Table of Contents
The paper involves the teaching of social skills of the deaf and hard hearing. The teachings are going to have effect on the students being taught so some of the effects are going to be discussed. The students before teaching normally have a hard time especially in the social skills where they have a hard time in interacting with the others due to the lack of the necessary skills which have not been acquired. What are some of the methods used in the teaching of some of the social skills? These factors also need to be assessed and if the methods employed are also effective and what more can be done to make them effective if they are not. Hence the process of making the deaf and hard hearing sociable is a learning process that includes many details. For this to be achieved they need to learn social skill that should be taught because the normal environment has well able teenagers who can make integration and socialization hard if the skills are missing.
Effects of Teaching Social Skill
The teaching of the social skills to the deaf and the hard hearing is a task that can be classified into many groups depending on the effect namely; interaction, participation, sociometric status and acceptance and affective functioning, the placement of these teenagers in an environment which has well able students will lead to lack of proper integration with them due to the factors noted, the need to teach the social skills is because it enables the teenagers to act and carry themselves in a manner to show that the deaf and hard hearing will have social maturity. Social maturity implies the ability of any individual to act as appropriate in relation to the age. This age and behavior factor is very important determination of the maturity of individuals the same affects the social skills in dealing with the peers as they will judge on the behavior in relation to what is expected (Gresham &Macmillan 1997).
An adolescent who is deaf normally encounters many issues, as a teenager there is the need to develop. The method used to do this by this age bracket is interacting with fellow teenagers and be active in all events that take place. The lack of this impedes development which can lead to poor social skills. The teaching of the students how to interact with rest of the pack gives them the ability to participate in all activities and helps them to understand situations which before were beyond their comprehension. This can be attributed to the fact that any person’s ability to be active in any situation will entirely depend on the capability to interact with the rest (Kluwin & Stinson, 1993).
Sociometric status and Acceptance
By just participating in social activities it does not mean that that is very fulfilling. The need to develop close personal friends can be also very fulfilling as the adolescent will feel lie he or she is accepted in the society or group of friends despite the incapability possessed. This will enable the feeling of loneliness to overcome as this will normally be a huge hurdle when it comes to interaction and mingling with the rest. There are two levels in which an individual can be accepted in the society. The first set of acceptance involves that which the rating in which the fellow peers will judge or grades the deaf or hard hearing teenager as a desirable or likable individual or having a particular special position which is accepted by all on the social hierarchy of the class.
The other kind of acceptance which is the second kind of acceptance pertains to that of the teenager, this means the perceiving o f self as being accepted by all the fellow classmates or friends despite the condition possessed and not viewed as an outcast. So the sociometric status will normally involve more than one factor namely the degree of being judged and placed socially or the status allocated by the fellow teenagers and the perceived social image of either acceptance or rejection by the individual self. The teaching of the necessary skills will assist in the same and due to the enabled good communication, the teenager will feel accepted and be treated better by the fellow teenagers be it in the class or any other place. All these will eventually improve the self image of the teenager who is deaf or hard hearing (Farrugia & Austin1980).
This generally refers to the general personal dispositions which include a lot of factors like for example self concept, the achievement motion and the locus of control. The affective traits of the deaf and hard hearing are normally investigated or tested include that of loneliness, social competence, and the self image. Social competence is concerned with feelings or perceptions that include the ability to establish friendship and other social relationships. Self image is the feeling or perception on self on the ability to be desirable social or the capability to attract other people from the social pint of view. Due to the ability to communicate all these abilities are made better and this improves the actual ability of the deaf and hard hearing teenagers to actually be sociable as they are able to overcome the factors that made them handicap before being trained(Shaffer-Meyer, 1990)
A teenager who is deaf or hard hearing needs to have social skills hence the utmost importance in the need to have the taught these skills. This is because a teenager’s fundamental element for the social behavior is the skills learned. This is because these include the situational variables in which they occur, the consequences of actions performed and their effects in the future. These teenagers if not taught the social skills which include how to communicate will end up trying too hard to hear or listen which are usually unsuccessful. Hence the need to have the ability to recognize some of the subtle social cues emitte by other sin the due course of interaction and at the same time is able to make the required adjustments in terms of behavior. The changes made should also be appropriate, and by the social skills learned the teenage deaf or hard hearing will have the capability to do this resulting in better interaction with there fellow friends without any constraints from either party(Dowd & Tierney 1995).
Social skill rating scale for teachers and students (15-17 years)
Social skill is the possession of the values needed to correlate and correlate with other individuals in the society. For the skills to be rated, the need to have an approach that entails human values is very crucial. The human values in topic are normally self regulated and are classified into three main behavioral levels that include the self regulation. So incorporate a value the need to include the same values characteristics is crucial hence the classification of cognitive thoughts which are the individuals beliefs on interpersonal relationships and the actions or the behavior that are typical to the interpersonal relationships.
Self regulated values
These are values that come from within the individual and entail the thoughts which are the ideas that a person has about self, others the expectations from others. The person also has inner ways of controlling self of the self regulation skills and self control. All these are very crucial for any individual who has thoughts, especially for teenagers (15-17). The thoughts of this age group are affected by the actions by other individuals and self, also the environment will affect and this is in relation to what is expected of the individual. The other value, feelings, this are the affections and emotions felt towards others and the world in general. This is very important as the feelings are bound to affect directly the actions toward other people as good feelings will result in good actions while bad feelings can result in bad actions which result in situations like bullying and other negative traits. The actions which will manifest from the teenagers will be the final reaction and is the result of both the feelings felt and thought s about the fellow teenagers and other factors in the environment surrounding them. The action of the teenagers is the perfect measure to be used in terms of trying to find out about their feelings especially in association to the fellow teens.
This is due to the fact that if the teenager acts violently then the feeling s then this projects feelings which imply that the thoughts towards the individual who the violence was projected are not good. The vice versa can mean the opposite as the teenagers may try to hide their feelings especially in relation to what is expected of them in the society and age where they should act quite responsible and set a good example in relation to the younger teenagers. The age group of 15-17 is a n important stage in any humans life as it is the age they are expected to start portraying some degree of maturity in them. So the use of these elements as a basis to evaluate the social skill of teens of this age is appropriate as aspects used in socialization are encompassed (De la Fuente, 2000).
Kindness is virtue that involves having empathy on others by opting to assist them when they are unwell or putting their interests first when it comes to sensitive issues. Some of other qualities which are associated with the virtue include being pleasant and having genuine concern for others. This is an important virtue for students to have especially if they are dealing with fellow students who are disabled in one form or the other. This will help in that it assists in building of the self perception for such students due to the lack of being treated as disadvantaged by as an equal who can give the same input as any other student among the pack. This lesson will assist in giving the students a reason to genuinely care for their peers with argument of placing oneself in the others shoes.
This can be done be by the use of role play as it exposes one to the constraints exposed by the other which will result I genuine empathy a sign of development of true kindness in this students. The importance of this can b expressed by the students giving input on how they expect to be treated and related this how they treat others. The best way too examine the students or evaluate on the knowledge acquired is by the use of trick questions and setting up a debate on a tricky situation and the forward to ensure it is solved. This can be achieved by asking the students to express their thoughts on the best course of action. Through the input given by the students it is easy to judge on the degree of kindness in each and if it can be made to grow or develop (Merrel, 1993).
This is a feeling of towards someone tends to have a close association with, the friend can either be a relative or not but one thing is general, they have genuine affection for each other. Friendship is tricky because it includes actions and not just plain words of stating that a certain person is a friend. The need for proof of the statement is expected not once but always. The best approach to giving a lesson about this is by the use of stories; the stories can be folks or tales and should have a basis of friendship. By the sue of this, it is easy to evaluate the students on the key points learnt from the tale told and if the students were in the positions of various characters the steps they would have taken why. Through such questions and answer sessions the evolution takes place while the teacher takes time to note the keys missing points; those not understood or overlooked and proceed to explain further on the same issue.
The evaluation process can be made better by the introduction of a debate on the story which was used. Thhe student can separate between the antagonist and protagonists. The two principal’s characters are to be argued with facts on who is in right side in terms of friendship and why it failed. The lesson should also explore further why the two principles user tae stands on issues and if it is justified. The lesson should end on the encouraging note where it states on importance of friends and some of the downs that can result from lacking this very crucial tool in the social skills (Markus. & Kitayama, 1991).
Peer pressure is feeling ordinarily very powerful and which leads towards making decisions some good most bad. The pressure normally comes from age mates and can involve any form, for example it can be spoken but mostly it is unspoken and comes from a strong urge to follow what the peers are doing. This can be due to disapproval of the current state of character pushing one to shift in order to belong. The lesson should teach ob the different types of pressure and how they can be detected. Give examples of the pressures like giving a list of peer pressure that result from unspoken actions and finally also enlisting the list of the spoken types of peer pressure’s. Try and encourage the students by letting them state some of the pressures they have e already endured and the actions they took.
Some of the materials that will be required will include posters both of spoken and unspoken peer pressure being expressed by the posters, the teacher also need a board to express flow diagrams how the pressure can result in bad situations like doing something that is not expected. The students can participate by using the role play methods where they take turns on being the ones facing the pressure and how they should be able to cope or the actions to be taken in case such a scenario arises. All this is significant because peer pressure is a very common occurrence that many young teenagers experience as they go about trying to socialize with their peers and if they don’t have sufficient knowledge to cope with this can result in situations with severe effects hence the need to prevent this(Cavelli, 1990). The students can be evaluated by stating the disadvantages of peer pressure and if they have ever been caught in a situation of peer influence.
Self esteem is the perception on the self by the individual, this implies as the personal opinion on the characteristics developed by the self. The perception can be positive be or negative depending on the individual, if negative it means that an individual has a low self esteem and if high it means a high self esteem.
The importance of this in the social skills is that the personal perception will affect the confidence of the individual and if it is low then the lack of confidence can be a result and will tend to shy away from some situations. The need for a good self esteem can never be over emphasized in this scenario because it will affect the response given when accepting complements, the handling off embarrassing situations or giving complications. The lesson will begin by the students begin the opportunity to define what self esteem is, if not able or not done clearly the teacher needs to assist in clearing out the exact meaning of the same. Emphasize on the impact of having a good self esteem as it assists in viewing the realistic point of view and explain the effects of a negative self esteem like people with such having a hard time in accepting the truth.
Give the important steps to be taken in building a good self esteem. By this the needs to view things from a realistic point of view and the need to accept things the way they are whether good or bad. Some of the tools to be used is to make the students draft inventories about themselves in terms of qualities and flaws in their characters according to their personal opinion. During the next class they should be given an opportunity to express and share about themselves but on a voluntary basis. Evaluation can be done in the form of questions where each student will need to note they have learned about themselves. The class can be concluded by the students being asked to give the importance of good self esteem to them on an individual level. The students can be given skills in building their esteem by mentoring younger children. The self esteem is crucial because it helps in how we relate with others and in preventing situations of peer pressure (Arranz et al, 2001).
Anger is an emotional reaction that occurs due to the act of being annoyed or irritated. During such moments it involves a lot of adrenalin and if not controlled it can result in a physical confrontation which in any situation is undesirable hence the need to prevent this. The students need to understand the difference between feeling and behaviors that arise from anger which need to be controlled or avoided. These means that everyone is allowed to get angry but all are discouraged to act from it because it finds that it is an emotional reaction without weighing options. The lesson should give instructions on how to act and not to act when angry, this should include the action to take if very hungry like going for a walk. The student’s should be instructed to write about the angriest moments they have had and the way they responded.
They should also state the correct action to be while being guided by the teacher. The teacher to give tips on how to avoid situations that can lead to a physical confrontation and the best way to cool down when very angry noting the disadvantages of acting out of anger. This is an important skill t possess while interacting with people as not all statements said will be pleasing as other people or fellow students may try to provoke for trouble saying unkind words. These will help in preventing some ugly confrontations that will lead to trouble irrespective of what brought the disagreement (Susan & Byles, 2010).