THE MIND READERS
Exercises and material
With the training program THE MIND READERS you support deaf and hard of hearing children and young people in their development of Theory of Mind.
The training program comprises 9 modules focusing on Theory of Mind and the additional module “Language” on the associated linguistic competence. In each module, you find several exercises with material in spoken/written and sign language. You can choose the exercises which best fit your students’ needs, age and interests.
In the toolbox, you can find information about deaf and hard of hearing children’s development in Theory of Mind as well as instructions and important hints on how to promote it by the MIND READERS.
In the manual, these instructions and hints are summarized again for downloading.
The checklist gives you an overview of the learning objectives of each module and helps to assess the students’ competences. Start with the module that meets the needs of your students.
Recognition of Emotions
Overall learning objective
The students recognize and name emotions on the basis of expressive cues.
| The students are able to: | Beginners | Advanced |
|---|---|---|
| show basic emotions with their facial expression and their gesture and recognize basic emotions in the facial expression and gestures of other people. | 1.1
|
1.2 |
| name basic emotions in relation to different situations. | 1.7 | 1.8 |
Hints
In Module 1, the recognition and naming of feelings as well as differentiation among feelings is practiced and the use of corresponding vocabulary in spoken and/or sign language is developed.
- 1.1 and 1.7 are introductory exercises which should be carried out by all. The other exercises serve to deepen the knowledge.
- You will need the material 1.1 (emotion cards) for each students in different modules. It is worth printing this out on strong paper or laminating it if necessary. You can choose between the colored and the black and white version of it.
- Some deaf and hard of hearing students will need time to build up the vocabulary. You can therefore continue to do exercises from this module in parallel with other modules or repeat them in between. In the Module “Language” you will also find further in-depth exercises on this.
External Causes
Overall learning objective
The students identify external causes as reason for emotions.
| The students are able to: | beginners | advanced |
|---|---|---|
| recognize and name emotions of other people caused by a specific situation. | 2.1 | 2.3 |
Hints
In Module 2, the students learn that external circumstances can trigger feelings. The exercises provide you with an excellent opportunity to help students talking about causes and effects.
- You can decide for yourself whether you want to introduce the topic with exercise 2.1 or 2.2.
Reminder
Overall learning objective
The students understand that memories of past experiences affect emotions.
| The students are able to: |
beginners | advanced |
|---|---|---|
| understand that elements of a present situation (e.g. looking at photos or a specific smell) can serve as reminders for former experiences/situations. | 3.1
|
3.3 |
| remember and name emotions that they experienced in former situations and understand that memories of past experiences can cause the same emotions in the present situation. | 3.2 | |
| understand that the intensity of an emotion linked to a former situation can decrease with time. | 3.5 | |
Hints
Module 3 is used to understand that memories can also trigger feelings.
- 3.1, 3.2 and 3.3 are introductory exercises which should be carried out step by step by all. The other exercises serve to deepen the understanding.
- Some deaf and hard of hearing students may find it difficult to remember past events and to verbalize them. In this case, it can be useful to first promote the understanding of time and to support it with the help of own diaries and time rays.
Desires
Overall learning objective
The students know that people’s emotional reactions depend on their desires and understand that two people may feel a different emotion about the same situation because they have different desires.
| The students are able to: | beginners | advanced |
|---|---|---|
| express their own desire and understand that people have different desires. | 4.1 | 4.3 |
| understand that desires can cause emotions and that two people may feel a different emotion about the same situation because they have different desires. | 4.4 | 4.6 |
| understand that people’s desires can guide their actions. | 4.5 |
Hints
In Module 4, the students first learn to recognize and name their own desires and to understand that people can have different desires. Building on this, the students learn that the fulfilment or non-fulfilment of wishes can trigger feelings and reactions of people.
- You can decide whether to start with exercise 4.1 or 4.2.
- The exercises 4.4 and 4.5 are linked to the same story so they should be completed one after the other.
- Some deaf and hard of hearing students find it very difficult to formulate their own wishes. You should then take enough time for this and incorporate it into the students’ daily routine.
- Take enough time to introduce the concept of thought bubbles. They are a didactical tool which helps to represent the content of inner worlds. This tool will be used also in the next Modules.
- The students should have achieved the learning objectives of Module 4 before they start Module 5.
Beliefs
Overall learning objective
The students know that person´s beliefs, whether false or true, will determine his or her reaction and/or emotional response to a situation.
| The students are able to: | beginners | advanced |
|---|---|---|
| understand, that people can have different beliefs. | 5.1
|
5.3 |
| understand, that people can have different access to knowledge. | 5.2 | |
| understand, that people can have false beliefs, because of their previous knowledge and information that is accessible to them. | 5.4 | 5.5 |
| understand that a person’s belief (false or true) will determine his or her reaction and/or emotional response to a situation. | 5.6 | 5.7 |
Hints
Module 5 promotes several developmental steps that build on each other, one after the other: First, students need to understand that people’s beliefs can differ. In a second step, they realize that this is because people can have different access to information. In a third step, they learn that people can also have false beliefs.
- The goals of Module 4 should be achieved before starting this Module.
- 5.1, 5.2, 5.4, 5.6 are introductory exercises and build on each other. The other exercises serve to deepen the knowledge.
- Allow sufficient time for this module. Understanding false beliefs is an important milestone in the development of Theory of Mind competences. Along with this module, it is recommended that you use suitable games and (picture) books (see Toolbox) for a better understanding of false belief attribution among children.
Hiding Emotions
Overall learning objective
The students know that there can be a discrepancy between emotions felt on the inside and emotions shown on the outside and that people can hide their inner feelings on purpose.
| The students are able to: | beginners | Advanced |
|---|---|---|
| understand that there can be a discrepancy between emotions felt on the inside and emotions shown on the outside and understand that people can hide their feelings. | 6.1 | 6.2 |
| put on different outward expressions to hide the actual felt emotion for different purposes and reasons and that in some situations it is good to “clear the air” and in other situation it is good to hide the emotions. | 6.3 | 6.4 |
| realize that people can hide not only their emotions but their thoughts and beliefs by showing a behavior that is different from their inner state. |
|
|
Hints
In Module 6, students realize that people can hide their feelings.
- It is particularly helpful to visualize hidden feelings using the concept of masks. Therefore, you should start with exercise 6.1 or 6.2 to introduce the topic.
Regulation of Emotions
Overall learning objectives
The students know that listening to their own emotions can help them navigate through life. However, if emotions have a negative impact on themselves or on others, it is helpful to control their own emotions. They know that they can regulate their own emotions by different strategies.
| The students are able to: | Beginners | Advanced |
|---|---|---|
| understand that it is important to recognise their own emotions and that emotions can sometimes trigger actions that can have negative impact on themselves and others. | 7.1
|
7.4
|
| understand that it is important to control negative emotions in order to reduce the negative impact of them towards themselves and others. | 7.2 | |
| acknowledge strategies to control emotions and can judge which are more effective. | 7.3 |
Hints
In Module 7, students learn different strategies to deal with their own feelings.
- 7.1 and 7.2 serve as an introduction.
- In the other exercises, different strategies are explained and trained one after the other. You can choose the strategies or exercises that you think are best suited to the age and developmental level of the students.
Mixed Emotions
Overall learning objective
The students know that a person may have mixed / multiple or even contradictory emotional responses in a given situation.
| The students are able to: | Beginners | Advanced |
|---|---|---|
| distinguish and name two emotions that can co-occur in one situation and simultaneously felt by one person (multiple/mixed emotions). | 8.1 | 8.2 |
| recognize that some of these multiple/mixed emotions can be contradictory. | 8.3 | 8.4 |
Hints
Module 8 teaches that people can have several feelings at the same time.
- To introduce the topic, you should start with either 8.1 or 8.2, as this visualizes the concept of multiple feelings being felt at the same time.
Morality
Overall learning objective
The students understand that negative feelings ensue from a morally reprehensible action and that positive feelings ensue from a morally praiseworthy action.
| The students are able to: | beginners | Advanced |
|---|---|---|
| understand the concept of normative rules. | 9.1 |
|
| understand the concept of moral and apply some basic moral principles and understand that behavior which is morally reprehensible can evoke negative feelings and that positive feelings arise due to morally praiseworthy actions. | 9.2 | 9.4
|
| apply advanced moral principles and understand moral reasoning, moral judgment, and emotion attribution. | 9.3 | |
| recognize moral dilemmas, realize that in these situations there are different options for action, assess a social situation, by taking into account the others’ intentions and emotions. | 9.6 |
|
Hints
In Module 9, students reflect on the influence of moral values on their own and other people’s feelings.
- 9.1 introduces the concept of morality and should be done at the beginning. For students who already have this concept, this exercise can be omitted.
Language
Overall learning objective
The students master different words/signs for emotions and mental states and can produce complex sentences with verbs of saying, thinking and wishing.
| The students are able to: | Beginners | advanced |
|---|---|---|
| use a broad vocabulary of different words and/or signs to describe inner states and feelings. | L.1 | L.2 L.3 |
| master complex sentences with verbs for saying, thinking and wishing | L.4_BSL | L.5_BSL |
Hints
In Module Language, you will find in-depth exercises for vocabulary on feelings and mental concepts as well as exercises on complex sentences with verbs of saying, thinking and wishing. The Module contains exercises in English as well as in British Sign Language.
You can do these exercises in the course of the training to consolidate the language competences and to reflect on them with the students.
- You can do the exercises L.1, L.2, L.3 at any time parallel to all Modules.
- You should only start with L.4 and L.5 after Module 3.
Total Page Visits: 3784 - Today Page Visits: 4