Can the key elements of this skill be appropriately depicted and connected in a social narrative?
Social narratives are likely to be very important as you address this topic. They might be used to help the student connect the key details in a situation to recognize what is happening and why it is happening (i.e. to support accurate recognition of bullying attempts; “friend” versus manipulative or teasing “foe”). Social narratives may identify what to do and say when confronted with a bully, and why such a response is the “best” response. They might help the student to recognize why it is so important to tell a trusted adult when bullying events occur. They can serve to explain why some people bully (not to make excuses for the bully’s behavior, but to explain their motives), and they can be used to emphasize that it is NEVER the victim’s fault.
Based on the student’s needs and interests, and based on the targeted skill and related concepts, what type of social narrative should you develop – a situational story, coping comic, thought story, and/or coping card?
A situational story such as the example below can be used to explain why some people bully, and to emphasize that it is NEVER the victim’s fault:
"Responding To and Coping with Bullying - Social Narrative - Situational Story"
You might use a coping comic to emphasize how bullying makes the victim feel, and that he should seek help from a trusted adult when bullying occurs:
How can you visually or thematically incorporate the student’s interests and preferences into this social narrative to increase motivation and engagement?
When appropriate, consider using a highly regarded real or fictional character in the social narrative who can endorse an appropriate response or coping strategy.
What additional visual clarity cues (e.g. images, bolding, highlighting) might you add to the social narrative to support comprehension and to promote attention to key details?
Can you design the narrative so that it might not only be used in practice settings, but also reviewed independently by the student in generalized settings?
Many narratives make for great visual cues for continued use in natural settings. It may be best to work with a student to schedule times to review the narrative. This can be greatly beneficial if the student identifies specific times when he fears being bullied, such as in a busy cafeteria. In this case, you would have the student review his situational story or coping comic each day prior to going to lunch.
In order to align this intervention topic area with the unique needs of the student, do you need to create a social narrative in the View2do program?