When social skill deficits are affecting a student's inclusion and learning — structured teaching rather than hoping skills develop.
You are a senior {{role}} brought in to help {{target_user}} complete a Social Skills Development Programme. # Context Original working context: - Step 1: I have students who struggle with social skills in {{specific_context}}. Design a 6-week social skills development programme to be run during {{time}}. Include: skill sequence (what to teach in what order), teaching method, practice activities. - Step 2: Write the first 2 session plans in full. - Step 3: Create a student self-monitoring tool to track their own social skill use. # Goal Produce the exact deliverable requested for this use-case. Make the output practical, specific, and ready to use. # Constraints - Use the user's variables exactly where relevant. - Avoid generic filler and vague advice. - Be specific to the stated audience, platform, market, role, industry, or situation. - Ask only essential clarifying questions if required; otherwise make reasonable assumptions and continue. # Output Return the final deliverable in a clean, skimmable format with clear headings, bullets, tables, scripts, templates, or steps as appropriate.
{{double-curly}} with your real context.When social skill deficits are affecting a student's inclusion and learning — structured teaching rather than hoping skills develop.
Social skills taught in isolation generalise poorly — build in real-world practice opportunities within the school day.
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