How you would teach her the guidelines of visibly tuning

Reference no: EM133316273

Case Study: Bianca, a Grade 11 learner, has come to see you for help. She is struggling to maintain friendships with other learners in her school and grade. During the course of your sessions, you learn that Bianca has difficulty reading social cues and maintaining conversations. She shares with you that she often feels she does not know what to say or how to say it. She believes she isn't competent in social settings, that it is easier to avoid talking to people and that she can be happy by not committing to friendships. You decide to make use of an evidence-based social skills program to help Bianca learn new communication skills during your sessions together. You explain to her that the aim of this is to help her feel more confident in her communication abilities. She engages well with the program and you learn that she enjoys learning these skills. After the completion of the programme you encourage Bianca to go and use her newfound skills as you are confident that she will be able to make new friends.

An excited Bianca tells you one session that she has made friends with a group of learners in her grade. She shares that she feels much more confident in herself and her abilities to communicate with her peers. As the helper you congratulate her: "You engaged well with the program and remained committed. Now you feel more confident in your abilities and this will help you communicate with peers in the future too".

Question: As part of the programme, explain how you would teach the first two requirements for true dialogue to Bianca and then explain how you would teach her the guidelines of visibly tuning in to assist in developing her social skills then Identify the three self-limiting mindsets or assumptions that Bianca is displaying and apply one of the specific challenging skills you would use to assist her with these mindsets or assumptions

Reference no: EM133316273

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