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Tough Kids often have a difficult time getting along in social situations, largely because they have not learned appropriate ways of behaving.The Tough Kid Social Skills Book teaches those learned behaviors that students need to get along successfully in a majority of social situations.
This book can help teachers, school psychologists, school behaviorists, school counselors, school social workers, and other support staff implement social skills programs for Tough Kids that teach:
• Body Basics
• Joining in
• Recognizing and expressing feelings
• Having a conversation
• Playing cooperatively
• Solving problems
• Using self-control
• Solving arguments
• Dealing with teasing
• Dealing with being left out
• Accepting "No"
The book contains a variety of tools and strategies to help:
• Identify Tough Kids in need of direct social skills training.
• Gather data to assess important social skills.
• Lead productive social skills groups.
• Conduct structured social skills programs in small group, classroom, or schoolwide applications.
Help the Tough Kids in your class learn the skills they need to be successful in social situations!
About the Author:
Susan M. Sheridan, George Holmes University Professor of Educational Psychology at the University of Nebraska, is Director of the Nebraska Center for Research on Children, Youth, Families, and Schools. After receiving her doctorate from the University of Wisconsin–Madison in 1989, she began her career at the University of Utah, moving to the University of Nebraska in 1998.
Dr. Sheridan's research focuses on family engagement and family-school partnerships to support young children's behavioral, social-emotional, and academic functioning. She leads several intervention studies on these and related topics, including federally funded research programs that are identifying effective methods to decrease disruptive behaviors across home and school and uncovering important strategies to support families and teachers in early childhood interventions. She has a rich background of experience working directly with children, families, and teachers in developing, implementing, and evaluating social skills interventions for both externalizing and internalizing disorders.
She was awarded the American Psychological Association's Division 16 1993 Lightner Witmer Award for early career accomplishments and NASP's 2005 Presidential Award. She is president of the Society for the Study of School Psychology and chair of the Futures Task Force on Home-School Partnerships.