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TUS – Social Skills Trainer Level I and II

Categories:Education, Psychology
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About the course

Social Skills Training (SST) is a systematic and empirically grounded educational method aimed at developing participants' interpersonal, communication, and emotional skills. It is a structured learning process based on the principles of social psychology, pedagogy, and social learning theory, focused on developing adaptive patterns of social behavior.

The basic assumption of this methodology is the belief that social skills are acquired through systematic learning and can be effectively developed through appropriate educational interventions. The program covers a wide range of social skills, including verbal and nonverbal communication, assertiveness, cooperation, conflict resolution, emotion regulation, and building positive interpersonal relationships.

This approach is distinguished by its structured organization of the learning process, use of experiential techniques, systematic reinforcement of acquired skills, and comprehensive evaluation of participants' progress in controlled and natural conditions.

Upon completion of the program, participants receive a personalized certificate and a descriptive supplement documenting the program's subject matter, learning outcomes achieved, and the number of hours of independent study completed by the participant. The supplement is prepared in accordance with European standards for the description of learning outcomes and contains information used in ECTS credit recognition procedures.

 

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What will you learn?

  • The TUS Trainer Course is an innovative and comprehensive training program that prepares participants to professionally conduct social skills training classes. In light of the growing demands of the modern world in terms of interpersonal skills, this program responds to the need to educate qualified specialists capable of effectively developing social skills in a variety of professional and educational contexts.

Course content

Module I Conceptualization of social skills training – level I
Social Skills Training (SST) is a comprehensive educational methodology that involves a systematic and multifaceted approach to developing an individual's interpersonal skills in the context of contemporary social and communication challenges. This methodology focuses on developing the ability to function effectively in complex and dynamically changing social contexts through structured learning processes, practical application of acquired skills, and their systematic evaluation and improvement. The TUS program covers the multifaceted and interdisciplinary development of social competencies, including advanced interpersonal communication techniques, methods of constructive conflict resolution, assertiveness training, the development of emotional regulation skills, and the building and maintenance of constructive relationships in diverse social environments. This methodology is based on empirically proven principles of social psychology, cognitive-behavioral psychology, and neuropsychology, which enables participants to systematically and scientifically improve the skills necessary in various life, educational, and professional contexts. The fundamental goal of TUS is to equip participants with adaptive and flexible social strategies that support effective functioning in interpersonal relationships and enable them to effectively cope with communication challenges in diverse social environments. This process not only promotes the development of self-awareness and a deep understanding of social dynamics, but also shapes metacognitive skills, which translates into a significant improvement in the quality of interactions, the achievement of communication goals, and the building of satisfying relationships in various social, educational, and professional environments. The TUS methodology is characterized by the innovative integration of theory with intensive practice, enabling participants not only to learn the theoretical foundations of social functioning and interpersonal communication mechanisms, but also to systematically develop specific skills through a variety of practical exercises, simulations of social situations, role-playing techniques, and comprehensive evaluation of progress in controlled and safe educational conditions. The program also takes into account individual differences in learning styles and the specific needs of participants, ensuring a personalized approach to the development of social competencies.

  • Basic methodological assumptions
  • The importance of social skills in personal development
  • Stages of social skills development in children and adolescents
  • Neurobiological mechanisms of social competence development
  • The origins and evolution of the TUS methodology
  • Theoretical foundations of the TUS methodology
  • Individual and group goals
  • Research methodologies at TUS
  • Classification of disorders and indications for TUS – when to use TUS, contraindications, comorbidity
  • Interdisciplinary cooperation – working with psychiatrists, educators, and parents
  • Legal and ethical framework for work – consent, confidentiality, limits of competence, child protection
  • Measurement and evaluation of effectiveness – tools – add them because they are not done yet.
  • Task – case study
    12:00 a.m.
  • Recommended reading
  • Assess the truthfulness of the following statements by selecting True or False.
  • Printable material

Module II Professional competencies of a TUS specialist in working with children and young people
The role and competences of a social skills educator working with children and young people encompass a comprehensive range of professional responsibilities and specialist qualifications necessary to effectively conduct developmental interventions. Functioning in this role requires both theoretical knowledge of developmental psychology and practical interpersonal skills enabling the establishment of therapeutic relationships with young people. Communication skills are the foundation of effective work as a TUS educator, including proficiency in verbal and nonverbal communication adapted to the developmental specifics of children and young people. The ability to listen actively, respond empathetically, and provide constructive feedback determines the quality of the educational process and the depth of behavioral changes achieved. Methodological flexibility and resistance to occupational stress are key elements of the TUS trainer's competency profile. Working with young people is highly dynamic and unpredictable, which requires the specialist to be able to quickly adapt intervention strategies and maintain emotional stability in difficult situations. Methods of developing professional competencies include both formal educational paths and professional self-development practices. Continuous improvement of skills through supervision, participation in specialist training, and reflective analysis of one's own practice is an integral part of professional functioning in the role of a social skills educator. The context of working with children and young people requires special consideration of the ethical and legal aspects related to the protection of the welfare of minors participating in TUS programs.

Module III Recognizing difficulties in TUS in children and adolescents
The issue of recognizing difficulties in social training for children and young people is a fundamental area of professional competence for TUS educators, focused on understanding the theoretical foundations and practical aspects of identifying developmental challenges in the sphere of social and emotional functioning. The issue involves a systematic analysis of the multidimensional barriers that participants may encounter during structured social skills development programs, as well as the development of evidence-based intervention strategies tailored to individual developmental needs profiles. The main objective of this issue is to prepare educators to professionally recognize and comprehensively evaluate situations in which the acquisition of social-emotional competencies encounters developmental or environmental obstacles, which forms the basis for formulating educational goals and designing individualized support strategies. These strategies should take into account the holistic needs of children and young people in various contexts—educational, family, and social—considering the multifaceted nature of social development, the quality of peer relationships, and communication skills. The systematic implementation of knowledge and skills in the area of recognizing difficulties enables TUS educators to effectively support the social and emotional development of young people by facilitating adaptation processes, strengthening psychological resilience, and optimizing interpersonal functioning in the natural living environments of participants in social and emotional learning programs.

Module IV Methodology of organizing social skills training for children and adolescents
Planning and conducting social skills training for children and young people requires the use of structured methodological principles that combine knowledge of social development with the practical requirements of group work. This includes consciously constructing lesson objectives, selecting content, methods, and forms of activity, as well as creating a meeting structure tailored to the age, cognitive, emotional, and social abilities of the participants. The training work uses techniques such as behavior modeling, role-playing, working with feedback, implementation exercises, and various forms of interactive learning that promote the gradual acquisition and strengthening of social skills. It is important to base the process on observation of behavior in the group, information from caregivers, and analysis of participants' functioning in their natural environment, so that the scope of the exercises corresponds to real developmental needs. The methodical approach also assumes predictability of structure, consistency in the selection of methods, gradation of difficulty, and flexible response to the dynamics of group work. An important element is cooperation with the family and the educational environment, because consolidating new skills requires reinforcing them outside of class. This understanding of the organization of social skills training allows for consistent, purposeful, and knowledge-based interventions that support the social development of children and young people, while maintaining the educational and developmental nature of this type of work.

Level II – Advanced TUS Techniques
Advanced social skills training techniques for children and adolescents constitute the second stage of a comprehensive educational program that focuses on the systematic development of interpersonal skills through the use of diverse, empirically validated methods and evidence-based interventions. This program is designed not only to continue developing the communication and relational skills essential for effective functioning in a complex social environment, but also to significantly enrich the repertoire of social skills that are key in both everyday interpersonal interactions and demanding educational and professional contexts. As part of this advanced training program, through the use of innovative training techniques rooted in developmental and social psychology theories, children and young people acquire the skills necessary to effectively cope with complex interpersonal relationships, constructively resolve conflicts in a manner that respects the needs of all parties, effective leadership based on democratic principles, and fruitful teamwork in diverse social contexts. This enables participants not only to develop the adaptive skills necessary in a dynamically changing society, but also to build the foundations for long-term satisfaction in interpersonal relationships and success in professional life.

The specifics of working on social skills development
Work in the field of social skills development is fundamentally different from traditional academic education, where the key medium of learning is not the transmission of theoretical knowledge through lectures or reading, but experiential learning through direct, authentic social interactions in a safe, supportive training environment. The trainer functions not as an expert imparting information, but as a facilitator creating the structural and relational conditions that enable participants to experiment with new behavioral patterns, receive immediate, specific feedback on the effectiveness of their behaviors, and gradually internalize interpersonal competencies through repeated cycles of performance-feedback-modification cycle characteristic of learning complex motor and social skills. This specificity also implies the fundamental role of group dynamics as a therapeutic tool, where the group of participants is not only the context for learning, but also an active therapeutic agent providing diverse interaction partners, modeling effective and ineffective communication strategies, mutual emotional support reducing anxiety and shame associated with revealing interpersonal difficulties, as well as a naturalistic environment for generalizing acquired skills through practice with a variety of people in unpredictable social situations beyond controlled, predictable structured exercises, which maximizes the transfer of learning to real-life contexts where the trainer is not present to provide external feedback and support.

Course completion – Certification

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