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Social Skills

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Social Skills

  1. 1. Who needs them?
  2. 2.  The person’s ability to use thinking, planning, organizing, and problem solving (cognitive skills) may be affected.  Disinhibition is a lack of control shown toward rules of society,  acting in risky  inappropriate behavior to a situation that often result in undesirable consequences  poor risk assessment  Disinhibition affects  motor behavior  Instinctual (survival) behavior  Emotional behavior  Overeating behavior  aggressive/angry outbursts.
  3. 3.  Taking turns in conversations, truly listening to other participants  Use of appropriate eye contact  Awareness of and respect for interpersonal space.  Awareness and appropriate use of non-verbal communication skills (e.g., gestures, facial expressions, body language).
  4. 4.  Practice anger-management strategies before anger occurs.  Learn to identify early signs of anger.  Learn to identify situations ("triggers") that can lead to anger  Avoid triggers if possible, or learn and use anger- management strategies in those situations.  Get help from family, friends, and others in efforts to learn and use anger-management strategies.  Seek to include regular activity, hobbies, and other sources of enjoyment in one's life.
  5. 5.  Acknowledge and allow self to grieve changes/losses that occurred since the TBI.  Accept support/encouragement offered by others.  Work to move from focusing on TBI-related difficulties to instead recognizing current strengths and abilities.  Enlist the help of trusted family and friends in identifying strengths.  Identify new, reasonable goals given strengths and weaknesses.  Work with family members, friends, and healthcare providers (rehabilitation psychologist/neuropsychologist ) to develop strategies to achieve these goals.  In addition to striving for accomplishment, pursue hobbies and/or other sources of enjoyment.
  6. 6.  Attend to early signs of emotionality.  Be aware of factors that contribute to increased emotionality (e.g., fatigue, pain).  Try to minimize exposure to situations that are associated with increased emotionality, particularly when at risk for increased emotionality (e.g., due to fatigue, pain, etc.).  Use strategies to cope with high emotionality, including:  Using words to express emotions.  Removing self from the stress-inducing situation.  Using relaxation techniques (can be developed with the aid of psychologist).  Enlist the help of trusted family member, friends, healthcare providers in developing strategies to manage emotional responses.
  7. 7.  Identify triggers to impulsive behaviors with help of trusted others (e.g., family, friends, healthcare providers).  Develop strategies to reduce the likelihood of acting before considering consequences.  Have family members/friends give a signal to help with stopping and considering behaviors before acting further.  Accept feedback from trusted others (e.g., family, good friends) regarding when it is important to stop and consider behaviors even if it is difficult to recognize the need for this.
  8. 8.  Accept help from trusted others (e.g., family, friends) in identifying plans/schedules for activities.  Use a timer to provide prompts when a task needs to be done (e.g., a watch alarm can sound when medications need to be taken).  Set appropriate goals for activities each day, with the help of trusted others.
  9. 9. Define and build a shared purpose Set goals Be fully committed to reaching these goals Develop an atmosphere of contribution Everybody needs to pitch in whenever necessary Develop processes that facilitate collaboration Make certain that two people on your team both have to sign off on reaching a goal
  10. 10.  Independence does not mean we aren’t supposed to ask for help  Being a part of your community is more than shopping at a local store.  It can mean starting a book club there  It can mean going to a church there  It can mean getting a job there Find a purpose, set a goal, then find ways to make things happen! USE your resources!
  11. 11.  http://wealthmanagement.com/opinions/consequenc es-apathy  http://en.wikipedia.org/wiki/Disinhibition  http://braininjuryeducation.org/TBI- Basics/Behaviorial-and-Emotional-Impacts-of-TBI/  http://www.ldonline.org/article/6165/  http://www.focusonthefamily.com/parenting/effecti ve_biblical_discipline/approaches_to_discipline/beha vior_and_consequences.aspx

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