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| Workshop |  | To Infinity and Beyond: Preparing Adolescents to Launch into. . |
| Department |  | ESU#3 Student Services |
| Default Contact |  | Amy Harvey |
| Default Location | | ESU 3 |
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| Description | | To Infinity
and Beyond: Preparing Adolescents to
Launch into the Real World
Presenter: Kari Zweber Palmer MA, CCC-SLP is a speech- language pathologist/social-cognitive therapist at her private practice in Excelsior, MN. She speaks and trains internationally for Social Thinking and has co- authored the We Thinkers curriculum. Additionally, Kari consults with school districts on implementing Social Thinking into their programming.
To Infinity and Beyond: Preparing Adolescents to Launch into the Real World
Students Age 11-Young Adult
Adolescence is a complicated time,
and it doesn’t help that the social rules continue to change and become more
nuanced as we age. Some students,
clients, and patients are willing learners while others appear resistant to
helping themselves. What’s a parent or professional to do? This course translates
peer-reviewed published research on adolescent psychology, motivation,
self-awareness, cognitive behavioral treatment, social learning challenges,
acquiring independence, and more into hands-on strategies, clear frameworks,
and concepts you can use immediately. Taking into consideration that the adult
world focuses on access rather than success, we’ll explore job coaching
strategies for literal-minded individuals, strategies for becoming more
independent, and how interventionists can help prepare our persistently
self-protective/resistant students. We’ll also share successful strategies for
guiding our more sophisticated individuals in developing their own public
relations and self-management campaigns. This course is packed with
information!
Participants will be able to:
l. Describe how to use the Learning Strengths and Weaknesses visual guide to encourage conversations about treatment* direction with older students and adults.
2. Describe two (2) or more types of situational conformity and the importance of executive functioning in meeting our social goals.
3. List at least four (4) stages in the Levels of Independence that are needed to manage oneself in late adolescence and young adulthood.
4. Describe three (3) or more behavioral and learning characteristics of individuals who are Resistant/Self-Protective Social Communicators.
5. Explain how teaching students/clients to develop their own public relations campaign can teach social interpretation (input) and encourage social skills (output).
6. Explain the difference between teaching approachability and teaching friendship skills.
*Treatment refers to using conceptual and strategy based. |
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