Joely Ramos

Dr. Kensinger
LEI 3723L RVC
29 November 2015
Journal #2: Modules 5-7
This second half of modules we have reviewed in this social skills lab have been very
insightful. Since I am not considered to have any diagnosed disabilities, I tend to overlook
certain topics and issues that would definitely arise if I was considered to have a disability. I
have learned so much from simply reading more about commonplace practices and values like
social etiquette, friendship, and hidden curriculums. My vocabulary and perception about the
everyday things I take for granted has changed from the lessons Ive learned these past few
weeks. In this journal, I will summarize the lessons from each module and how theyve impacted
the way I view my future as a recreational therapist.
In module 5, I became aware of the different components involved in relationships, social
etiquette that should always be implemented, and watched a video on peoples ego states and
basic transactions with others. According to the Merriam-Webster Dictionary, a relationship is
defined as the way in which two or more people, groups, countries, etc., talk to behave toward,
and deal with each other. Basically, relationships can be the interaction between any two or
more people. They can be hierarchical, such as a teacher to a student, or equal, like a boyfriend
and girlfriend relationship. The same type of hierarchical relationship between two different
pairs of people can be completely different because there are a lot of factors that influence our
relationships. Our personality types, experiences, expectations, and so much more play roles into
how we form relationships regardless of our abilities or disabilities. In a YouTube video
suggested in this module called Transactional Analysis 1: ego states & basic transactions, there
was a more in-depth explanation of our diverse responses in different situations. We tend to
respond to circumstances and people either like a parent, adult, or child. As a parent, we are

Joely Ramos
Dr. Kensinger
LEI 3723L RVC
29 November 2015
nurturing and care more about the well-being of our partner, but we can also be very controlling.
When we respond or react like an adult, we are more open-minded and tend to think about more
factors, both external and internal, leaving room for assumptions past just the one that we have
made. Finally, when we reply or think like a child we usually want to be free and receive
immediate pleasure, but are also adapted to what we shouldnt do because of the consequences
that weve experienced. The outcomes we experience vary depending on how we take on the
limitless circumstances we face and in which state we respond or act. Social etiquette arises and
is improved in people with social disabilities from being exposed to many experiences. Strategies
in recreational therapy like role playing and outings help develop these important skills and
manners, so that people with disabilities know which state to act in depending on the situation
they are in. Overall, many times because we have social skills conquered and it is routine in our
mind, we forget that those with social impairments need to learn and actively practice skills that
are supposed to come naturally. It is good to know the basics of relationships and social etiquette
in order to advance those with social disabilities to live normal social lives.
The sixth module moved into using specific techniques in order to pick up on certain
areas that people may need to intentionally rehearse and increase exposure to in order to improve
their social health. In a very informative file named Last One PickedFirst One Picked On by
Richard Lavoie, I learned about using hidden curriculum, social autopsies, and much more.
Hidden curriculums are present in everyones life but placing them purposely into a childs
everyday activities can be useful in many ways. These hidden curriculums are lessons taught to
people indirectly, such as learning or picking up on a way of thinking because of experiences,
social norms, and repetitive behaviors that are seen in school. For example, a child that attends a
class where wearing sunglasses seems to be the coolest new thing, may change their attitude to

Joely Ramos
Dr. Kensinger
LEI 3723L RVC
29 November 2015
thinking if someone else doesnt have sunglasses they are uncool because that is what their
environment has taught them in hidden curriculum. However, when paid attention to, this device
can be used to help individual form new positive attitudes, social practices, and mindsets.
Furthermore, there is the tactic called social autopsy, which involves adults watching how a
person interacts socially and what they may be doing wrong, but then providing an alternative
form of interacting that will improve their socialness. This was a big theme found also in the
YouTube video Social Skills Training for Adolescents and Young Adults with Autism
Spectrum Disorders. In this video a professional was talking about an extensive research
experiment where teens with autism spectrum disorders were presented and taught how to use a
number of socials skills. First, they needed to know why they werent always accepted, what
NOT to do, and how to normalize their reactions to different situations. For instance, the video
gave an example of teens being pressured into doing an activity they knew was wrong. Most
children with disorders know the activity is wrong and will blatantly tell their friends no, but
this would be considered a social outlier. This does not mean they have to become involved, but
the speaker provided other ways of denying the peer pressuring such as suggested a cooler
activity instead, like skateboarding, that is both fun and acceptable. The end of the video
revealed that using social autopsies that provide detailed options on how to respond and react in
typical teenage situations was very significant in helping those youth with autism spectrum
disorder increase how often they with friends. Without a doubt, this module helped me learn
hands on ways to support those who want to better their social lives, from the little kids to even
youth.
Module 7, the second to last module of this semester, was very interesting in the way it
educated us about friendship and the use of social stories in order to strengthen them. The idea of

Joely Ramos
Dr. Kensinger
LEI 3723L RVC
29 November 2015
social stories or social articles, were created by Carol Gray in order to progress the social skills
of people with autism spectrum disorder. Social stories are actual written or visual stories that
contain 10 criteria and are easily understood by the audience in order to teach them some social
skill. We were given a social story to watch where the visuals and word choice was very simple
and gave an example of good and bad things done in a friendship. I like how the video used
reinforcing words like I am a good friend because instead of a bad friend does this or that.
Along with the videos on social stories, there were some articles about friendship and whether or
not the same mindset that was studied about friendship a decade ago is the same mindset in
todays age. In the Cenage article, the author mentioned how from the ages of 4 to 7 friendship is
merely seen as someone to have fun with and play with often, from the ages of 8 to 10 friendship
is mutual trust and assistance, but from the ages of 11 and on friendship becomes a more
intimate and devoted concept. The Friendship Quality and Social Development article would
agree that the higher the social activity in a friendship is the more high-quality and cherished a
child views their friendship. In Leisure Experiences of Young Adults with Developmental
Disabilities: A Case Study the idea of how friendship and leisure are tied together came to play.
Many people with disabilities tend to do leisure activities by themselves because they do not
know how to effectively communicate with others until taught. This case study challenged that
idea and referred to how many people describe their happiness usually in surrounding moments
with people they love, such as family and friends. It talked about the idea of reciprocity, how the
best friends are usually the ones that not only receive from the friendship but also give, and how
this idea is what makes socializing one of the most common leisure activities. Bowling, talking
on the phone, going hiking, and other recreational activities would not be seen as leisure to many
people personally unless experienced with others. This module made clear to me the idea of

Joely Ramos
Dr. Kensinger
LEI 3723L RVC
29 November 2015
friendship being more than just a desire, but a need as humans to be understood and to show love
as we do what we love.
In conclusion, this second half of the semester has taught me a lot as I read through and
examined modules 5-7. I learned more about how basic things are important things that dont
always come easy to everyone, even though everyone needs them. Everything can be learned and
although there are an infinite amount of situations that can arise, having a common idea of what
is expected in some scenarios can really increase the social development of people with autism
and other social impairments. Topics ranging from etiquette to several hands on methods were
discussed and presented. All in all, Ive truly think my mind has opened to many new ideas that
will help me be a more compassionate recreational therapist and look into the small details that
make big differences in the lives of those I desire to serve.