ECC-DHH Social-Emotional Skills

The area of Social-Emotional Skills includes: Self-Awareness (Personal Qualities), Self-Management, Support Networks, Personal Responsibility, Decision Making, Social Awareness, Social Interaction Including Conversation Skills, and Conflict Resolution.

Self – Awareness (Personal Qualities and/or Traits)

• Recognizes own name and name sign • Identifies one’s likes, dislikes, needs, wants, strengths and challenges • Identifies self as hard of hearing or deaf • Recognizes and labels emotions/ feelings • Describes situations that cause various emotions (e.g., birthday party, someone taking your toy) • Distinguishes range of emotions • Describes physical responses to emotions • Recognizes and discusses how emotions are linked to behavior • Discusses unique aspects of growing up as a child who is deaf or hard-of hearing (growing up in a deaf, hard of hearing or hearing family) • Identifies needs of deaf or hard-of-hearing child within a family, the school and/or the community (e.g. communication, participation, rules of behavior, respect) • Describes socially acceptable ways to express emotions • Describes personal qualities/skills possessed • Recognizes negative emotions • Links negative emotions to situations in need of attention • Analyzes emotional states that contribute to or detract from personal problem solving /decision making • Explains possible outcomes/ results associated with expressing personal emotions • Evaluates how expressing one’s emotions affects others • Evaluates how expressing more positive attitudes influence others • Analyzes and describe show personal qualities and temperaments influence choices and success • Distinguishes own feelings versus expressing / accepting what others “expect” them to feel • Describes event or thought process that causes an emotion • Understands the effects of self-talk on emotions • Describes how the interpretation of an event may alter feelings about it • Uses self-reflection to assess feelings and assess perception of an event (truth) • Acknowledges emotions and determines the appropriate time and place to process them • Identifies things about self that cannot be changed • Sets priorities in building on strengths and • Explains how family members, peers, school personnel and community members can support school success and responsible behavior • Applies self-reflection techniques to recognize strengths, weaknesses and potential areas of growth identifying areas for improvement. • Recognizes personal learning style/ intelligence and find ways to employ those styles • Describes self accurately • Evaluates how developing interests and filling useful roles supports school and life success

self-management

• Identifies ways to calm self • Demonstrates constructive way to deal with upsetting emotions. • Walks away / removes self from an emotional event • Adjusts to new/novel situations • Uses self-monitoring strategies (self-talk) to regulate emotions • Shows skills for handling pressure situations (e.g. calm down, walk way, seek help, or mediation) • Demonstrates an ability to present own perspective • Applies strategies for managing stress and motivating successful performance • Reflects on possible consequences both positive and negative before expressing emotions • Generates ways to develop positive attitudes • Recognizes the emotional and physical effects of substance abuse (alcohol, tobacco and/or other drugs) • Recognizes mental health issues affecting teenagers including depression and suicide • Demonstrates techniques for handling overt and subtle bullying and harassment • Demonstrates self-control of behavior • Evaluates the role attitude plays in success • Uses strategies for coping with and overcoming feelings of rejection, social isolation and other forms of stress • Demonstrates an ability to change the perception of a situation and make adjustments to understand it in a different way • Incorporates self management skills on daily basis and demonstrate effective emotional management

support networks

• Identifies adults to trust • Identifies situations where its appropriate to seek adult help. • Understands where and how to get help in emergency situation • Recognizes qualities of positive role models , including hard-of-hearing and deaf role models • Identifies positive adults in own life • Identifies peer, home, school resources to access when solving problems • Offers help to classmates (recognizes needs or wants of others) • Demonstrates awareness of where to go for support when in need (parents, teachers, school counselors, other adults) • Evaluates benefits of extra-curricular activities • Recognizes outside influences on development of personal characteristics and discern whether those influences are supportive or not • Identifies school support personnel and has knowledge of when/how to use them • Identifies organizations in community that provide opportunities to develop interests or talents • Utilizes community resources to achieve goals • Accesses safety networks for self and others • Has constructive support systems in place that contribute to life success

personal responsibility

• Understands school expectations and responsibilities that promote a safe and productive environment • Accepts that there are positive and negative consequences of choices and actions • Acts responsibly when using other’s property • Chooses to do school work/chores without being reminded. • Defines what it means to be responsible and identifies self-responsibility traits • Explains the benefits of being responsible • Identifies areas of school and life within their control • Identifies short and long term outcomes of safe, risky and harmful behaviors • Defines own responsibility for behavior • Describes the effect that taking responsibility or not taking responsibility can have and how it can lead to success • Demonstrates responsibility for personal choices • Plans, implements and evaluates participation in a group effort to contribute to the community

decision making

• Makes a choice based on preferences/interests • Chooses and becomes involved in one activity out of several options • Explores cause and effect (what ifs) • Describes the steps of a decision making model • Generates alternate solutions and possible outcomes • Identifies and applies the steps of systematic decision making • Evaluates strategies for avoiding risky behavior • Evaluates how external influences (e.g. media, peer, cultural norms) effect decision making • Considers ethical, safety and societal factors when making decisions • Recognizes response choices in a situation • Effectively participates in group decision making processes • Implements stop, think and act strategies in problem solving • Applies decision making skills to foster responsible social and work relations and to make healthy life long choices

social awareness

• Predicts how others feel based on facial expressions and body language • Recognizes words and actions that hurt others • Identifies verbal, physical and situational cues that indicate how others may feel • Describes the expressed feelings and perspectives of others • Predicts others’ feelings and perspectives in a variety of situations • Analyzes how one’s behavior may affect others • Develops an appreciation of the diversity of the Deaf community • In increasingly complex social situations, identifies verbal, physical and situational cues that indicate how others may feel • Uses conversational skills in preferred mode(s) of communication to understand the perspective of others • Demonstrates understanding of those who hold different opinions • Demonstrates ways to express empathy of others • Demonstrates ability to differentiate facts from feelings

social interactions including conversational skills

• Gains the other person’s attention before beginning a conversation • Recognizes communication breakdown • Uses appropriate attention getting behaviors (e.g. voice, tapping table or tapping teacher and/or • Adapts attention getting behaviors to setting or people (e.g. recess versus during instruction) • Lets others know when it is their turn to speak by asking questions, pausing and looking or giving other cues • Describes when a communication breakdown occurs • Understands role in clarifying communication between two people including respecting the choice of sign and knowing when it is • Understands the appropriate times for technology use (e.g. not late at night, tie up phone line, text messaging) • Uses appropriate topics of conversation dependent on the social situation and conversational partner peer’s shoulder to gain attention without repeating multiple times) • Understands the importance of personal space • Engages in play with others (e.g. introduce self, ask permission, join in and invite others to join in) • Waits and/or takes turn, observe the situation and know when it’s appropriate to respond (e.g. urgent need to interrupt versus sharing idea or asking questions) • Demonstrates etiquette (use please, thank you, excuse me) • Shares • Identifies friend(s) by name/name signs • Lists traits of a good friend • Ends conversations appropriately. • Develops understanding that there are formal and informal social expectations (e.g. using a first name sign rather than Mrs. Smith [informal] while using full name when identifying in writing [formal]) • Describes impact of body language and facial expressions in communication • Develops awareness that social cues may be different among various groups (e.g. family, deaf community, peers) • Describes approaches for making and keeping friends • Gives and receives compliments in a genuine manner • Demonstrates good sportsmanship. • Demonstrates cooperative behaviors in a group (e.g. listen, encourage, acknowledge opinions, compromise, reach consensus) appropriate to correct another • Adapts to the preferred sign choice of the individual to advance the interaction rather than hinder it • Analyzes social situations and appropriate responses to these (e.g. school dance, peer pressure situations, cliques, public speaking, clowning around, joking, somber events, sarcasm) • Knows appropriate topics for conversation dependent upon communication partner • Recognizes the personal boundaries of self and others (e.g. friends, family members, teachers) • Demonstrates ability to be true to personal values when choosing friendships • Demonstrates cooperation • Assume both a leadership and a team player based on group/activity • Differentiates between passive, assertive and aggressive responses • Retells/restates opinion/position of others • Indicates change of subject in conversation • Appropriate uses of repair strategies: repeat, rephrase, demonstrate, or change communication methods, slower pace, ask a question if the conversation breaks down • Evaluates how norms and values have an effect on personal interactions • Collaborates with peers, adults and others in the community to move group efforts forward • Offers and accepts constructive feedback • Works to maintain an objective, non-judgmental tone/position during disagreements • Uses assertive communication to get needs met • Empowers, encourages and affirms self and others through interactions. • Understands the value of mentors (including mentors who are deaf or hard of hearing) • Actively participates in a healthy support network of valued relationships that support development through life • Identifies peer pressure/acceptance • Advocates for self • Demonstrates awareness of unique cultural aspect of individuals who are deaf or hard of hearing as opposed to individuals who are hearing • Understands unique cultural aspects of individuals who are deaf or hard of hearing as opposed to individuals who are hearing