that were learned in the group format.
Role-playing
Role-playing is a particularly effective technique because it involves the active participation of children, giving them an opportunity to try out and rehearse new behaviors and identify and change inappropriate behaviors. Peer feedback and coaching give the youth who observe the role-play exercise an opportunity to learn the concepts by asking them to judge and identify the strengths and needs of the role players.
A potential drawback of role-playing is that, at times, it can become too “real” for some children. For example, when someone is acting out a situation in which he or she is angry, a participant may believe that the person really is angry. And when role-playing a threatening situation, a participant may become truly frightened. It is important to keep reminding role players that it is only make-believe. Another drawback is that role players may get too caught up in the fun of role-playing and work at being good actors rather than focus on learning the concepts being taught.
Activities in the Natural Setting
Children and youth benefit most from this program when time is spent reviewing content and practicing skills related to the sexuality education training program in their natural settings. If trainers are not available for this individual work, other persons in the participant’s support network could carry out this training activity. This time can be used to practice and reinforce skills and knowledge covered in the group meeting and focus on issues identified for each child. At the end of the “Activities” section for each of the four content areas, an “Informal Activities” section is included.
Circle of Friends
All children benefit from having friends and being part of a social group. Children with disabilities often need the same level of direction and support in making friends as they do in other areas of their lives. We are learning more about individuals with autism spectrum disorder and their common human desire for friendships; that is, even though they may not appear interested in others, they have a desire for social connections. “Circles of Friends” is one way of expanding and enhancing friendships for children.
How it works:
1. Make a list of peers without disabilities with whom the focus child has contact during the day. Contact may occur in mainstreamed classes, peer tutoring, recreation or sports, passing from class to class, recess, or lunch. Peers can be identified through observation; by asking the focus child; and by talking with teachers, classroom aids, or other school personnel.
2. Note the quality of interactions, and identify a shorter list of potential friends. Try to include one or two peers with whom the focus child may have shared interests, such as music, art, computers, video games, and sports. Social media, when used with safeguards, can be a useful tool for organizing a Circle of Friends.
3. Talk to each of the potential peers about Circle of Friends. Explain that its purpose is to help the focus child make friends and feel more connected with school.
4. Select the peer or peers who demonstrate the greatest interest in being involved for inclusion in the Circle.
5. Ask the peer or peers to identify three to five of their friends who might know the focus child or who might be interested in joining the group.
6. Invite four to six peers to an introductory meeting. Collect more information about the youths’ schedules, daily routines, and interests. Brainstorm possible activities and outings.
7. Circles usually meet about once a week for about an hour, but the frequency and length of the meetings depend on the age of the kids, the setting, the kids’ schedules, etc. Kids initially meet for group activities, but as the focus child develops friendships with the other peers, encourage one-on-one or smaller group experiences. Think of times during the day when pairing is possible. At first, the group may want to make a schedule or calendar mapping out interaction times. See samples below.
8. Over time, the adult should fade from the social group as much as possible to allow typical interactions and friendships to more naturally occur. It is important to remain available for problem solving, conflict resolution, and other kinds of support as needed.
9. If Circle of Friends activities are to take place in settings other than school, which we highly recommend, parents will also need to be involved (e.g., for transportation). It is a good idea to notify parents that their child is participating in Circle of Friends, invite their encouragement and support, and respond to any concerns.
Excerpted and revised from “Setting Up and Managing Peer Support Networks: Social Context Research Project- Methods for Facilitating the Inclusion of Students with Disabilities,” In Integrated School and Community Context, edited by C. Green, C. Kennedy, and T. Haring, University of California, Santa Barbara.
Section 3:
Understanding
Relationships
Except for the hermit on the mountain, most of us live our daily lives in a network of relationships. Societal trends—such as population mobility, social media, blended families, alternate child care arrangements, and the inclusion of children with disabilities in settings with children who do not have disabilities— have increased the variety of people with whom children relate. Children’s understanding of the various types of relationships in their network directs and influences their interactions and behaviors. The ability to identify people as family members, intimate and close friends, acquaintances, community helpers, and strangers is a key component for children to build satisfying relationships and protect themselves from abusive situations. This is especially important with the growth of social media. Many youth need direct instruction to understand the various kinds of relationships and the norms for behavior and social interaction that are appropriate for each social setting.
When focusing on relationship building, the focus of our efforts must not be solely on teaching children to understand existing relationships, but, perhaps more importantly, on creating and providing opportunities for meaningful relationships to happen and grow. With trends toward more inclusion and integration, children and youth with disabilities have the potential to expand their relationship network. On the other hand, if children are not assisted in developing relationships in integrated settings, they may be even more isolated. We have included resources on developing a “Circle of Friends” as one way of developing and nurturing friendships.
Having positive relationships is at the core of our feelings of well-being. Supporting relationships may be the most important investment we make toward improving the quality of life for children with developmental disabilities.
Goal 1: Building a Positive Self-Image
Activities:
1.
