The Children's Socialization Program (cont'd)
What Is a Social Skills Deficit Disorder?
Who are the socially challenged children? Typically, they are otherwise normal children who for various reasons are evidencing difficulties in mastering social skills. They may be withdrawn, having difficulties making and keeping friends, or be showing signs of low self-esteem, a lack of confidence around peers or avoidance of social settings. Although quite competent in other areas, they may avoid peers, choosing instead to be alone a predominant amount of the time. They may be precocious, manipulative, and, at times, even oppositional. Often, they may be achieving below their true potential.
At other times, they may be children with various learning disabilities or developmental lags, struggling to keep up with the ever evolving new demands for increased social skill competence in their social environment. At home and in school they may be compensating by choosing friends younger than themselves. Academically, they may be demonstrating frustration and apathy as their self-esteem and confidence dwindle.
The Children’s Socialization Program is designed to help children who are having difficulties interacting with peers. The program was developed to help the socially challenged, socially inactive, child who is experiencing difficulties interacting with peers.
A review of recent literature suggests that a large segment of the adult population suffers from social disabilities which began in childhood. An examination of the frequency of reported cases of social disabilities and excessive social withdrawal and phobias to insurance companies reinforces this finding.
Our after-school enrichment program offers children guided peer interactive socialization group experiences tailored to meet their needs. The program offers parents reassurance that their children are engaging in a variety of recreational activities which foster social skills development. In addition, the program offers parents seminars for continuous training in the home to ensure their child’s continued growth and development outside of the program.
The Children’s Socialization Program is a professional resource for teachers, principals, counselors, pediatricians, social workers, school psychologists, early childhood educators, and day care providers.
Recognizing Social Skills Deficits
Social disability in young children can present itself in a variety of forms. The most prominent forms are social anxiety or social withdrawal. In young children, this behavior is often amplified if the parent is removed from the setting. Social withdrawal and isolated play are observed when the child is in a familiar setting with familiar children, but chooses to play alone (e.g., child plays alone during recess or playtime). In older children and teens, the tendency is to avoid almost all social situations due to a history of failed interactions. Frequently, by this age the child has few friends or peers with whom to interact.
The second major form of social disability is conducted-related behaviors. The behaviors in this category may range from negative attention seeking behaviors and difficulties getting along with peers, to oppositional or more aggressive behaviors due to a low tolerance for frustration resulting from low self-esteem.
In the presence of significant social disability, a child’s duress can be excessive, resulting in extreme anxiety, frustration and avoidance of any opportunity to interact with peers, including while at home with other children in the neighborhood. This concept is by no means new or merely a reflection of current pressures. We find that today, just as we did 15 years ago when the Children’s Socialization Program was started, that "children who cannot read the feelings and intention of playmates and who lack a natural sense of timing and smoothness in social interactions are among the least popular in any children’s group. These children are more likely to fail academically, drop out of school, or get into trouble with the law” (Study of Play Yields Clue to Success, NYT, 10/2/90).
Today, our preschools and educational systems have adopted a model of inclusion geared toward promoting success in children who are mainstreamed from other programs. The concept of guaranteeing children an opportunity to interact with peers “in the least restrictive environment” has proven a great step forward. However, this may present new educational and social challenges. Additional specialized attention within small groups focused on helping them to develop relationships, make new friends, and overcome weaknesses in their social skills are critical to their success.
Inadequate social development can hinder a child’s progress. Adequate social skills training and instruction can help a child achieve their maximum potential.
After-School Activities and Socialization Skills
Group activities such as organized sports, scouting and other assorted group activities can be extremely useful in offering children various environments where they can find a niche in which to excel. Their belief is that the social atmosphere of the group, away from the demands of the school setting will provide the child with an opportunity to meet and interact within a shared framework (e.g., baseball, dance classes).
However, these groups offer a two edged sword. Although they offer potential opportunities to develop self-esteem through accomplishment, and afford the child an additional opportunity at peer interaction, if improperly controlled, they become sources of further rejection, failure, lowered self-esteem, and social withdrawal. All too often we have seen where well meaning parents involve their children in structured group activities in hopes of helping their child “come out of their shell”. The abilities and social skills newly acquired within the social skills development groups maximize the opportunities for success in these settings.
Children in their late teens often have sufficient mobility that they are able to locate peers who share their already developed social agendas. For teens relocated during the years when self-acceptance and self-identity come from peer acceptance the possibility of developing social anxiety is much greater. Individual and group therapy can prove beneficial during those difficult times.
Social Phobia
Overcoming social phobia can be accomplished most effectively through our socialization programs. Our small socialization groups incorporate socialization training, ego-strengthening techniques, and provide an opportunity to experience and practice these skills in a supportive, reinforcing setting.
At other times, individual therapy sessions can help children prepare for their initial entry into the groups. For a younger child the act of making a new friend is an important confidence building first step in developing trusting one to one relationships. These experiences can then be carried to the group setting, and outward to other social situations. Individual counseling also offers your child an opportunity to discuss their negative self-perceptions and worries about peer rejection in a supportive and accepting environment.
In more severe cases, a combination of social skill interactive groups and individual therapy can be enhanced with symptom specific psychotropic medications. When deemed necessary, Dr. Burte can interface with your pediatrician or the appropriate prescribing physician in order to enhance the efficacy of treatment when dealing with significant levels of anxiety, avoidance, withdrawal or depression.