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What Specific Skills

Are Taught In ALAS

Resilience Builder?

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Social and school competence requires
students to have four types
of personal asset skillsi



1. Self-Control Skills taught in ALAS Resilience Builder© include:
  • Impulse control skills.
  • Regulation of anger and aggression.
  • Social self-monitoring.
2. Social Problem Solving Skills taught in ALAS Resilience Builder© include:
  • Defining and recognizing when problems begin.
  • Understanding other's point of view and feelings.
  • Identifying and clarifying the real problem.
  • Identifying relevant variables of the situation.
  • Setting clear, realistic and win-win goals.
  • Managing both short and long term goals.
  • Connecting cause and effect.
  • Generating alternative solutions to the conflict.
  • Predicting consequences.
  • Evaluating pros and cons of alternative solutions.
  • Anticipating pitfalls in carrying out a particular solution.

3. Positive Attitude Skills taught in ALAS Resilience Builder© include:
  • Persistence skills.
  • Optimism skills.
  • Personal responsibility skills.
  • Skills for effectively handling failure.

4. Assertive Skills taught in ALAS Resilience Builder© include:
  • Dealing with positive and negative feedback. Giving and receiving praise and complaints. Effectively responding to justified criticism and feedback. Disagreeing to unjustified or exaggerated criticism without alienating others.
  • Disagreeing. Expressing disagreement to an opinion or idea without angering others. Opposing a proposed plan without alienating others. Disagreeing assertively with an authority figure or parent. Handling others' disagreement to themselves.
  • Learning how to say no. Refusing a request, reasonable or unreasonable, to both peers and adults. Making their position clearly known without offending or losing face. Saying no to someone who requests a favor they do not wish to grant, both peers and adults. Saying no to negative peer pressure without making excuses or being apologetic.
  • Asking for help. Asking for help, from peers, parents, teachers and other adults. Asking for emotional support. Anticipating when they might need help to begin a task or initially face a problem. When appropriate, attempting to solve the problem before asking for help.
  • Negotiating. Identifying and stating the other's point of view and feelings. Negotiating without creating anger or being angry. Identifying areas of compromise. Negotiating with peers. Negotiating with parents and other adults.
  • Making requests. Verbalizing a request rather than making a demand. Using eye contact when making a request. Stating why a request is being made. Justifying why a request should be granted. Acknowledging the other's point of view. Handling denial of a request. Showing appreciation when a request is granted.

The techniques for learning the above positive attitudes skills have been updated in ALAS Resilience Builde based on new understanding and new knowledge since the initial studies of ALAS Resilience Builder were conducted. Strategies that teach positive attitude skills in the ALAS Resilience Builder curriculum are taken from research in neuroscience and neuropsychology as well as from the literature on personal development and business leadership.


iLarson, Katherine. (1998). :Conflict Resolution Through Social Skills Training for Youth With Learning Disabilities" in The Fourth R: National Institute for Dispute Resolution (vol 81).

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