Art of Friendship Program Information

Q: What do children experience in the Art of Friendship social skills program?

A: Children experience a strength based and success-oriented small group experience. Children feel safe – physically and emotionally - so that even the most anxious or reluctant group member can grow comfortable. Existing strengths are celebrated – we believe that children grow from their strengths and interests. Therefore, activities are typically based around children’s interests. We carefully assess each child’s needs and level of functioning and place children in groups with children with similar areas of need, level of functioning and development.

The groups for 5-10 year olds are structured around various art activities and games that support existing strengths, and gently guide children into closer contact and collaboration with peers. Children can earn chips that they trade in for prizes to motivate and reward them for repeating and practicing pro-social behaviors. Most importantly, children experience fun and success with other kids!

The structure of the middle school and teenage groups (for 11-19 year olds) is somewhat more unique to each group. The participants of each group have the opportunity to provide input into the group activities. They experience some independence and control in selecting the leisure activities around which they practice interacting. This helps them have meaningful interactions and a sense of ownership of the groups. These groups tend to focus more on conversation and “hanging-out skills”, than our younger groups. The content of the social skills training (social thinking) remains the same as other groups.

Children do not merely memorize a list of social “rules”, but are taught HOW to think through different social situations in order to choose the best possible behavior for each situation. They are also taught the “WHY” behind the social skills, meaning, they are instructed in the “hidden curriculum” and in how to read social cues. After the direct social skills instruction, the children practice those skills with the group. Children learn how to spot social cues, take others’ perspective, and how to determine and execute appropriate behaviors across different social settings; in short, they learn how to be a good friend and an effective member of a group. This social thinking curriculum is adapted from Michelle Garcia-Winner’s “I-LAUGH” model.

Q: What is the group’s structure and schedule?

A: Our co-educational groups meet in weekly, one hour sessions. For children aged 5-7 and 8-10, group size is limited to 4 children. Middle school (11-14yrs.) and teenage (15-19yrs.) groups may have 4 to 6 participants, depending on the needs and makeup of the group. Prior to a child entering the group, there is a two-session assessment protocol during which the therapist meets with the parents and prospective group member to ensure that the group and the child are a good fit for one another. Groups are carefully assembled to maximize success for all! We attempt to place children with peers of similar social challenges, age, and level of function.

The program is ongoing, meaning that it runs continuously, all year long, with rolling admission and graduation (unlike other social skills models with 6-12 week curricula). The rationale for this format is that children are unique, and learn at their own individual pace, especially when learning skills in their specific area of weakness. Some children need a lot of repetition to transfer the skills from the group room to their home and school life! These groups allow children to practice, repeat and rehearse new pro-social behaviors until they “get it”. Parents and the group facilitator communicate frequently to monitor success and determine when the child should graduate.

The therapists work closely as a treatment team with parents, school personnel and other professionals involved in each child’s treatment. This continuity ensures that the new social skills are reinforced in all phases of the child’s life, and progress is monitored in real life situations outside of the group room.

Please call to find out the current meeting time and location for the age group of your interest.

Q: Who can benefit from participation in the program?

A: Children who attend the Art of Friendship groups experience a wide variety of social challenges, and may or may not have a formal diagnosis. Some children in our groups are socially awkward or shy children without a formal diagnosis. Some participants are neuro-typical kids dealing with shyness, bullying, anxiety or depression who need some pointers and exposure to successful group interactions. Other children have diagnoses including neurologically-based issues such as learning disabilities, PDD, Asperger’s Syndrome, Tourette’s or ADHD, even depression or anxiety. They miss verbal or non-verbal social cues, may struggle to form or maintain friendships, and experience difficulty with group or team work at school.

No art talent is needed to benefit from this group. Even children with fine motor coordination issues can achieve maximum benefit from the groups.

Q: Who is not appropriate for the social skills group?

A: Children who frequently “melt down” in tears or “explode” in anger are not yet ready to derive maximum benefit from the Art of Friendship program. These children would benefit from a course of individual therapy prior to entering the group in order to develop coping or self-soothing skills. The development of emotional and impulse control is vital to successful social and emotional development and the success they would have in the group.

“Bullies” are not invited into the group. This is so, both for the protection of the group members’ safety, and because bullies need different individualized treatment for anger and aggression, at first. When bullying behavior and aggression stops, those children are welcome to join the group.

Q: What are Social Cognitive Deficits (SCD’s)?

A: The term “Social Cognitive Deficit” (Michelle Garcia-Winner) is both a descriptive term and an umbrella category. The term indicates neurological, or brain-based, deficits. In other words, the person with an SCD is “wired” in such a way that the parts of the brain responsible for social functioning don’t automatically do their job. It’s not their fault; they are not trying to be “weird”, and it is not due to poor parenting. It’s the “hard wiring” they were born with. People with SCD’s may be diagnosed with a number of disorders that have one thing in common - symptoms that impact social interactions. The diagnoses that often involve social cognitive deficits include: ADHD, PDD, Sensory Integration Disorder, Tourette’s syndrome, learning disabilities, Asperger’s Syndrome and Autism.

Although brain functioning is invisible to us, we are able to see the deficits manifested in the various social challenges demonstrated by people with SCD’s. Social cognitive deficits limit one’s ability to perceive, decipher, or understand social rules or cues, then initiate appropriate behavioral responses. Children with SCD’s may become isolated, rejected, teased, or sad that they don’t know how to connect with peers.

Q: Since SCD’s are brain based, is there any hope for someone with SCD’s to learn social skills?

A: There is now scientific evidence that there is plenty of reason to have hope. Researches have overturned old notions that neurological disabilities are untreatable. Current science has shown that the human brain has plasticity. This means that it is highly adaptable. Other, neurotypical parts of the brain that are not impaired by the neurological differences have been shown to adapt and learn how to do the function of the impaired area. Christopher Reeve is the most well known example of brain plasticity. He had catastrophic nerve damage and was completely paralyzed. But with certain advantageous conditions in therapy, with lots of repetition of corrective movements, his nervous system was retrained. Nerve growth and training is possible, and Mr. Reeve gained more and more movement in his extremities.

Similarly, for people with SCD’s a social skills group that feels physically and emotionally safe is just such an advantageous environment. Our foremost objective is to provide positive, success-oriented experiences to instill a sense of hope, optimism and motivation to grow. Our social skills groups are ongoing, practice-based experiences designed to promote repetition of new, pro-social skills and experiences (that’s why our groups are ongoing, not 6-12 week curricula). It is ample repetition and practice that, in effect, “burns” (like a CD-R) new pathways in the brain that result in better social skills and habits. While people with SCD’s may never be the innate “social butterflies” that others are, they are able to learn to consciously think through social situations. They can learn to pick the best possible action, words or behavior to successfully navigate social and group interactions. There is hope.

Q: Can I get the Art of Friendship social skills program to run groups in my child’s school?

A: Yes. We have become aware that the increase of diagnosis of SCD-related diagnoses has put a strain on the time and resources of school psychologists and counselors. The Art of Friendship program consults with public and private schools. Training for support staff, teachers, parent and community groups are always available. We offer speakers on a variety of topics related to children’s social development, and can tailor programming to meet your community’s need (anti-bullying, conversation skills, social skills development, you name it).

We are also available and interested in providing social skills groups for your students. Our therapists have provided summer ESY social skills groups for special needs students from area school districts. It is possible to run social skills groups at your school or privately in our offices.

Q: Do any social skills groups exist for adults?

A: Yes. A young adult group is currently running for people in their 20’s in our Ardmore, PA office. These 90-minute groups are a combination support group/social skills group. Sessions are discussion and experiential-based. Participants will share challenges and receive support for their social differences. Because social behaviors do not come naturally to our clients, a framework for social thinking will be taught with an emphasis on functionality. Skills to be emphasized include: developing conversation skills, taking others’ perspective, navigating the adult social world, and enhancing peer relationships.

Q: Can you tell me about the therapists who run the social skills groups?

A: All of our group facilitators are master’s level art therapists who are registered with the American Art Therapy Association. Art therapists are mental health counselors trained in human development, psychological theory, assessment and psychotherapy techniques. Art therapists have additional training in the use of art making to aid in communication with clients using creative, visual, and sometimes, nonverbal techniques.

Our social skills therapists have additional postgraduate training, experience and mentorship in working with the challenges associated with people with ADHD, Autism Spectrum disorders and learning disabilities. All group facilitators meet several times every month to review cases, learn new techniques and ensure the highest quality of care for our group members. We are committed to the highest standards of treatment, ethics and care for our clients and their families!