Social Cognition: Helping to Relate

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Social CognitionHelping to Relate

• The Role of Emotional Intelligence in a
• Neuro-developmental Model of Assessment and
  Interventions

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Agenda

• Housekeeping
• Introduction of Rudolf Stockling
• Presentation
• Discussion

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Introduction of Rudolf Stockling

• EDUCATION / MEMBERSHIP
• MSc (Psych) Wollongong
• Member Australian Psychological Society (APS)
• Registered Psychologist NSW Australia
• EXPERIENCE
• Secondary Teacher (4 Years)
• Educational Psychologist (12 Years)
• Psychologist in Private Practice (8 Years)
• Director of Assessment Lexicon Reading Centre
  Dubai (at present), www.lexiconreadingcenter.org

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The Neuro-developmental Model of Learning
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(No Transcript)
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Social Cognition Systems

• I. Utilizing Verbal Abilities to Relate to Others
• II. Utilizing Non-Verbal Abilities to Relate to
  Others

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Recommended Social Skills
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Interpersonal Relations

• Verbal / Non-Verbal Communication
• Use I Messages
• Employ Active Listening
• Use body language and facial expressions to
  convey messages

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I. Utilizing Verbal Abilities to Relate to Others

1. Communicating Feelings
2. Interpretation of Feelings
3. Matching the Emotions of Others
4. Adjusting Language for Different Audiences
5. Selecting and Maintaining Topics of Conversation

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I. Utilizing Verbal Abilities to Relate to Others
cont.

• Utilizing Humour
• Making Requests of Others
• Using the Language of the Group
• Communication Monitoring and Repair
• Criticism and Critical Interpretations

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Awareness of Self and Others

• Empathy
• Detect and identify ones own feelings
• Recognize and identify signs of emotion in
  another person

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Empathy / Active ListeningOutcomes In
Progress Proficient
1. Identify and label own feelings Facial expressions and body language are incongruent with emotions Identifies 0 or 1 emotion with given situation Can apply descriptive words (physical) to feeling Matches metaphors to feelings Describes 2 or more emotions with a given situation
2. Identify and label others feelings Misinterprets facial expressions Not able to match body language and words Matches facial expressions and feelings Matches behavior to feelings Checks and clarifies to reflect others feelings
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Awareness of Self and Others

• Expectations in Relationships
• Identify expectations they have of their friends
• Recognize expectations that friends and family
  members have of them
• Critically analyze societal expectations
• Respect and celebrate individual differences

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Activity 1 Match Skill and Possible Problems

• Look at Activity Sheet 1
• Read the left side column of Verbal sub-skills
  and match with right hand column of possible
  problems. (The two columns dont match).
• Write the correct number beside each sub-skill
  (The first one has been done).

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A Communicating Feelings

• How to help
• Improve students' ability to communicate their
  feelings by enhancing their ability to recognize
  their different emotional states and identify
  their own emotions. Help students develop the
  vocabulary words to label their emotions and
  thoughts, and improve their verbal expression of
  feelings. 
• Recognize students' non-verbal attempts to
  communicate feelings (e.g., facial expressions,
  sighs, and gestures), and encourage them to
  express those feelings in words. 
• Allow students to express themselves in ways
  other than through oral discussion (e.g., writing
  journal entries, matching pictures, answering
  true/false questions, role-playing). 
• In particular, teach students to verbalize their
  feelings when they are becoming frustrated (e.g.,
  This work is hard I'm not sure what to do here
  etc.).

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B Interpretation of Feelings

• How to help
• Use an advance organizer to focus student
  attention on how the targeted skill of
  understanding the feelings of others fits into
  the context of daily social settings,
  friendships, etc.
• Build students' ability to interpret the feelings
  of others by having them practice
• inhibiting their initial responses or reactions
  and taking time to think about the situation,
  such as during a role-play activity
• taking the perspective of others in an attempt to
  understand their feelings, such as in a story or
  role-play
• reading the non-verbal cues in an interaction
  that help reveal a person's feelings, such as in
  a movie or role-play
• understanding the image another person is trying
  to develop and project as a cue to his/her
  feelings, such as in a story or movie

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C Matching the Emotions of Others

• How to help
• Help students be aware of others' feelings and
  interests through role-playing activities.
  Promote students' ability to interpret feelings
  others display, as well as to communicate their
  own feelings. For example, have students "read"
  each other's cues in a role-play, integrating
  both verbal expressions and non-verbal cues
  (gestures, facial expressions, etc.).  
• Provide opportunities for students to improve
  their greeting skills (e.g., learning to match
  the affect of others to effectively approach an
  individual or enter a group).  
• Reinforce students for using appropriate
  non-verbal signals and verbal phrases during
  conversations, group activities, etc. 
• Guide students in self-monitoring during social
  situations (e.g., to be aware how their affect or
  mood changes within an interaction).

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D Adjusting Language for Different Audiences

• How to help
• Guide students in identifying the conversational
  styles expected from different audiences
  (friends, librarian, etc.). For example, have
  students complete the following chart, writing
  down the language that they can and cannot use
  with different groups.
•  
• Students may need to improve their ability to
  modify both the content and the delivery of their
  interactions, that is both what they say and how
  they say it. Use role-play situations to help
  students develop these skills and structured
  opportunities for them to practice with school
  personnel.  
• Students may benefit from examining the
  consequences of failing to switch conversation
  codes. Activities where students can play with
  language might include role-play activities and
  writing plays or short stories. 
• Students may need to develop an understanding of
  the language of their peer group to interact more
  effectively with their classmates.

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E Selecting and Maintaining Topics of
Conversation

• How to help
• Provide opportunities for students to develop and
  effectively use the language that is appropriate
  for a particular audience (known as trait
  vocabulary). Through role-play, guide students in
  identifying the conversational styles (language,
  expressions, etc.) expected from different
  audiences, such as friends, teachers, etc. Help
  students identify topics of conversation best
  suited to that audience.  
• Provide opportunities for students to develop
  conversational skills, including pacing a
  conversation, and engaging greeting skills.
  Students may write scripts together to act out in
  a role-play activity.  
• If a student makes frequent comments that don't
  seem to relate to the topic at hand, consider why
  he/she may be making seemingly "off the cuff"
  remarks. For example, she may be unable to read
  the social situation properly, or may feel that
  she can't contribute to the topic. This may leave
  a student feeling left out, and may cause her to
  try to change the subject. A student might also
  try to change the subject when he/she is more
  knowledgeable than others about a subject, is
  impatient at the pace of the discussion, etc.

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F Utilizing Humour

• How to help
• Humor is a sophisticated form of language.
  Students who are unable to use humor that fits
  their current social context may experience
  frustration with the "dead air" that follows
  their joke. These students may not be able to
  "read" their peers, use the language of their
  peers, or take the perspective of others to know
  when to use humor appropriately. These students
  may benefit from talking with their peers about
  humor and its uses in social situations.  
• Teach students the appropriate times for making
  jokes, humorous comments, etc. in your classroom,
  in the school, and community. Discuss
  inappropriate times as well, and how they vary
  from situation to situation. 
• Students may benefit from creating a list of
  topics that are appropriate for some audiences
  but not for others. Students may also need
  guidance in developing the ability to choose and
  use appropriate language based on the audience, a
  skill known as code switching. Click here to
  learn more about code switching.  
• Help students recognize the difference between
  friendly joking/teasing and rude remarks. If
  necessary, discuss topics that are not
  appropriate for friendly joking (e.g., death,
  poverty, ethnicity, etc).

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G Making Requests of Others

• How to help
• Improving students' requesting skills may include
  teaching them different phrases that are
  appropriate for making requests, and helping them
  improve the delivery of these phrases, e.g.,
  using a pace and manner that reflects a request
  rather than a demand. Have students practice in
  your class, making requests of peers, of school
  personnel, etc.  
• Offer guidance that helps students improve their
  code switching abilities, i.e., show them how to
  adjust their language according to the audience
  with whom they are interacting. For example, have
  students ask for something from both their
  teacher and a friend. Compare the different ways
  they speak and act.
• Provide students with specific examples of
  appropriate ways to ask for things in your
  classroom (e.g., raising your hand, submitting a
  written request, having a private meeting, etc).
   
• Create contracts with students to reinforce
  appropriate request making. Specify expected
  behavior (e.g., asking friend to share supplies
  in an appropriate way, asking teacher for help in
  an appropriate way, etc.), and identify what
  kinds of reinforcement the student will receive
  when the contract is met (e.g., being class
  messenger for the day, getting 10 minutes of free
  reading time, etc.)

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H Using the Language of the Group

• How to help
• Provide students with opportunities to interact
  casually with other students (e.g., before and
  after school, between activities) in order to
  practice their use of peer-appropriate language.
   
• Setting up social skills training groups in your
  classroom may give students a chance to learn and
  field-test new skills and behaviors that
  contribute to social competence. But, the
  positive effects of such groups may be negated by
  "the real world" social scenes of the school bus,
  the hallway, etc. In order to maximize the
  likelihood that newly acquired knowledge and
  skills will transfer to other settings
• Students must develop resiliency to social
  failures and resistance by others.
• Students must develop adaptive coping strategies
  when attempts at social interaction are
  unsuccessful.
• All students, not only those in special training
  groups, may need to be educated about the need to
  accept others.

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I Communication Monitoring and Repair

• How to help
• Emphasize the importance of previewing (thinking
  ahead) and self-monitoring (being aware of what
  one says and how one says it). Encourage students
  to make a list of things that might help regulate
  what they say and how they say it (e.g., take my
  time, think of what to say before starting,
  etc.). 
• Have students reflect upon social interactions
  with peers after a conversation or exchange.
  Discuss what information was effectively
  communicated, or could have been communicated
  more clearly, what might have been repaired or
  said a different way, etc. Provide examples of
  situations in which miscommunications are
  successfully repaired, e.g., a story in which a
  negative interaction becomes a positive one after
  misinterpretations are clarified.  
• Students may need to learn specific "repair"
  statements such as "I can see you misunderstood
  me . . ." "What I meant to say was ...," "Let me
  say that another way.," "I could have said that
  better ...," etc. Help students develop a network
  of vocabulary related to emotions, and an ability
  to recognize and interpret a listener's
  non-verbal and verbal feedback during a social
  interaction.  
• Students may benefit from structured activities
  where they can explore interactions that spiral
  down from positive to negative, and those that
  improve from negative to positive. For example,
  students may watch movies or videos, read short
  stories or comic books, etc., and then discuss
  the positive and negative behaviors, the presence
  or absence of self-monitoring, examples of social
  "repairs," etc.

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J Criticism and Critical Interpretations

• How to help
• Set up classroom or homework activities such that
  the teacher is the only one providing
  constructive criticism. This will allow you to
  model appropriate language, etc. Be sure a
  student knows (in advance if possible) that you
  will be discussing his/her performance.  
• Make it easier for students to respond
  appropriately to teacher feedback by helping them
  start making corrections (e.g., do two problems
  together, write the next sentence together,
  etc.).  
• As students learn to accept constructive
  criticism from the teacher, have them practice
  giving suggestions and receiving feedback from
  peers during guided cooperative activities. In
  general, design more cooperative activities and
  reduce the emphasis on competition. Explain that
  constructive criticism is meant to be helpful,
  not threatening. Be sure criticisms are tactfully
  conveyed to and by students.  
• Help students improve their ability to see
  situations from different perspectives by
  suggesting that they ask, "How would I feel if
  someone said that about me?" Help students learn
  to plan their comments and criticisms carefully,
  e.g., by asking themselves, "How can I say this
  so he will not be too upset?"  
• Provide opportunities for students to improve
  their communication repair and conflict
  resolution skills. For example, have students
  practice recuperative strategies (both receiving
  and delivering negative feedback) in role-play
  situations and structured opportunities around
  school. Click here to learn more about conflict
  resolution.

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II. Utilizing Non-Verbal Abilities to Relate to
Others

• A Greeting Abilities
• B Reciprocal Behaviors
• C Reinforcing Behaviors
• D Perspective Taking
• E Tangential Initiation
• F Non-Verbal Cueing

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II. Utilizing Non-Verbal Abilities to Relate to
Others cont.

• G Social Control Level
• H Conflict Resolution
• I Timing and Staging
• J Social Self-Monitoring
• K Image Development and Marketing
• L Recuperative Strategies

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Interpersonal Relations

• Verbal / Non-Verbal Communication
• Use I Messages
• Employ Active Listening
• Use body language and facial expressions to
  convey messages

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A Greeting Abilities

• How to help
• Provide students with opportunities to practice
  reading non-verbal behaviors (expressions, body
  language, etc.) of individuals or groups they
  want to approach.
•   Provide guidelines to help students know when
  it is appropriate to greet others. Emphasize
  recognizing patterns of behavior, and paying
  attention to key details (saliency
  determination). Encourage students to think ahead
  before jumping into an interaction (response
  inhibition) by asking themselves questions such
  as
• Have I have ever interacted with this person
  before? How did that go? What is s/he doing
  now? Can I add to the activity? Will I be a
  distraction? Is s/he happy, sad, angry, anxious?
  Can I help?
• Make sure the student knows that there are times
  when it is appropriate to interrupt others (e.g.,
  during an emergency).  
• Help students learn that approaching a group of
  student peers is complicated by the fact that a
  hierarchy exists within any group all
  individuals within a peer group do not all hold
  the same status. When students approach a group
  situation, encourage them to ask questions such
  as
• Which peer group do I approach? Do I greet the
  group as a whole? Do I greet an individual who
  will help me get into the group?
• Enhance the likelihood that a student's
  initiations with a peer or peer group will be
  successful by setting up structured opportunities
  in the classroom. For example, have the student
  lead others in a small group activity that
  focuses on one of his interest or affinity areas.
   
• Offer suggestions to the student to help initiate
  verbal interactions. Suggestions may be explicit
  (e.g., "Go to Sarah and ask, 'May I work on the
  painting project with you?'"), or general (e.g.,
  "When working on the project today, compliment
  other members of the group on their work"). 
• Initiating social interactions involves being
  able to select topics of conversation and use the
  language of your peer group. Help students
  develop their verbal pragmatic skills in these
  areas.

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B Reciprocal Behaviors

• How to help
• Reduce the emphasis on competition in the
  classroom. Provide opportunities for sharing and
  cooperative work (e.g., making a mural or
  bulletin board together). Encourage students to
  share materials and work cooperatively so that
  reciprocal interactions can take place. 
• Provide special class activities at the end of
  the day as rewards for engaging in "reciprocal
  behaviors" (e.g., taking turns appropriately
  throughout the day).  
• Help students establish short and long-term goals
  related to increasing the number of positive
  interactions with peers. For example, a contract
  may be drawn up in which a student agrees to
  increase the percentage of times that he shares
  materials in activities, takes turns in games,
  etc.  
• Enhance the likelihood that a student's
  interactions with a peer or peer group will be
  positive by setting up structured or guided
  opportunities in the classroom. For example,
  organize a small group activity that focuses on
  the student's area of interest, in which each
  member participates together in the completion of
  the activity.  
• Give students time to reflect on actions taken
  and alternatives not taken in an interaction,
  e.g., what could have been said, shared, etc.

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C Reinforcing Behaviors

• How to help
• Emphasize collaboration in the classroom. Provide
  opportunities for students to learn from each
  other (e.g. being the 'expert' in an area of
  affinity).  
• Have students note each other's strengths before,
  during, and after collaborative or competitive
  activities.  
• Stress effort over ability in the classroom, the
  development of skill over a static evaluation.  
  
• Help students learn to make positive statements
  by providing suggestions for reinforcing comments
  about others' contributions during activities.
  Allow students to develop their own supportive
  comments.  
• Guide students so that they are able to let
  another student win or show improvement, or be
  more competitive during competitive activities. 
  
• Provide special class activities at the end of
  the day as rewards for exhibiting "reinforcing
  behaviours" (e.g., 10 minutes of free reading
  time for making positive comments about each
  other's work throughout the day).

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D Perspective Taking

• How to help
• Help students be aware of others' feelings and
  interests by viewing films, and sharing pictures,
  books, music, poems, and other expressive
  forms. 
• Introduce role-play activities in which students
  act out a scene from different perspectives. 
• Facilitate the development of perspective taking
  by engaging in open and active dialogue in your
  classroom. Encourage students to look at the
  world from the vantage points of others. Bring in
  real life examples, such as current events,
  school issues, etc.  
• Make perspective taking a problem solving
  activity in which students must solve a problem
  by taking the view of another individual, e.g.,
  How would this person see the situation? How
  would he/she try to solve the problem?

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E Tangential Initiation

• How to help
• Promote interactions by helping students find
  common interests. Encourage the discovery of
  shared affinities and experiences from which
  students can build interactions.  
• Enhance the likelihood that a student's
  interactions with a peer or peer group will be
  positive by setting up structured or guided
  opportunities in the classroom.  
• Set up non-academic opportunities for students to
  interact within a group of peers (e.g., board
  games). 
• Help students see the relationship between verbal
  initiations and effective greeting skills. Model
  a variety of verbal initiations for students. For
  example, "I was wondering if you'd like to borrow
  my ball while I go inside for a minute. Then when
  I come back, we could play catch if you want."
  or, "There are not enough computers for all of us
  so why don't we both work on this one."

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F Non-Verbal Cueing

• How to help
• Use modeling and role-playing to help students
  learn the messages that are communicated by
  specific gestures and movements. Have students
  practice interpreting what others are
  communicating based on 'reading' their body
  language. Also, have them practice projecting
  certain moods, feelings, etc., by using body
  language.  
• Help individual students improve their
  interactions by clearly identifying what they are
  doing wrong in terms of body language (e.g.,
  standing too close, not looking at the person
  when in conversation), and what they should do
  instead (e.g., stand at an arm's length during
  face-to-face conversations, occasionally look at
  the conversation partner when speaking).  
• Reinforce students privately for using
  appropriate non-verbal signals during
  conversations, group activities, etc.

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G Social Control Level

• How to help
• Help a student recognize the non-verbal cues from
  others that indicate that he/she is exercising
  too little, too much, or the appropriate amount
  of control in social interactions.  
• Help students reflect on unsuccessful social
  interactions, so they can learn from experience.
  Prompt students to ask themselves guiding
  questions, such as
• "Should I have said something to my friend when
  he was picking on that new kid, instead of just
  watching and saying nothing?"
• "Does this person not want to be around me
  because I sound (or act) too bossy?"
• "Did that person say, "NO" when I asked him/her
  to come over to my house because s/he doesn't
  know me very well, is upset with me, or because
  s/he had other things to do?"  
• Students who have difficulty exhibiting
  appropriate levels of social control will need to
  be resilient, especially if others move away from
  them. A student may find that he/she will need to
  have and use recuperative strategies to restore a
  bruised relationship.  
• Structure classroom activities to enhance the
  likelihood that students' interactions will be
  positive, e.g., by encouraging cooperative
  projects. Help students learn to avoid
  potentially negative interactions or to remove
  themselves from a negative interaction when it
  occurs.

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Self Control

• Setting Boundaries
• Identify personal, physical and emotional limits
• Identify two situations in which personal
  boundaries might be tested
• Communicate personal boundaries to another person
  in a verbal and non-verbal way

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H Conflict Resolution

• How to help
• Teach students to recognize the internal and
  external signs that often precede conflicts. For
  example, feelings of anger that develop before
  he/she loses his temper, certain events that
  often end in conflict, non-verbal cues that
  others give off that indicate their anger or
  aggression, etc. 
• Help a student identify typical events that
  frustrate or anger her. Teach the student
  alternative ways to deal with these frustrating
  events, e.g., walking away, asking for help, etc.
  Give her the chance to practice these
  alternatives through role-play. 
• Examine how other students are behaving towards a
  student who has problems with conflict
  resolution. Be sure others are not being
  confrontational, and triggering the student's
  negative interactions.  
• Set up your classroom environment in ways that
  minimize the opportunity for students to be
  physically or verbally aggressive with others
  (e.g., carefully monitoring seating arrangements,
  maintaining your mobility in the room, etc.). 
• Provide students with 'best bet' steps to resolve
  a conflict once it has begun. Steps may include
• Inhibit your first response
• Search for alternative backup strategies
• Select and deploy a best bet non-verbal response
• Select and deploy a best bet verbal response
• Monitor the effectiveness of best-bet strategies
• Recruit others into the process of resolution as
  a positive act 
• Give students example phrases to use to resolve
  problems (e.g., "Let's work it out", "I can
  compromise on this.").  
• Clearly define what students are doing wrong
  (e.g., swearing) and what they should do instead
  (e.g., communicate their feelings clearly, for
  example, by saying, "This is frustrating to
  me.").  
• Promote post-conflict reflection among students
  by helping them analyze (or take apart) a
  conflict. Help students realize that the search
  for "Who did what to whom" is often futile, and
  that accusations and scapegoating are not
  effective. Encourage students to do an objective
  analysis by creating a description of
  alternatives they might have chosen (speaking or
  behaving in different ways, making different
  decisions at critical junctures, etc.).

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Self Control

• Setting Boundaries
• Identify personal, physical and emotional limits
• Identify two situations in which personal
  boundaries might be tested
• Communicate personal boundaries to another person
  in a verbal and non-verbal way

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Interpersonal Relations

• Conflict Management
• Adopt a working definition of conflict management
  to personal life
• De-escalate a conflict situation using three
  techniques
• Address a conflict using conflict management steps

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I Timing and Staging

• How to help
• Enhance students' awareness of verbal and
  non-verbal indications that interactions and
  relationships with peers are proceeding too
  quickly, or too slowly. 
• Hand out an advance organizer to help students
  focus on ways in which the specific skill to be
  worked on (e.g., pacing relationships) fits into
  the context of their daily social setting,
  friendships, etc.  
• Use models (from stories, film, etc.) to portray
  the timely development of relationships, i.e.,
  where peers do not expect too much from each
  other too quickly. 
• Students may benefit from developing their
  ability to exhibit the appropriate level of
  social control when interacting with their peers,
  i.e. relating to others in neither too passive
  nor too controlling a manner.

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J Social Self-Monitoring

• How to help
• Teach students explicit self-monitoring
  techniques through direct instruction. For
  example
• Enhance students' recognition of behavior
  patterns. Use films, pictures, case studies,
  short stories, etc. that present a wide range of
  non-verbal and verbal indicators of emotions and
  thoughts.
• Improve students' ability to store, remember and
  identify the specific language of positive and
  negative interactions (saliency determination).
  Help students learn to associate potential
  responses to situations, and to have these
  responses readily available in their long-term
  memory.
• Help students develop automaticity in social
  self-monitoring. Encourage them to practice both
  the recognition and retrieval of self-monitoring
  skills until the skill becomes 'automatic'.  
• Use role-playing activities to improve students'
  ability to use self-monitoring skills. For
  example
• Set the stage for role-playing by beginning with
  scripted interaction situations, then move on to
  improvisation.
• Analyze the social role-play with students. Give
  students time to reflect on actions taken and
  alternatives not taken, e.g. what they did
  effectively, what they could have said
  differently, etc.
• Reconstruct the activity and help students become
  aware of more effective monitoring techniques.  
  
• Move students beyond role-play situations when
  possible. For example
• Help a student reflect upon actual social
  interactions with peers after an exchange has
  taken place.
• Use an advance organizer that helps students see
  how the skill to be worked on (e.g., social
  self-monitoring) fits into the context of their
  real friendships and daily social interactions.

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K Image Development and Marketing

• How to help
• Help students get not only a sense of the
  image(s) they wish to project to their peers, but
  a sense of comfort with that image. Encourage
  students to use their strengths and affinities to
  help market their image.  
• Let class members know, through subtle means,
  that students they have rejected possess
  strengths and affinities, to increase the
  possibility that others will seek out these
  individuals.  
• Discuss "marketing" features such as dress,
  interests, and type of personality that students'
  can use to reflect a given image. Be sure to
  emphasize that students may have to sacrifice
  "who they really are" in order to create, market,
  and sustain an image that is not genuine.  
• Encourage classroom discussions, one-on-one
  conferences, and role-play activities that
  explore the downsides to being popular,
  rebellious or friendly with students who do not
  reflect one's self-image.  
• Encourage an adult or peer to form a relationship
  with a student who has been rejected by other
  students. A socially or politically adept student
  or class leader, for example, may lower the risk
  of public humiliation experienced by their
  classmate by providing the student with social
  guidance, mentoring, and acceptance. Educate
  students about the need to accept others for
  their unique qualities.

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L Recuperative Strategies

• How to help
• Structure activities in such a way that a student
  does not dwell on problems or setbacks. Guide
  students in developing adaptive coping strategies
  and recuperative techniques. One such strategy
  involves inhibiting a first response when faced
  with a difficult social situation, and instead
  coming up with alternative ways to deal with the
  setback. For example, the student who did not
  make the team may contribute by being the 'team
  publicist', a student who has hurt another's
  feelings may work on ways to repair the
  relationship, etc.  
• Help students develop resiliency to social
  failures and rejection or resistance by others.
  Use role-play activities to give students
  opportunities to explore the positive outcomes
  and consequences of using recuperative
  strategies. 
• Allow a student to attempt new or challenging
  strategies privately, before trying them in a
  group or social situation.  
• Be considerate of students' feelings at all
  times. Do not embarrass a student or put him/her
  on the spot in front of others (e.g., by
  announcing test scores aloud or by making a shy
  student read aloud in class). 
• Let class members know, through subtle means,
  that students they have rejected possess
  strengths and affinities, to increase the
  possibility that others will seek out these
  individuals.  
• Try to educate students in all settings about the
  need to accept others for their unique qualities.