COURSE TITLE:
NO. OF CREDITS:
INSTRUCTOR:
SOCIAL SKILLS: A FOUNDATION FOR LEARNING
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
MICHAEL SEDLER, D.Min., M.S.W. mike@communicationplus.net
509/443-1605
WA CLOCK HRS:
OREGON PDUs:
30
30
COURSE DESCRIPTION:
According to research by Labor and Industry, a lack of social skills is the major reason people are fired from jobs. Though most educators agree and understand the significance of this area, the educational field has not provided adequate training or preparation for the majority of its employees. This class will allow you the opportunity to gain valuable strategies in teaching social skills and self-esteem. Many methods presented can be utilized immediately in a school without sacrificing valuable content time. In addition, specific curriculums will be examined and explored for use within a school. This information will prove valuable to all educators.
LEARNING OUTCOMES:
As a result of taking this course, participants will learn how to:
1. List key social skills necessary in a school.
2. Task analyze and develop a program of presentation for each of these skills.
3. Provide strategies to other educators in areas of increasing self-esteem in students.
4. Effectively integrate skill building concepts into every day curriculum.
5. Implement a social skills program in a classroom, group, or other setting.
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
HOURS EARNED:
Completing the basic assignments ( Section A. Information Acquisition ) for this course automatically earns participant ʼ s their choice of 30 Washington State Clock Hours or 30 Oregon PDUs. The Heritage Institute is an approved provider of Washington State Clock Hours and Oregon PDUs.
Social Skills 1 Rev 7/31/2013

UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
1.
Completion of Information Acquisition assignments 30%
2.
Completion of Learning Application assignments
3.
Completion of Integration Paper assignment
40%
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a “C” or better, 500 level credit is equal to a “B” or better. This information is on the back of the transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
NOTES:
• You may work collaboratively with other teachers and submit joint assignments on all but the final
Integration Paper, which must be individually authored and submitted.
• Alternatives to written assignments (video or audio tape, photo collage, a collection of products, letters to editor, brochure and Web pages) may be submitted as substitute assignments with the instructor ʼ s prior approval.
• To maintain privacy, please do not refer to students in your papers by their actual names, but rather use an alias or designation such as “Student A.”
REQUIRED TEXT:
• Chosen text from bibliography plus all handout materials, case study, and samples.
Text may be purchased directly from publishing companies.
List of all companies and phone numbers are located in the back of the student manual.
MATERIALS FEE:
Once you register, log onto the instructor ʼ s website at www.michaelsedler.com
. Click on Classes, then scroll down and click on Social Skills: A Foundation for Learning manual. The manual will download as a
PDF file to your computer.
HEADING REQUIRED FOR ALL ASSIGNMENTS
A heading is required; please use the following format.
Your Name:
Course Number:
Date:
Assignment #:
Instructor Name:
Course Name:
Level: Clock/ PDU/ Credit (400 or 500)
Social Skills 2 Rev 7/31/2013

ASSIGNMENTS FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignment #1:
Read the manual and all materials supplied by the instructor.
Assignment #2:
Read a book from the bibliography or one of your choice, with instructor ʼ s prior approval.
Once you have read the book, respond to the following questions:
• What area of the book do you plan to implement in your teaching or life approach?
• Share one specific area of learning that was new to you.
• If you were going to share this book with another person, who would that be and why?
Send a 2-3 page summary to instructor: mike@communicationplus.net
. Subject to read: ʻ Social #2 ʼ .
Assignment #3:
Do social skills activity (Pete ʼ s Day or Sarah ʼ s birthday party) with a class. Write a 1-2 page synopsis and
Send to instructor: mike@communicationplus.net
. Subject to read: ʻ Social #3 ʼ .
Assignment #4:
Choose two students. Develop a social skills program as outlined. Choose one specific skill for each.
• To maintain privacy, please do not refer to students in your paper by their actual name, but rather use an alias or designation such as “Student A.”
Assignment #5:
Observe another classroom. Make note of social skills deficits and strengths. Share with a fellow educator. Send a 1 page summary of your observations to instructor: mike@communicationplus.net
.
Subject to read: ʻ Social #5 ʼ .
Assignment #6:
Do “Discussion Guidelines” worksheet in class. Develop own “guideline format”. Send to instructor: mike@communicationplus.net
. Subject to read: ʻ Social #6 ʼ .
This completes the assignments required for Washington Hours.
Continue to the next section for additional assignments required for University Quarter Credit
Social Skills 3 Rev 7/31/2013

ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you are not teaching in a classroom, please contact the instructor for course modifications. If you are a classroom teacher and start or need to complete this course during the summer, please try to apply your ideas when possible with youth from your neighborhood, at a local public library or parks department facility. (They will often be glad to sponsor community-based learning.) Or with students in another teacher ʼ s summer classroom in session.
Assignment #7: (Required for 400 and 500 Level)
Implement the developed individual student program from #4.
Assignment #8: (Required for 400 and 500 Level)
Develop one "whole" classroom plan and implement. Make necessary modifications. See the sample in the book. Send instructor a copy of program.
Assignment #9: (Required for 400 and 500 Level)
Phone contact with instructor, if you have questions.
Assignment #10: (Required for 400 and 500 Level)
Write a 3-5 page paper discussing the implementation of your individual social skills program and your
“whole class” program.
Describe what aspects of existing practice pose a barrier to implementing desired practice. Describe any areas that need improvement and how you will modify your instruction. State any unanswered questions that may still exist. Send to instructor: mike@communicationplus.net
. Subject to read: ʻ Social #10 ʼ .
500 LEVEL ASSIGNMENT
Assignment #11: (500 Level only)
In addition to the 400 level assignments, complete one (1) of the following assignment options:
Option A) Interview one of the students used for skill building and obtain feedback: was the program helpful, were they involved enough in the process, what they learned, what needs to be changed, different format, etc. Write a 2-3 page summary. Send to instructor: mike@communicationplus.net
. Subject to read: ʻ Social #11 ʼ .
OR
Option B) Another assignment of your own design with prior approval of the instructor.
C. INTEGRATION PAPER
(Required for 400 and 500 Level)
Assignment #12:
Write a 2-3 page Integration Paper answering these questions:
1.
What did you learn vs. what you expected to learn from this course?
2.
What aspects of the course were most helpful and why?
3.
What further knowledge and skills in this general area do you feel you need?
4.
How, when and where will you use what you have learned?
5.
How and with what other school or community members might you share what you learned?
Send to instructor: mike@communicationplus.net
. Subject to read: ʻ Social #12 ʼ .
Social Skills 4 Rev 7/31/2013

INSTRUCTOR COMMENTS ON YOUR WORK:
Please indicate by email to the instructor if you would like to receive comments on your assignments.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Michael Sedler, D.Min., M.S.W., brings over 25 years of educational experience as an administrator, social worker, behavior specialist and teacher to each of his classes. He provides consultation and seminars throughout the Northwest and Canada for schools, agencies and businesses. He has a graduate degree in Social Work, a Doctor in Ministry degree as well as his teaching certification. All of
Mike ʼ s classes are practical and “field tested” in schools and classrooms. Educators have found success in implementing Mike ʼ s clear and concise approaches.
Social Skills 5 Rev 7/31/2013

SOCIAL SKILLS A FOUNDATION FOR LEARNING
BIBLIOGRAPHY
You may pick a book not from the lists with the instructor ʼ s approval.
To order a book, contact the publisher or purchase through a bookstore, on-line, or other retail outlets.
Aggression Replacement Training.
Dr. Arnold Goldstein. Research Press. 1998. Social skills manual for working with aggressive youth (grades 7 – 12). www.researchpress.com
(800) 519-2707.
Connecting with Others . Rita Coombs-Richardson. Research Press. 2001. Lessons for effective social skills with others (grades K – 12 series). www.researchpress.com
800-519-2707.
Cultivating Kindness. Ric Stuecker. Research Press, 2004. Full of activities and lessons for teaching kindness and respect (Grades K-6). www.researchpress.com
800-519-2707.
Cultural Diversity. Barbara Heuberger. Kendall Hunt Publishing, 2004. Assists students in developing skills in diversity and multiculturalism. (grades 6 – 12). www.kendallhunt.com
800-228-0810.
Games (and other stuff) series. Chris Cavert and Laurie Frank. Wood n ʼ Barnes Publishing, 2003.
Series of books on activities to teach social skills (grades K– 2). www.woodnbarnes.com
800-678-0621
Getting Along With Others . Nancy Jackson and Donald Jackson. Research Press, 2000. Activities for children in the area of working together. (Grades K – 8). www.researchpress.com
800-519-2707.
How To Create Positive Relationships With Students . Michelle Karns. Research Press. 1994. Activities to enhance relationships in school. (Grades 3 – 9). www.researchpress.com
800-519-2707.
How To Reach And Teach ADD/ADHD Children. Sandra Reif. Jossey-Bass, 2005. Intervention book full of strategies (grades K – 12). www.josseybass.com
800-225-5945
141 Creative Strategies For Reaching Adolescents.
Tom Carr. Youthlight, Inc. 2005. Intervention approaches for teens. www.youthlight.com
800-365-9774.
No Putdowns.
Jim Wright. Courage To Change. 2006. Fifty lessons to help encourage understanding and respect (K – 8 series). www.couragetochange.com
800-440-4003.
Parenting With Love And Logic . Dr. Foster Cline, Jim Fay. Love and Logic Institute. 2006. New approaches to working with children (grades K – 12). www.loveandlogic.com
800-455-7557.
Peer Meditation . Donna Crawford, Fred Schrumpf, Richard Bodine. Research Press. 1997. Design and implement an effective peer mediation program (grades 6 – 12). www.researchpress.com
800-519-2707.
Positive Discipline Series.
Jane Nelsen, et al. Empowering People Inc. 2006. Create cooperation and self-discipline in students (grades K – 12, series). www.empoweringpeople.com
800-456-7770.
Raising Self-Reliant Children In A Self-Indulgent World . H. Stephen Glenn. Empowering People, Inc.,
2000. Bringing out strengths in children (grades K – 12). www.empoweringpeople.com
800-456-7770.
Skillstreaming Series.
Ellen McGinnis and Arnold Goldstein. Research Press, 1997. Series of books to help with individual skills. (Grades K – 12). www.researchpress.com
. 800-519-2707.
Social Skills 6 Rev 7/31/2013