Beyond the Limitations of Short-Term Social Skills Intervention: Working to Make a Difference That Sustains.
“…the limits of isolated social skills training over brief periods of time have been reached.” (Strain & Hoyson, 2000)
Implementing short-term programmes focuses on the tip of the iceberg of social functioning. Current research highlights limitations in poor generalisation and maintenance.
The Bridges curriculum undergirds social skills with a depth of social understanding. It specifically addresses the fact that the complex processes and skills required to function in the social world are cognitively acquired and need a depth and breadth of teaching across the longer term.
A social curriculum that:
Applies a Cognitive-Behavioural Approach
• Moving from social skills (‘do and say this’) to social understanding (‘why do and say this’).
Considers the Prerequisite Skills for Sequential Social Learning
• What needs to be understood before a particular concept or skill makes sense.
Addresses the Complexity of Social Concepts and Processes
• Integrating individual aspects of learning into the bigger picture of social functioning.
Provides Depth and Breadth of Content and Resources
• Modules of Learning broken down to systematic Lesson plans across multiple years of child development.
Over the years, children and young people who used the curriculum have shown significant improvements in social, communication and emotional development, independence and friendship.
Social learning that progressively adapts to different levels of maturity.
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