Program ModelThe SuperKids therapeu

Program Model
The SuperKids therapeutic model uses group
therapy with groups of approximately six children
of similar age and social communication
ability. Each leadership team has at least one
therapist with a master's degree. Leaders are
selectively paired to offer diversity of expertise.
Professional backgrounds include art therapy,
drama therapy, school counseling, and special
education.The groups meet weekly during the
school year, from September to May.

Cognitive—behavioral strategies are used
throughout the group therapy session. An
example of this would be a therapist asking a
student, "When you're frustrated/happy, what
do you say to yourself? What's your self-talk?"
Artwork solicited by the therapist often shows a
deeper level of meaning than words can deliver
because these students have communication disorders.
Usually the group is led in a brainstorming
exercise to discover ways to change self-talk
to improve feelings or make better choices vith
difficult feelings.
The specific social skills addressed at SuperKids
include compromise, graciously winning
or losing a game, conversation skills, eye
contact, voice modulation, friendship skills,
understanding nonverbal cues, awareness of
the environment, learning to identify and
express feelings, awareness of others' feelings,
and modulating intense emotions. Social skills
are "taught" by therapists who carefully watch
how children approach or do not approach each
other, intervening in a helpful, nonthreatening,
concrete manner so that the children learn
how to structure their own play time in a social
context. Each group is assessed by its own
therapist team in weekly clinical supervision to
determine which skills intervention is needed.
As each group progresses, the individual teams
of therapists make decisions on how to best
use the group therapeutic experience for their
particular students.

結果 (繁體中文) 2:

規劃模型
的SuperKids治療模型使用組
大約有六個孩子的群體治療
相似年齡和社會交往的
能力。每個領導班子至少有一個
治療師碩士學位。領導者
選擇配對，提供專業知識的多樣性。
專業背景包括藝術治療，
戲劇療法，學校心理諮詢和特殊
學歷：組在每週會面
學年，從9月到5月。

認知行為策略用於
整個集團的治療過程。在
這個例子是一個治療師問一個
學生：“當你失意/快樂，有什麼
你對自己說？什麼是你的自我對話？”
作品由治療師徵求常常表現為
意義無法用言語傳遞的更深層次的
原因，這些學生有溝通障礙。
通常情況下，組領導集思廣益
鍛煉發現方法來改變自我對話
，以改善感受或做出更好的選擇聖維特
困難的感覺。
在SuperKids解決具體的社會技能
包括妥協，慷慨地贏得
或輸掉比賽，談話技巧，眼神
接觸，聲音調製，友誼技能，
了解非語言線索，認識
環境，學習識別和
表達感情，對他人的情感意識，
並且調節強烈的情感。社交技能
是由治療師誰仔細觀看“教”
孩子如何處理或不處理每一個
其他的，在一個有益的，沒有威脅，干預
具體的方式讓孩子學會
如何構建自己的播放時間在社交
環境。每個組是由它自己的評估
治療團隊在每週臨床監督
確定哪些技巧干預是必要的。
由於各組進行，各隊
的治療師就如何以最好的決定
使用他們的小組治療經驗，
特別是學生。