Читать книгу Relationship Building & Sexual Awareness for Kids with Autism - Susan Heighway - Страница 8

Section 3:

Understanding

Relationships

Except for the hermit on the mountain, most of us live our daily lives in a network of relationships. Societal trends—such as population mobility, social media, blended families, alternate child care arrangements, and the inclusion of children with disabilities in settings with children who do not have disabilities— have increased the variety of people with whom children relate. Children’s understanding of the various types of relationships in their network directs and influences their interactions and behaviors. The ability to identify people as family members, intimate and close friends, acquaintances, community helpers, and strangers is a key component for children to build satisfying relationships and protect themselves from abusive situations. This is especially important with the growth of social media. Many youth need direct instruction to understand the various kinds of relationships and the norms for behavior and social interaction that are appropriate for each social setting.

When focusing on relationship building, the focus of our efforts must not be solely on teaching children to understand existing relationships, but, perhaps more importantly, on creating and providing opportunities for meaningful relationships to happen and grow. With trends toward more inclusion and integration, children and youth with disabilities have the potential to expand their relationship network. On the other hand, if children are not assisted in developing relationships in integrated settings, they may be even more isolated. We have included resources on developing a “Circle of Friends” as one way of developing and nurturing friendships.

Having positive relationships is at the core of our feelings of well-being. Supporting relationships may be the most important investment we make toward improving the quality of life for children with developmental disabilities.

Goal 1: Building a Positive Self-Image

Activities:

1. Using old magazines and newspapers, have participants cut out (or choose pre-cut) pictures of people to make a collage. Discuss what is common about the pictures and what is different. Explain that this is the “physical appearance;” that is, what we can see on the outside. Discuss other aspects, besides the physical, that may make people unique (e.g., family, abilities or skills, likes and dislikes, birth dates, fingerprints, race, heritage, hobbies, beliefs, and morals).

2. Make This is me, page 1 of Me and My World Scrapbook (see Appendix). Have the youth place a photo or drawing of themselves on the page and fill in the blanks related to their personal characteristics. To help them identify these characteristics, have them look in a mirror and discover their eye and hair color. Discuss their abilities, interests, and unique characteristics.

3. Sit in a circle and sing a song. Using the tune “Brother John” or another familiar tune, sing a verse for each child featuring one of the child’s characteristics. For example:

I am tall.	I am very tall.
I am tall.	I am very tall.
Yes, I am.	My name is Sam.
Yes, I am.	My name is Sam.

4. Complete page 2 of Me and My World Scrapbook. Help each person complete the sentences by using words, pictures, or other prompts. For example, “I am like others because I_________,” and “I am unique because I_________.”

5. Using a stamp pad and paper, let each person make a fingerprint. Show how each person’s fingerprints are different and that none are exactly alike.

6. Have each child make a “me” poster. Using words, drawings, and/or cut out pictures, include phrases such as “What I like to do at home,” “My favorite foods,” “Places I like to go,” “Things I don’ t like,” and “My favorite singer or movie star.” Let children decorate the posters as they wish, according to their age and ability, so each is unique. After the posters are finished, allow each child time to tell about him or herself. Display the posters.

7. Complete My Favorite Things, page 3 of Me and My World Scrapbook.

8. Have children think about when they are proud of or pleased with themselves. Complete I Am Proud, page 4 of Me and My World Scrapbook (“I am proud of myself when_________.’ ’ ).

9. Share with youth that how we feel about ourselves involves both things we can see on the “outside” and things in our mind, or “inside.” List things we can see on the outside (our physical appearance) and things in our mind, on the inside (our beliefs and feelings).

10. Make a booklet in the shape of a male or female with lines for writing. On the front, or “outside,” have students list the things that people can see that they like about themselves (their physical self). On the “inside” of the book, list things they like about themselves that can’t be seen (their emotional self [e.g., cheerful, honest, helpful, friendly]).

11. Complete When I’ m Grown Up, page 5 of Me and My World Scrapbook. It is important for youth with disabilities to have a positive vision of themselves in the future. Help youth share their pages with each other.

12. Invite adults with intellectual, physical, sensory or other challenges to share their achievements with participants.

13. Have participants sit in a circle and take turns saying something they like about the person sitting next to them. This gives youth practice affirming others, as well as receiving affirmation.

14. Use puppets (for younger children) or role-plays (for older children) to demonstrate situations in which people give and receive compliments. Include examples of complimenting appearance (“What a cool haircut!”), behavior (“I like the way you are sitting quietly.”), and completion of an effort or task (“Look what a great job you’ ve done!”). Be certain to practice and generalize this skill in school and community environments.

Informal Activities:

1. There are many opportunities to foster self-esteem on a daily basis in natural settings. Making positive statements like, “John, I’m so glad to see you today.” or “I’d like to show everyone how beautiful Sarah’s writing is.” helps enhance a child’s self-esteem.

2. Peer groups can learn to reinforce each other. For example, clapping for each other’s successes and making comments to each other using “I like_________” statements helps develop this skill.