THERAPLAY SOCIAL SKILL GROUPS - BUILDING SOCIAL COMPETENCY By Linda Aber, CCFE Therapy Specialist tactics@videotron.ca

When thinking about childhood memories, usually the ones that are quickly recalled are the cherished times spent with Äfriends¥.  Those magical days filled with fun and play, while interacting and exploring were valued opportunities and precious treasures.  But unfortunately, for the child with social skill deficits, those memories are not so pleasant. 

ÄChildren with learning disabilities often find themselves isolated from the valued world of friendship.  Their impulsive, immature, and unpredictable behavior is often misunderstood and misinterpreted by peers and adults.  Although they often receive assistance and empathy for their academic problems, their lack of social competence is viewed as willful and negative.¥ (Richard Lavoie) 

The long and short term effects of social incompetence have devastating effects on the development of an individual with learning disabilities.  At the March 1998 L.D.A.Q. Convention, in Montreal, Dr. Anthony Bashir, made presentations on the subject of social discourse. Focusing on language disorders, he also discussed problems with self regulation, social perception and social interaction.  He stated that, ÄThis disorder spans time, as these difficulties can be seen at a young age, through adolescence and into adulthood.  Since interaction helps individuals conduct themselves in social situations, those who experience difficulty are perceived more negatively by peers.  They are labeled Äweird¥. 

For most children, many of these interaction skills are learned naturally or Äautomatically¥ through observation and modeling.  Under usual circumstances, children also learn social skills through their ability to receive and interpret feedback in the form of verbal or nonverbal communication from others. 

Children with learning disabilities may not have these natural abilities.  In order to help such children, it is important to identify which types of skills are needed, and to provide repeated opportunities to practice them.  Not all, but a large majority of LD/ADD children miss social cues.  For them, social skills must be introduced and broken down into bite size bits. 

Some children may present difficulties with:

self expression, touching appropriately, waiting for turns, making eye contact, negotiating, asserting their own needs and feelings, beginning and terminating conversations, reading otherïs faces and emotions, listening to otherïs expressed needs, greeting others, giving directions, asking permission, cooperating, problem-solving, and/or conflict resolution. 

How do children gain social competence?  According to Dr. Bashir ÄYou can teach social skills by reviewing, reflecting and repeating actions with clear feedback and opportunities for use.  You can rehearse kids all you want, but you have to structure the situations to which they use them.  A lot of the work you do is in the groups, the classroom and the playground.¥

Theraplay Social Skill Groups are wonderful learning vehicles, for they provide experiential arenas for acquiring and modeling appropriate social skills.  These skills are demonstrated, practiced and expanded in the context of here and now.  Group interactions provide a cohesive, safe, fun environment, where children learn trust, acceptance and recognition from their peers. 

Because groups are playful, children are open and responsive to them.  But within the inviting, welcoming playfulness, children are learning something.  They are becoming aware of how they get along with others and can try new ways.  Feelings and interactions experienced in the group, can be more easily integrated into the childïs life.  

Parent involvement is mandatory during the sessions, as strategies, buzz words and homework are introduced.  Parents are invited to utilize their learnings to promote structure and rehearsal of skills for their child, in their own home. 

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