This document outlines social skills workshops for primary school students in Italy. It describes workshops for 1st grade focusing on problematic behaviors, 2nd-3rd grades on emotions, and 4th grade on social skills. For 1st grade, teachers observe issues like lack of eye contact or attention, then analyze behaviors and teach positive rules and reinforcement. The emotions workshop helps students recognize, express, and discuss emotions. For 4th grade, activities are based on a social skills manual and focus on skills like listening, discussion, empathy and negotiation through modeling, role playing and feedback.

1. “LEARNING SOCIAL SKILLS…..”
ISTITUTO COMPRENSIVO
ANZIO 3
ITALY
PRESENTING:
MANUELA CAMPITI
ANNA MARIA DEIANA
April 2015

2. This work is divided in 3 parts
1. Teaching strategies for problematic behaviours
(1°grade)
2. Emotions workshop
(2°- 3° grades)
3. Social skills workshop
(4° grades)
Duration: one hour once a week

3. PRYMARY SCHOOL
1° GRADE
 First step: OBSERVATION of problematic behaviours of a pupil with special
needs
Ex:
• No eye contact with the teachers
• High level of distraction (playing with scholastic equipment , looking
around…while the teachers are giving instructions)
• Aggressive attitude towards his classmates
• Speaking out of turn/laughing out of turn
• Opposite attitude to the instructions provided

4. PRYMARY SCHOOL
1° GRADE
 second step : FUNCTIONAL ANALYSIS OF
PROBLEMATIC BEHAVIOURS
It’s important to understand the function of behaviour,
for example: desire for attention or avoidance of the
work.

5. PRYMARY SCHOOL
1° GRADE
 Third step: TEACHING STRATEGIES
• To build simple, clear and positive rules
• Modeling instructions
• Prevent overloading of informations
• Positive reinforcement
• To involve him in the activities and conversations

6. • To ignore systematically undesired behaviours
• Teachers reproaches: use a lot of care, pay attention not to judge.
It’s composed by:
1. Describe of undesired behaviour
2. Explain why that behaviour is undesired
3. Suggest an alternative (desired behaviour)
4. Show the benefit that comes from it

7. PRYMARY SCHOOL
2° AND 3° GRADE
THE EMOTION WORKSHOP

8. AIMS
2° GRADE
• Recognize and name the emotions
• Contextualize the emotions in daily activities
• Recognize body emotions
3° GRADE
• Find social and effective expressions of our own
emotions
• Improve the abilities to express themself
• Increase the abilities of collaboration and sharing

9. THE EMOTIONS
RAGE
FEAR
HAPPINESS
SADNESS

10. HAPPINESS
SATISFIED
HAPPY
EUPHORIC
EXCITING

11. SADNESS
DISCONTENT
SORROW
SADNESS
UNHAPPINESS
DEPRESSION

12. RAGE
BOTHER
IRRITATIO
N
NERVOUSENESS
ANGER
FURY

13. FEAR
WORRY
ANXIETY
AFRAID
TERROR

14. ACTIVITIES
The work involved every pupils in practical
activities as role playing, discussion about the
emotions, drawings…..
The activities are aimed at:
1. How does the emotions appear in the body?
2. Which are the words that describe them?
3. Which is the best way to comunicate them?
(“L’ ABC delle mie emozioni” M. Di Pietro)

15. DISCUSSION ABOUT RAGE
What happens in the body under rage?
Which words come out?
Which actions come out?

16. PRYMARY SCHOOL
4° GRADE
SOCIAL SKILLS
WORKSHOP

17. THE ACTIVITIES ARE BASED ON
“MANUALE DI INSEGNAMENTO DELLE
ABILITÀ SOCIALI” ERICKSON.
THE SOCIAL SKILLS PRESENTED IN
THE BOOK ARE 60.
WE CHOOSE 25 FROM THE RESULTS
OF THE QUESTIONNAIRE
ADMINISTERED TO THE PUPILS.

18. THE PURPOSE OF THE WORK
 Increase creative thinking
 Improve interpersonal skills
 Awareness of their own and other people
emotions

19. AIMS
• Practicing comunicative exchanges
• Express their own feelings about a certain topic
• Foster empatic skills
• Express effectively what you feel/think/wish
• Listen to and demonstrate understanding of other
people feelings / thoughts / requests
• Negotiate effectively with others when own
wishes differ from other people requests
• Develop further reciprocity of conversation (turn-
taking skills)
• Feel relaxed in a group setting

20. PRACTICAL ACTIVITIES
Kick-off meeting finalized to
1. Engage
2. Discuss about the meaning of social skills
3. Describe the <<behaviour steps>>

21. FOR EXAMPLE….LISTENING
1. Look who’s talking to you
2. Remember to sit quietly
3. Think about what it’s said
4. Express your agreement aloud or
nodding
5. Make a question on the subject to learn
more

22. PROCEDURE STRUCTURE
• 1° Sit around in a circle and introduce the skill chosen
for the discussion
• 2° Help the pupils to formulate behaviour steps
• 3° Write down and order all steps
• 4° Modeling: show pupils what to do (the holder
plays a simulation)

23. • 5° Role playing:
1. the teacher chooses an actor which in turn does the
same
2. the holder resumes all the steps
3. the actors follow all the steps (the teacher if necessary
suggests useful input)
• 6° Feed-back time. The actors listen to all observers
comments and then evaluates for himself his behaviour.
The teacher has to pay attention to avoid negative or
not constructive feed-back

24. LET’S PLAY!!!!!