Social Problem-Solving Applications: Lessons from the Field
First, vocabulary important to communicating about social problems is introduced (e.g., Is, Some-All, Not, Or, And, Because, Maybe/Might, Same-Different); “same-different” is especially introduced in order to allow children to discuss that they have the same or different goals during interaction.
Next, understanding feelings is typically introduced. In the programming discussed in this volume, this topic is a focus in and of itself.
Stories are often told, to aid the children in learning to “read” a social situation and about fairness.
Children are taught about, and given practice in, generating possible solutions.
At the same time, program leaders introduce the identification of goals during social interaction.
Finally, often through stories and role playing, the groups of children and leaders work on evaluating the multiple solutions generated, picking a solution and carrying it out, and evaluating its outcome.
KeywordsSocial Problem Prosocial Behavior Social Competence Emotional Competence Emotion Knowledge
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