NOW ENROLLING SUMMER CAMP 2016
Specializing in Child Social Development:Empowering a child to engage with peers in a fun collaborative way!
Services Include Social Groups, Pretend Play Groups, Specialized Preschool and Vacation and Summer Camp in Lexington, MA
The F.U.S.E. Program, Foundations for Understanding Social Engagement, is a program for children who are experiencing challenges in social problem solving skills at home, at school or in the community. Many children, for a variety of reasons, lack necessary foundational skills for social problem solving. Without these skills, it is difficult for a child to feel confident and thus engage successfully with peers in a meaningful reciprocal manner. The goal of the FUSE Program is to access a child where he/she is and help him/her internalize the foundational skills we teach so that they are empowered to feel competent and confident interacting and relating in the social world.
The F.U.S.E. Program Curriculum
As is the philosophy of F.U.S.E,. we have uniquely combined the philosophy and theories of Relationship Development Intervention by Steve Gustein, Social Thinking by Michelle Garcia Winner and Zones of Regulation. For your convenience, here are links to learn more about each program:
Relationship Development Intervention (RDI): (www.rdiconnect.com)
Theories we are FUSEing
Relationship Development Intervention (RDI)
Dr. Steven Gutstein is the creator of the RDI (Relationship Development Intervention) program. The program focuses on the following areas of social development.
Dramatic improvement in meaningful communication
Desire to share their experiences with others
Genuine curiosity and enthusiasm for other people
Ability to adapt easily and “go with the flow”
Increase in the initiation of joint attention
Improvement in perspective taking and theory of mind
Increased desire to seek out and interact with peers
Core Deficits Targeted by RDI
Emotional Referencing: The ability to use an emotional feedback system to learn from the subjective experiences of others.
Social Co-regulation / Coordination: The ability to observe and continually regulate one’s behavior in order to participate in spontaneous relationships involving collaboration and exchange of emotions.
Broadband Communication: Using language and non-verbal communication to express curiosity, invite others to interact, share perceptions and feelings, and coordinate your actions with others.
Dynamic thinking: The ability to rapidly adapt, change strategies, and alter plans based upon changing circumstances.
Relational Information Processing: The ability to obtain meaning based upon the larger context. Solving problems that have no right-and-wrong solutions.
Foresight and Hindsight: The ability to reflect on past experiences and anticipate potential future scenarios in a productive manner.
The goal of RDI is to build or strengthen dynamic intelligence instead of relying on “static intelligence” (that is, the ability to know information or memorize facts).
Social Thinking: (www.socialthinking.com)
Social Thinking strategies teach individuals:
How their own social minds work – why they and others react and respond the way they do;
How their behaviors affects those around them;
And from this, how behaviors are affecting their own emotions, responses to and relationships with others across different social contexts.
Recognize the different levels of their own and others’ social minds;
Navigate their behaviors for more rewarding social outcomes, which include considering how others perceive and respond to these behaviors;
Learn to adapt to the people and situations around them, across contexts, from formal (classroom) to casual settings (recess, etc.)
Zones of Regulation (www.zonesofregulation.com)
The Zones is a systematic, cognitive behavior approach used to teach self-regulation by categorizing all the different ways we feel and states of alertness we experience into four concrete zones. The Zones curriculum provides strategies to teach students to become more aware of, and independent in controlling their emotions and impulses, managing their sensory needs, and improving their ability to problem solve conflicts.
By addressing underlying deficits in emotional and sensory regulation, executive functions, and social cognition, the curriculum is designed to help move students toward independent regulation.
The Four Zones: Our Feelings & States Determine Our Zone
The Red Zone is used to describe extremely heightened states of alertness and intense emotions. A person may be elated or experiencing anger, rage, explosive behavior, devastation, or terror when in the Red Zone.
The Yellow Zone is also used to describe a heightened state of alertness and elevated emotions; however, one has some control when they are in the Yellow Zone. A person may be experiencing stress, frustration, anxiety, excitement, silliness, the wiggles, or nervousness when in the Yellow Zone.
The Green Zone is used to describe a calm state of alertness. A person may be described as happy, focused, content, or ready to learn when in the Green Zone. This is the zone where optimal learning occurs.
The Blue Zone is used to describe low states of alertness and down feelings, such as when one feels sad, tired, sick, or bored.