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What coping skills (and emotions) do we want to cover?

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What coping skills (and emotions) do we want to cover?

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What is minimum duration and frequency to be effective?

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What is minimum duration and frequency to be effective?

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Not only following the program, but during as well.

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Imagine you’re a superhero—what superhero name and power do you think your coworkers would assign to you?

Example: Captain Curiosity – Always asking insightful questions, they help the team see new angles and keep everyone thinking creatively.

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Where we were: 3 Pillars > Video > Coping vs. Emotions --15 mins

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Where we were: 3 Pillars > Video > Coping vs. Emotions --15 mins

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Pillars: E.N.G.

Video: Initial Concept

Coping Skills vs. Emotions

Learning vs. Self-Care?

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Briefly introduce yourself and a bit about your background and choose any of the following to answer:

What you think your personal contributions could be.

Your dream for this product?

Your vision for the curriculum to positively impact the audience?

Desired outcomes for the audience?

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Sue Describes Polyvagal Theory-- 10 mins

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Sue Describes Polyvagal Theory-- 10 mins

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Q. What do we want an average player to come away with after experiencing the whole game? --10 mins

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Q. What do we want an average player to come away with after experiencing the whole game? --10 mins

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(Self-regulation? Identify emotions?)

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Q. Who is the average player? Target Audience? --10 mins

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Q. Who is the average player? Target Audience? --10 mins

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(Currently "autistic individuals ages 13-17 with moderate support needs")

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What are the phases of the curriculum and their objectives?

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What are the phases of the curriculum and their objectives?

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(1) How many emotions can we realistically cover in the program's individual play sessions to set players up for success?

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(2) Does the complexity of emotions affect the total number we can cover, and if so, how?

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(3) How many times should each emotion be revisited across sessions? For instance, should anger be covered in three different sessions?

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(4) If an emotion is revisited, should those sessions be close together or spaced apart, and should the context vary to aid recognition in different situations?

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(5) Does the complexity of an emotion affect the frequency of its coverage across sessions?

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(6) Should each session focus on one emotion, or is it better to cover multiple emotions in some cases?

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(7) Which emotions are essential to include, and are there any we should avoid due to difficulty or sensitivity?

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(8) Are there specific plot points you’d suggest for introducing certain emotions?

For example, should a known frustration point for ASD individuals be used to introduce frustration?

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(9) How should we balance emotion training/examples between those tied to the main story and those that aren’t?

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(10) What narrative techniques or elements (e.g., character types, language brevity, fully voiced text) could engage this audience?

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(11) Conversely, are there techniques or elements that should be avoided to maintain engagement?

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Outline Curriculum Phases with Skills --90 Mins

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Outline Curriculum Phases with Skills --90 Mins