Social Learning

Intent

Social Learning is a progressive therapeutically designed group designed to support students to develop their social communication and interaction and functional skills. In particular, it focuses on supporting students with problem solving, communication and interaction, working together, strategies that support us, functional skills, conversation skills, emotional literacy awareness, executive functioning and ability to express and manage feelings.

It is delivered by teaching staff but designed, monitored, and reviewed by the therapy team and SENCo to ensure the content is tailored to individuals’ specific needs and EHCP requirements. It incorporates a range of evidence-based therapeutic programmes and techniques specified in students’ EHCPs.

Examples include: - Interoception work book - Sleep programme - Language for Behaviour and Emotion Programme (Branagan and Parsons) - Lego therapy - PEERS for young Adults (Laugesson) - Post 14 Personal Development Programme - Talk about Teenagers (Alex Kelly) - Zones of Regulation ( Social Thinking)

- Emotion Meter

- Blob tree - Energy Leveling Up ( Autism Level Up) - Black Sheep Press Talking about Community- The Neurodivergent Friendly Workbook of DBT Skills (Sonny Jane Wise)

- Core Belief and IdentityThe content varies depending on the group members individual needs and is adjusted accordingly, and the pace is determined by the progress students make in the group.

Implementation

Through weekly session based around the following key areas

Emotional regulation

Social Skills

Managing Feelings

Psychoeducation

Functional Skills including independence

Executive Functioning

Working together and in the community

Impact

• Students will leave the school feeling more confident with:
• Using their communication skills to initiate and maintain interactions with others
• Managing challenging social situations
• Identifying, labelling and managing strong feelings
• Using different techniques to manage problems​
• To be able to advocate for their needs
• Travelling independently
• Managing their healthcare
• Feeling prepared for the world of work and independent living
• Understanding the economy, finance and budgeting
• Completing an independent project
• Working collaboratively
• Understanding their diagnosis, personal strengths and areas for development
• SMART target setting

Key Stage 3

Year 7

Understanding and feeling confident using different emotional regulation tools for expressing feelings (Zones of Regulation)

Completing a one-page profile

Identifying personal regulation strategies

Working together in a group through group games and Lego therapy

Turn taking skills.

Conversation skills

Identifying tools that help us complete activities of daily living e.g.: checklists, calendars, alarms etc.

Personal care and self-care routines – healthy eating and exercise

Fixed vs. Growth mindset

Finance and Budgeting

Developing skills for going out into the community

Year 8

Core belief and identity

Managing difficult feelings

Introduction to senses and interoception

Reviewing one page profile and updating regulating strategies as needed

Thinking about what communication and all the different types are

Self-Advocacy and how to ask for what you need.

Problem solving social scenarios.

Working together in a group to solve problems and communicate information.

Sleep hygiene

Practical skills for going out in the community.

Safety awareness when outdoors

Year 9

Extending Emotional vocabulary

Working together in a group

Problem solving challenging social situations.

Frameworks for problem solving personal situations.

Planning an event, using organizational tools to support

Activities of daily living- shopping

Interoception

Supporting independence

Developing routines and personal schedules

Getting a job and managing unexpected events

Monitoring progress

Student progress is monitored through therapy outcome measures by the overseeing therapists, and by pupil confidence ratings and observation in sessions.

Key Stage 4

Year 10

Working together in a group

Wellbeing and strategies for exam prep

Advanced conversation skills- how to disagree politely, how to negotiate, how to end a conversation politely, ways to join a group discussion.

Interoception skills

Preparing for adulthood including:

Making a doctor’s appointment

Understanding personal information

Form filling

Independent travel

Raising a query; shopping and budgeting; organising a social event

Understanding the economy and managing money

Interview skills

Identifying hopes, aspirations, strengths, and adaptations they benefit from

Year 11

Post 14 Personal Development plan (PDP). Students set individual therapy targets in one or more of the following areas to work towards in sessions: - Health and Relationships- Community and Inclusion- Education and Training- Independent Living

ASDAN

Managing money

Personality and careers

Interview skills

Revision skills

Wellbeing and strategies for exam prep

Monitoring progress

Student progress is monitored through therapy outcome measures by the overseeing therapists, and by pupil confidence ratings and observation in sessions.

Key Stage 5

Year 12/13

Post 14 Personal Development plan (PDP). Students set individual therapy targets in one or more of the following areas to work towards in sessions: -Health and relationships-community and inclusion-Education and training-Independent living.

ASDAN

Managing money

Personality and careers

Interview skills

Revision skills

Wellbeing and strategies for exam prep

Monitoring progress

Student progress is monitored through therapy outcome measures by the overseeing therapists, and by pupil confidence ratings and observation in sessions.

Cultural capital

ASDAN supports students’ wider learning and development.

Moral and social development

Guided reading with graphic novels helps students explore managing feelings.

An annual block of social-skills learning uses Lego therapy or board games to develop turn taking, conversation, negotiation and managing differences.