Teenage Drama

&
Social Skills

What is drama and how can it be resolved?

By: Claudia López & Jazmin Hernandez
 “Human Knot Game”
Ice-Breaker ➢ Team building and communication
➢ Problem solving
➢ Ice-breaker to get to know others better
 Drama

What is Drama?
Is it Conflict, is it Bullying, is it Aggression?

Drama is characterized by conflict, gossip, he

said/she said, and heightened emotions. "Drama"
is really just a shortcut for saying that our
students lack social and emotional skills. (Allen, 2012).
 Examples
of
Teenage Drama
As educators working with teenagers, some of these statements
may sound familiar to you...
➢ “Did you hear what she
said about…”
➢ “I can’t believe he…”
➢ “She’s such a…”
➢ “Did you see the way she
looked at…”
➢ “Wow, just look at her
snapchat and instagram…”
➢ “OMG! How could she...”
What Teenage
Drama can Look
Like...
 Why do teenagers engage in drama?
According to research, understanding drama is
understanding the teenage brain! Teenagers in this
age group are going through a lot of developmental
changes.

Key Areas Where Teen Brain Development Impacts Social Skills:

➢ Impulse Control
➢ Heightened Emotions
➢ Decision Making
Interventions and Strategies to
Help Teens deal with Drama
 Social-Emotional
Disconnect
Impulse control
The parts of the brain responsible for impulse control
and long-term planning are not yet fully developed.
While adults with healthy social skills might consider
the impact of their words or actions and the long-term
social consequences of in-the-moment decisions, the
teenage brain is not good at slowing down before acting

Heightened emotions
Teens have a heightened capacity for fear and
anxiety.
 Continued
Decision making
At the same time that teens are impulsive, they may also
engage in hyper-rational thinking that minimizes negative
impacts or risks.

● "She said that to me, so of course I'm going to say it

back to her."
● "I'll stop talking about her when she stops running her
mouth about me."

This hyper-rationalization pairs with underdeveloped empathy,

leading to situations where considerations of others' emotions
might not play into decision making.
Teach social skills.
We can teach social skills through direct instruction
by offering scenarios and working through them to help
students practice ways of thinking and responding.

Don't react. Reflect.

Teachers can also support social skill development through
embracing and reflecting on drama rather than just asking
students to stop it or "leave it at the door."
Use "I wonder" statements to explore different ways of
approaching the situation:
*Try to avoid "you should," "you shouldn't," and most especially "you can't."
 Bullying
Bullying is unwanted, aggressive behavior among school
aged children that involves a real or perceived power
imbalance. The behavior is repeated, or has the potential
to be repeated, over time. Bullying includes actions such
as making threats, spreading rumors, attacking someone
physically or verbally, and excluding someone from a
group on purpose.
What Bullying
can Look like...
 The Difference Between Bullying and Drama

Bullying Drama

➢ Can’t Escape ➢ Can Refuse to Participate

➢ There is a Victim ➢ There is no Apparent Victim
➢ Is Repeated and/or systematic ➢ Can be a one-time Event

As How
Educators,can dramato turn
It’s important into
help our bullying?
students overcome
drama, because if not addressed, drama can turn into bullying!
Interventions and Strategies to
Help Teens deal with Bullying
Strategies for School Administration
The committee should assess the Knowing that bullying is most
prevalence of bullying in its likely to occur during
schools by: unstructured times of the days,
supervision of students should be
● Having students complete
increased on the playground and in
surveys
the cafeteria and hallways.
● Conducting naturalistic
observations
Parents should be informed
● Reviewing records
● Interviewing involved parties,of the bullying program used by
etc. the school. The school
administration should also
This approach might involve encourage parents to become
holding a conference day that involved in the program (and in
involves staff, parents, community the school operations in general)
leaders, police, and students.
 Classroom Strategies
1. Discuss the rules with the
students, or better yet,
involve them in making the
rules.
2. The rules should be
written in a positive manner.
3. When making rules, it's
also a good idea to discuss
the consequences for failing
to follow them.
4. Hold regular classroom meetings
so that students and teachers can
clarify or change bully-relate
rules if necessary.
5. Develop and/or use a curriculum
and materials that actively promote
positive communication, respect for
others, camaraderie, and friendship
within the classroom.
6. Talk regularly with parents and
inform them of how their child is
behaving and performing school.
Example of “Challenge Day”
 Local Resources for Teenage Students
Center for Human Services: Teen Talk
Phone: 209-572-2589 Address: 1115 14th St. Modesto, CA 95354

Teen Talk is designed to help youth in developing essential social skills. Youth must be in Junior High School. $20
assessment fee and $15 per class. Class topics include communication, listening empathy, responsibility, managing
emotions, social cues, peer relations, and perspectives.

The Kendall Center- Modesto Kendall Center

Phone: 209-572-2589 Address: 1115 14th St. Modesto, CA 95354

The teenage years are full of challenges even for the most well adjusted person. Teen Action program focuses
on a range of skills to promote independence and improved functioning in real world settings unique to a teen’s life.

Cornerstone Counseling Services- The Empowered Girl

Phone: (209) 661-7629 Address: 2904 Fourth St Ceres, California 95307

This group is designed to offer support and psychoeducation regarding various issues teen girls face on a daily basis, along
with coping skills, peer relationships and self esteem.
 “Skittles Group Activity”

Activity ➢ Team communication

➢ Activity to get to know others better
➢ A great way to share your experiences
with others
 References
Allen, K. P. (2009). Dealing with bullying and conflict through a collaborative intervention process. School Social Work
Journal, 33(2), 70-85.

Allen, K. P. (2012). Off the radar and ubiquitous: Text messaging and its relationship to ‘drama’ and cyberbullying in an
affluent, academically rigorous US high school. Journal of Youth Studies, 15(1), 99-117.
CyberBullying Research Center (2017). New Bullying Data & Definition from the NCVS School Crime Supplement. Retrieved
February 08, 2017, from http://cyberbullying.org/new-bullying-data-definition-national-crime-victimization-survey
DML Central (n.d.). The Drama! Teen Conflict, Gossip, and Bullying in Networked Publics. Retrieved February 08, 2017,
from http://dmlcentral.net/resources/the-drama-teen-conflict-gossip-and-bullying-in-networked-publics/
Marwick, A., & boyd, d. (n.d). It’s just drama: Teen perspectives on conflict and bullying in a networked era. Retrieved
February 08, 2017, from https://www.microsoft.com/en-us/research/wp-content/uploads/2016/02/It27s20just20drama.pdf
Shevrin, A. (2016). OMG, I Can't Even: Drama, Social Skills, and the Teenage Brain. Retrieved January 19, 2017, from
https://www.edutopia.org/blog/drama-social-skills-teenage-brain-alex-shevrin
US Department of Health and Human Services. (n.d). What is Bullying? Retrieved February 8, 2017, from
https://www.stopbullying.gov/what-is-bullying/
on-national-crime-victimization-survey