Mindfulness
While mindfulness is something we all naturally possess, it is more readily available when practiced daily. Our mindfulness curriculum directs students to engage their minds and bodies. Teaching our students to be present, calm, and aware of their surroundings offers them increased ability to understand context. They are better prepared to interact wholly with their social audiences and meet social expectations. The strength of this instruction allows them greater skills in self-regulation and interpersonal interactions. It also allows them to build strategies to present themselves as they wish and deserve to be seen.
Social Pragmatics
Social pragmatics, the strategies and tactics to negotiate daily social tasks, are complicated. They require moving beyond single sentences into the meaning and messaging conveyed through a myriad of non-verbal cues. Learning these communication skills help our students understand the "rules" to navigate the system without feeling they're missing something everyone else understands. These skills that don't come naturally to them but they can be learned. Our curriculum includes classroom-based and experiential learning, with faculty reinforcing these skills across classes and social events. Students learn to use language for different purposes, such as greeting or requesting. They learn to read situations and adjust accordingly, and develop methods for active listening, conversation, and more.
Study Skills
Study Skills is a required course taught to all students and is designed with curriculum and content based on age and needs. The goal for each student is to develop strategies for executive function, a “toolbox” that will help them to minimize stress while achieving academic success. The course strengthens a multitude of academic study and support skills across the full range of content areas. Topics include time management, scheduling & prioritization, active listening, reading, test preparation, study habit strategies, and note-taking. Students work on breaking down larger assignments into manageable steps and developing techniques such as “planning backward.”
