Goal: To improve skills for expressing feelings
Objective(s):
1. The student will tell the truth about his feelings.
2. The student will tell the truth when questioned about his behavior.Process Steps:
1. Ask "Why should I be honest?"
2. Think of the possible consequences (positive and negative).
3. Decide how you will handle consequences.
4. Tell the truth.
5. Reward yourself.
Discuss
Definition: To be honest means to tell the truth or to be fair and straightforward. It implies a refusal to lie, steal, or deceive.
Rationale: Honesty is the basis for healthy, satisfying relationships. If you are not honest, people may not trust you. Dishonesty may also have negative social and legal consequences.
Where/When/Comments:
• Discuss politeness versus honesty; students should not be
honest just to hurt someone.
• Discuss how others may respect the student or trust the
student more in the future if he/she is honest now.
• Read the fable or tell story about "The Boy Who Cried
Wolf".
• Use two scripts about people who are not honest and give
questions to help students
understand why being honest is important and the consequences of
not being honest. (SSSB, p. 250-251)
• Read a story about a girl who always lies and what happens
when she finally tells the truth.
Also helps the student understand consequences of not being
honest. (SSSB, p. 253)
Model/Role-play with Feedback
• You tore up your homework assignment or lost your reading
book. • You broke a window playing baseball. • You
borrowed someone's bike without asking permission. • You
wrote on your desk. • You took money off your mother's
dresser. • You cheated on a test. • You were late to
class and the teacher confronts you. • You didn't make your
bed when your mother told you. • You left the house when you
were supposed to be grounded.
Application with Feedback
• Journal writing assignments: "A time I was honest . .
. ."
"A time I was dishonest and wish I hadn't been . . . . .
."
• Teacher could record a language experience story as each
class member responds to the journal statements.
• Initiate "Honesty Training". Teacher conducts
honesty check 5-10 times a day. Students identify and verbalize
what they are doing (looking out window, talking etc.). The
honesty should be reinforced with no consequences for off task
behavior. Appropriate reinforcers should be used.
• Continue honesty training at decreasing intervals and
fewer reinforcers.
• Students are presented with six situations in which people
are not honest. They are asked to choose consequences for these
people and explain why they chose them. Written review questions
are also included with exercise. (SSSB, p. 256)
• Questions for being honest; can use for discussion as well
as for an independent activity.
(SSSB, p. 254)
• Lesson is not being too honest (i.e. using tact). (SSSB,
p. 255)
• Homework note: asking for parent to confirm an example of
honesty by student.
• Watch TV shows - examples of times someone was honest,
dishonest, or polite not to hurt someone.
• Homework note to parents describing skill and asking them
to evaluate their child's use of the skill by using a suggested
role play or observing them formally. (SSSB, p. 249)
Social Skills Curriculum Guide, 1992
Special School District of St. Louis County