Goal: To improve skills for expressing feelings
1. The student will be able to identify boredom.
2. The student will be able to plan and implement an appropriate activity to relieve boredom.
1. Decide if you are feeling bored.
2. Think of things you like to do.
3. Decide on one thing to do.
4. Do it.
5. Say to yourself, "Good for me. I chose something to do." (McGinniss and Goldstein, 1980 p. 154)
Definition: Students generate a list of what boredom is to them.
Rationale: When you are able to identify boredom you are able to make changes in your situation.
Discuss how to recognize signs of boredom (i.e. you don't know what to do; you feel jittery inside). (McGinnis and Goldstein, 1980 p. 154)
Students should generate and discuss personal lists of acceptable activities. (McGinnis and Goldstein, 1980 p. 154)
Have students talk about reasons they dislike certain activities. Discuss if these are activities that must be done. How they can make these activities more pleasant .
Model/Role-play with Feedback
There are no playground games you are interested in.
It's Saturday and no one is around.
You and your friends can't think of anything to do.
You have completed your assignments early.
You are grounded.
You are at a family gathering and there is no one your age.
You have a long homework assignment.
The TV/VCR is broken.
You spent all your allowance, and can't afford to go to the mall.
Application with Feedback
Homework: Ask students to try to make an activity they dislike more pleasant and to notice if their reactions to the activity change.
Students keep a log of activities they choose to do during earned free time.
Storywriting idea "A Day When Nothing Happens".
Home note: Parents sign a log student keeps of how unstructured time is spent at home.
Journal writing stimulus: "I was bored (when) (where). This is what I did . . . . "
Social Skills Curriculum Guide, 1992
Special School District of St. Louis County