Social competence and creativity guide, appendix and illustrated handbook SGSCC (Serious Games for Social & Creativity Competence) project organised a dedicated workshop “Social competences & creativity as a stepping stone towards personal growth, social development and employability” on 17 December 2014 in Brussels, Belgium at VLEVA premises, focusing on the importance of social skills and creativity for people with disabilities which is fundamental to both social integration and professional self-realisation. http://games4competence.eu/ The SGSCC (Serious Games for Social & Creativity Competencies – 531134-LLP-1-2012-1-BG-KA3-KA3MP) project has been partially funded under the Lifelong Learning program. This web site reflects the views only of the author(s), and the Commission cannot be held responsible for any use which may be made of the information contained therein.

1. SOCIAL COMPETENCE AND CREATIVITY GUIDE,
APPENDIX AND ILLUSTRATED HANDBOOK
Maria Goranova
PhoenixKM

2. SOCIAL COMPETENCE AND CREATIVITY GUIDE
• Designed for professionals working with people with disabilities
• Trainers/Teachers of PwDs
• Resource tutors/ psychologists /social workers
• Parents /family of PwDs
• Concise ( 47 pages)
• Easy to understand text building the main
• Constructs in social competence and creativity

3. SOCIAL COMPETENCE AND CREATIVITY GUIDE
Contents
• What is social competence?
• Why do we need a social competence?
• How can we develop social competences and
creativity?
• Glossary
• References
• Communication skills
• Co-operating skills
• Abilities to solve interpersonal problems
• Self-esteem
• Self-control
• Assertiveness
• Creativity

4. APPENDIX 1. PRACTICES AND EXCERCISES
• 215 pages of exercises, tests and practices
• Easy to understand language
• Application of the learning theory of Problem-Based
Learning (PBL),
• Designed for people with disabilities at three levels;

5. 3 LEVELS OF DIFFICULTY
• First-level– exercises with highest difficulty, designed for beneficiaries
without any learning difficulties and the trainers themselves.
• Second level - designed for people with disabilities with basic social
skills and almost no learning difficulties.
• Third level - designed for beneficiaries with learning difficulties.

6. First-level (no flag)
• Exercises with highest difficulty, designed for beneficiaries who can
reflect on their own conditions, experience and behaviour.
• These exercises are designed for the trainers themselves.
• They support to develop social competence, to experience the effects
of the development of social competence which will contribute to
more effective organisation of the learning process and
communication with beneficiaries;

7. SECOND LEVEL
Exercises designed for
people with disabilities
with basic social skills
and no learning
difficulties (people who
do not possess a high
degree of reflection on
their own conditions,
experiences and
behaviours).

8. THIRD LEVEL
Exercises with the lowest difficulty,
designed for beneficiaries with mild
learning difficulties (who have no
reflection on their own conditions
and behaviour and experience
difficulty in achieving more complex
goals).

9. COMMUNICATION SKILLS
• Initiating of discussions on various topics;
• Listening;
• Expressing of one's own
emotions according to the context;
• Empathy;
• Acceptance;
• Trust;
• Self-disclosure;

10. CO-OPERATING
SKILLS
• Accepting another's point of view
• Recognition of the achievements and the merit of
others;
• Gratitude;
• Following rules, instructions, guidelines;
• Foreseeing and solving problems;
• Engaging with prosocial behaviours /encouraging,
sharing, relief, support, assistance.../.

11. ABILITIES TO SOLVE
INTERPERSONAL
CONFLICTS
• Defining the problem;
• Generating of possible solutions;
• Evaluation of the solutions;
• Selection of a best solution;
• Applying the solution;
• Evaluation of the results.

12. SELF - ESTEEM
• Placement of the failure in the context of the
future successes;
• Not overestimating the importance of the
failure;
• Focussing on success and linking the success
with own abilities and efforts;
• Orientation to own strengths;
• Acceptance of the negative feedback /
criticism without negative emotions and
withdrawal;

13. SELF - CONTROL • Making efforts in solving difficult
tasks;
• Resistance to temptations;
• Preliminary considering of the
responses and the behaviour;
• Regulation of the negative emotions.

14. ASSERTIVENESS • Making direct requests;
• Rejecting ungrounded demands;
• Standing up for rights and justice;
• Making a decision without
submitting to pressure from others.

15. CREATIVITY • To invent new and interesting
things.
• Making surprises.
• Doing beautiful things.

16. ILLUSTRATED HANDBOOK
• Very easy text
• Very short texts
• Many images
• Image and text exercises

17. WHAT ARE THE BENEFITS
OF BEING SOCIALLY
COMPETENT?
I will have more
friends.

18. WHAT ARE THE
BENEFITS OF BEING
SOCIALLY COMPETENT?
I will be able to do
things with others.

19. Thank you for your attention.
www.games4competence.eu