To maximize your learning we recommend attending the course Emotions Part 1 before Emotions Part 2, but it’s not required since key concepts from the first course will be summarized in the second. In Emotions Part 2, learn strategies to help your students, clients, or patients develop emotional awareness, explore how to read the emotions and intentions of others, emotionally sync with others, and work through social anxiety. Many of these skills are required for developing friendships, understanding the actions and reactions of characters in literature and history—impacting performance on academic standards, and working with others as part of a team—impacting success in the classroom and 21st century workforce. Discover a variety of strategies that can be used immediately in the classroom, at home, in the community, and at work spanning these topics:

• Social anxiety disorder (SAD) and the autism spectrum:
  • Recognize the overlap of these diagnoses and the importance of developing social competencies as part of treatment*
  • Determine key things to be aware of when working with an individual suffering from depression or sadness
• Social-emotional learning:
  • Validate the social-emotional learning process as individuals explore their social vulnerabilities
  • Recognize the power of one’s inner critic and coach
  • Understand how managing emotions is part of executive functioning and how this relates to tracking the development of one’s own Social Operating System
• The social evaluative process: how we account for each other’s intentions
• Interpreting the hidden emotional messages of others
• Personal self-marketing campaign: what messages are your students, clients, and patients sending?
• Use of scales for many different purposes:
  • Evaluate social risk
  • Evaluate social-emotional experiences
  • Get versus take someone’s perspective
• Relationship development and social-emotional competencies:
  • Explore how little acts of kindness pave the way for relationship development prior to having a conversation
  • Determine how emotion syncing is important as we share and listen to little stories within our social conversations
  • Use physical manipulatives to encourage social-emotional reappraisal of people in context
• Case study: learn how to validate your student, client, or patient’s progress by addressing vulnerabilities with a Social Operating System

Learn a lot to help your students, clients, and patients—and a lot about yourself, given how this fascinating topic impacts us all!

*Treatment refers to using conceptual and strategy-based frameworks to help individuals improve their social competencies.

1. Explain how social risk is different than social discomfort and why in treatment we encourage individuals to be comfortable with discomfort.
2. Explain why social anxiety is common in individuals on the autism spectrum and with ADHD who have solid social self-awareness.
3. Describe what is meant by acts of “micro-communication.”
4. Explain how the Emotion Syncing thinksheet guides individuals to embed emotional experiences into their conversational language.
5. Explain at least three clear steps for teaching students how to initiate peer-to-peer greetings to be perceived as approachable, and possibly friendly.
6. Describe how to help students document the development of their Social Operating System.

This agenda may change without notice.

We are proud to be a continuing education provider for Speech-Language Pathologists, Social Workers, Marriage and Family Therapists, Clinical and School Psychologists, and Certified Counselors, such as Licensed Professional Counselors, Licensed Mental Health Counselors, Licensed Professional Clinical Counselors, and others.

We offer continuing education units/credits/clock hours through:

• ASHA: American Speech-Language-Hearing Association
• CES: Commonwealth Educational Seminars
• NBCC: National Board for Certified Counselors
• And more!

Click here to see more Continuing Education Information