If you rush this process you will not be successful.  Take your time and be willing to take a risk.  Some discomfort is inevitable before progress can be achieved.

“Progress always involves risk; you can’t steal second base and keep your foot on first.” –Frederick Wilcox

Dr. Mark Bowers is a Licensed Pediatric Psychologist at the Ann Arbor Center for Developmental & Behavioral Pediatrics in Ann Arbor, Michigan.

© 2009 Mark Bowers, Ph.D.

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Filed under ADHD, Anxiety, Asperger's, Autism, Child Development, Parenting, Social Skills

Social Skills Part I: ‘Impressions’ and Being ‘Out and About’

night_game

This is the first in an ongoing series I will be presenting on Social Skills.  I spend a significant portion of my clinical practice working with children and teens on social skills.  Many parents are curious about my approach and philosophy on teaching social skills, so I thought I would begin posting my thoughts on the matter (in no specific order).  I will being by discussing ‘impressions’ and the initial need to be seen and not heard.

I often discuss social interactions as similar to advertising impressions.  For example, when businesses buy billboard advertising on the side of highways, they often first collect statistics on how many “impressions” their billboard location has on a particular day.  The advertisers want to know specifically how many individuals will see their advertisement over the course of a day, week, month, or year.

Individuals with social skills difficulties often become dejected and suffer a loss of self-esteem when they make one or perhaps even a handful of attempts at engaging others in a social interaction and these attempts are unsuccessful.  I am often able to use my advertising analogy with my clients who will begin to understand that not every person who drives by the Pepsi billboard on the highway is going to purchase that particular product.

When the available options for friendships is smaller such as in an elementary school, certainly the stakes are higher and each impression that is made must count.  However, I often coach my high school-age clients that they cannot expect to sit in their basement playing video games every weekend and then come into my office wondering why they are not more popular in school.  We often discuss the ‘content and process’ approach to social interactions which can be loosely applied to various junior high school and high school activities.

For example, I may work with individuals who have little interest in sports especially when it comes to participating in them.  However, anyone who has attended high school is well aware of the fact that, especially during the fall and early winter months, the place to be is the local high school football game on Friday night.  When it comes to “impressions” such as those found in advertising, being seen even if not heard is a basic starting block for my clients.

I have to remind these individuals to relax initially and just be there rather than try to initiate interactions with others or practice social skills techniques they may have learned by reading a book or from a counseling session or group.  I am generally opposed to social skills techniques being ‘taught’ because the nature of individuals with social difficulties is to study and memorize something in a rote fashion or linear manner and social interactions are far from rote or linear.  More on that topic in a future posting…

Indeed, although these individuals would love nothing more than to reduce social interactions down into a mathematical formula where there is a very specific path that must be followed in order to reach the appropriate or correct outcome, social interactions are generally not linear or rote, and are instead fluid and contain millions of variables and exponents that might be comparable to the mathematical variable of (Pi).  Thus, I want my clients to begin their experimentation into the social world by making impressions.  In order to do this, they must be out and about.

Dr. Mark Bowers is a Licensed Pediatric Psychologist and Autism/Anxiety expert at the Ann Arbor Center for Developmental & Behavioral Pediatrics in Ann Arbor, Michigan.  Learn more about his Social Skills groups here.

© 2009 Mark Bowers, Ph.D.

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Filed under ADHD, Anxiety, Asperger's, Autism, PDD-NOS, School, Social Skills