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Developing Social-Emotional Skills & Self-Regulation in Students -Narrative Intervention for Long-Term Academic, Personal & Social Success by Carol Westby,
Salepage link: At HERE. Archive:
- Carol Westby
- 6 Hours 15 Minutes
- Audio and Video
- Feb 21, 2020
The ability to understand the structure of a story and to use this knowledge to share stories benefit students in more ways than one: these skills are critical for long-term academic, personal, and social success.
Don’t miss this chance to learn from internationally-renowned language and literacy expert and Board Certified Specialist in Child Language, Carol Westby, PhD, CCC-SLP, BCS-CL, on how the ability to tell a detailed and coherent personal and fictional story is critical for:
- Engaging in conversations
- Developing and maintaining relationships
- Developing a sense of self and self-determination
- Regulating one’s behavior
- Making informed choices, goal setting, and logical problem solving
In this recording you will learn how personal narratives allow students to understand their own behavior and that of others, thereby developing emotional regulation. You’ll also learn how a student’s sense of self and early narrative emerge through reminiscing about shared experiences.
Carol will teach you techniques and procedures that will support your students’ social-emotional and self-regulation development while meeting the goals set out in the English Language Arts (ELA) Standards. You’ll learn:
- The importance of storytelling to social-emotional development
- The story grammar elements that build organized story retelling
- Techniques to help children recognize mental states in characters, themselves, and others (Theory of Mind)
- How to help students understand a character’s behavior to better predict the consequences of their own actions
- The relationship of identifying setting, plot, and character traits to social-emotional skills, self-regulation, self-identity, and problem-solving
- Procedures to develop the language and vocabulary that express connections between emotions/mental states and actions/events
- How to use scaffolding to support the ability to infer
- Tools that will help you assess and document the development of your students’ narrative structure, coherence, vocabulary, linguistic elements, and progress in meeting state ELA standards
- How to choose specific literature that will trigger reminiscing and reflecting
Elevate your support of students with a variety of language, literacy and behavioral disorders. Purchase this recording today!
|Manual – Developing Social-Emotional Skills & Self-Regulation in Students (4.20 MB)||98 Pages||Available after Purchase|
|Illinois Educators Self-study Instructions (28.5 KB)||Available after Purchase|
|Illinois Educators Evaluation Form (1.2 MB)||Available after Purchase|
The Relevance of Storytelling to ELA State Standards
- The 4 related domains of state standards
- Meet IEP goals and interventions while supporting curriculum goals
- Instructional strategies to promote language and literacy skills
The Relevance of Storytelling to Social-Emotional Development
- Support classroom curriculum while meeting students’ needs
- Social-emotional skills
- Problem solving
Types of Storytelling and Connection to Social-Emotional Development
- Life stories
- Cultural variations and impact on narratives
Stages of Narrative Development and Development of “Self”
- Physical – Emotional attachment and shared emotions
- Social – Attention, intention, and communication
- Cognitive – I/You perspective, sense of self, reference to self
- Representational – Talking about the past
- Narrative – Stories of me/others, past/future, worlds outside this one
- Cultural – Stories of us in the world
A Window into a Student’s Ability to Construct a Story
- Rubrics to evaluate narrative structure, coherence, vocabulary, and linguistic elements
- Existing assessment tools and level of scaffolding provided
- Personal, fictional, and life story narratives: Case examples ages 8-20
Strategies to Develop Detailed and Coherent Stories
- Story grammar that builds coherent narratives and elements that affect characters’ behavior and self-regulation
- Ways to help student recognize mental states in characters, themselves, and others (Theory of Mind)
- Connecting emotions/behaviors/mental states of characters to self to promote self-regulation
- Vocabulary and syntax necessary to express connections between mental/emotional states and behaviors/events
- Literature that triggers reminiscing
Strategies to Develop and Integrate Life Stories
- Role of characterization in life stories
- Using biographies/autobiographies to understand characterization
- Identification and development of themes
- Support inferential thinking for “why events occurred” and “why characters reacted”
Carol Westby, CCC-SLP, PhD, BCS-CL, ASDCS, is an internationally renowned expert on play assessment and development in children. She is the developer of the renowned Westby Symbolic Play Scale, a research-based scale used to assess children’s social and play skills. Dr. Westby has written and implemented projects to support personnel preparation, clinical service, and research, including Project PLAY (Play and Language Attunement in Young Children), that trains caregivers to increase the development of play, theory of mind, and language.
Dr. Westby is a fellow of the American-Speech-Language-Hearing Association (ASHA), is Board Certified in Child Language and Literacy Disorders, and has received the Distinguished Alumnus Award from Geneva College and the University of Iowa’s Department of Speech Pathology and Audiology, the ASHA Award for Contributions to Multicultural Affairs, the Honors of ASHA, and the Kleffner Lifetime Clinical Career Award.
Dr. Westby has published and presented nationally and internationally on topics including play, autobiographical memory, theory of mind, language-literacy relationships, narrative/expository development and facilitation, adverse childhood experiences, screen time, trauma, metacognition/executive function, and assessment and intervention with culturally/linguistically diverse populations. She has consulted with the New Mexico Preschool for the Deaf, which employs a play-based curriculum.
Dr. Westby has been a visiting professor at Flinders University in South Australia where she worked on a language/literacy curriculum, and at Brigham Young University where she consulted on SEEL, a systematic and engaging emergent literacy program that employs playful practice. She is a consultant for Bilingual Multicultural Services in Albuquerque, NM and holds an affiliated appointment in Communication Disorders at Brigham Young University in Provo, UT.
Financial: Carol Westby is a consultant for Bilingual Multicultural Services. Dr. Westby receives a speaking honorarium from PESI, Inc. She is the author of numerous chapters and articles, and is published by various publishers including Jones & Bartlett and Pearson.
Non-financial: Carol Westby is the developer of the Westby Play Scale. Dr. Westby is a fellow of the American-Speech-Language-Hearing Association.
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