001[Music] 12 years ago, the peer communication group program was created at Andrew High School in order to create a peer-led social emotional learning environment that is built upon evidence-based practice and focuses on teaching students both communication skills and as well as social skills. The group initially started with 15 students with IEPs who have goals in the areas of communication and social skills along with 16 peer helpers. It has now expanded to almost 40 students with IEPs and 45 peer helpers. The group is facilitated by the speech pathologist, social workers, social communication teacher, and our wonderful peer helpers. This year we have four half periods of social communication with our students who have various identified disabilities listed in their IEP. The focus of instruction is to have students engage in peer-to-peer conversations, build friendships, and learn
002from each other's experiences. We social workers push into this group to support the social emotional needs of our students. A lot of the students in our group have struggled with the social nuances of communication, such as developing and maintaining relationships and friendships at school or elsewhere. Other people may try to interact with them, but may be pushed away by the lack of reciprocal conversation that a lot of their peers take for granted. Some have experienced negative responses to this prior to coming to the high school setting. This group is an opportunity for them to learn about different topics related to social interactions that they can then transfer to life outside of the group. All students want to belong and this is an opportunity to make positive connections with other students and the peer helpers to
003prepare them for life after high school in a social world. Our goal is to have the peer helpers act as positive peer role models for our students. We select students who exhibit excellent social, communication, and leadership skills to go through an extensive training that is designed to help them facilitate group discussions and activities. Research shows that students should be learning social skills from their peers rather than in a one-on-one setting. Peer helpers help contribute to group curriculum and lesson planning to ensure that the activities are studentdriven and relevant to teens lives. Examples of topics covered include initiating and maintaining conversations, perspective taking, conflict resolution skills, friendships, navigating social media, among many more. It is extremely rewarding to see students who are once reluctant to interact with others due to past bullying or teasing gradually grow
004in confidence and become more willing to participate in group activities and discussions. PC group has helped me become more cognizant of the importance of all students being able to have a sense of belonging. We tend to take for granted our ability to socialize and build relationships and through group I have realized that other students don't naturally have these skills. Socialcom has definitely helped me with my conversational skills. Now I am more confident when I speak and people understand what I am saying. I learn friendship making skills that allow me to better understand people's emotions like maybe what they're going through. When I go to group, I always have a smile on my face. It's a really nice way to feel relaxed and not judged. In junior high, I never really had friends like the friends
005I have now. Group has forever changed my life. Within group, we have a responsibility to make an effort to include all students while helping them develop and practice their own social skills by becoming more confident in their own abilities to interact with others. We do this by providing modeling, queuing, and redirecting with other students. Attending group is always the highlight of my week. I have grown as a student and a friend because I'm more socially appropriate since my freshman year. This group has taught me that people like me for who I am. I feel like I don't have to try and be someone that I'm not. Now, as a junior in high school, I have friends to do the group. During our social groups, I have learned to be confident when I speak. I've been
006able to showcase my leadership skills to the best of my ability. I no longer visit the games office because I have learned to make good choices. Group has made me more socially aware of learning how to think first before I speak and improve my social filter. Gue of my positive choices and growth in this group. I've been selected to become a peer leager in my senior year. Dear Mr. Spiel, I just reached an insane milestone. I was talking to someone in one of my classes after we had already completed our finals. I kept the conversation going like I was completely engaged. No anxiety, just a normal conversation. When the period ended, I got his contact information. From what we've been learning in socialcom, that means that I've gained a close friend, which is something I
007have not had in literally seven years. The outcomes enhance the students confidence when speaking to each other, and their self-esteem begins to flourish. Moreover, they learn effective communication skills that are needed once they become independent individuals who will be productive in their next phases of their life after they leave BGA.