Communication on the inside and out
Session Focus |
Learning Intention |
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Getting started with rights and responsibilities |
Connecting with the Mentor and Dog. Grasping the Program's Intent and Goals. Acquainting ourselves with our roles and duties within the program. Contemplating our existing perspectives on school, emotional awareness, communication proficiencies, and interactions with schoolmates and peers. |
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Empathy, worry and looking for similarities. |
Grasping the Nature of Worry. Obtain insights into the essence of worry, encompassing its definition and the factors driving its occurrence. Navigating a Range of Emotions. Acknowledge and differentiate among a diverse array of emotions—foster empathy for individuals in our vicinity through emotional understanding. |
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Our world and accurate self-talk |
Exploring the Role of Self-Talk in Shaping Emotions and Behavior. Delve into the influence of self-talk on our emotional well-being and actions. Comprehend how our internal conversations mould our thoughts, emotions, and behaviours. Uncover techniques for fostering constructive self-talk and diminishing detrimental inner dialogue. |
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Celebrating the wins |
Learn about the types of wins we can experience and the importance of celebrating them. |
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Looking for challenges |
Identify different challenges and how we can use a range of motivators to help us overcome them. |
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Body language and us |
Explore the significance of facial expressions and body language in conveying emotions to others. Understanding how our body language influences interactions and how others perceive and respond to us based on nonverbal cues. |
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Body language and others |
Discover how those in our vicinity utilise facial expressions and body language to communicate. Develop the ability to discern and interpret these nonverbal cues, shaping our interactions with others based on their conveyed body language. |
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Transition and accepting change |
Explore the impact of change on us and discover strategies to navigate transitions more smoothly. Engage in self-reflection, considering your evolving emotions toward school, emotional understanding, communication abilities, and relationships with peers and school now that you have completed the program. |
A Success Story
James attends a special development school and has a moderate to severe intellectual disability, paired with a rare genetic disorder which presents as severe episodes.
James has shown continued improvement in his emotional regulation and has been engaging in more programs on a regular basis. He is expressing himself using verbal language more consistently and often asks when he will be seeing the dog again.