OFFER HELP 5.24
Goal: To improve social relationship skills
Objective(s): The student will be able to offer assistance to someone who is in need. (Mayo and Walto, 1986 p. 113)
1. Decide if the person may need and/or want your help.
2. Think of what you may do to help.
3. Decide how to ask if you may help.
4. Ask yourself "Is this a good time to offer help?"
5. Ask the person in a friendly way if you may help.
6. Help the person. (McGinnis and Goldstein, 1980 p. 129)
Definition: Offering help is when you offer to assist someone who is in need.
Rationale: Discuss why helping is important (it makes us feel good, it's easier to get things done if people work together, friends will be more willing to help us). (Killoran and et al, 1989 p. 24)
• Discuss ways of determining if another needs help (how they look, what they are saying and/or doing).
• Stress that a person should make sure time is right, (i.e. they are not supposed to be doing something else). (McGinnis and Goldstein, 1980 p. 129)
• Stress not feeling hurt if the person refuses their offer to help. State that offering to help should not be used as gaining attention or trying to avoid a non-preferred task. (McGinnis and Goldstein, 1980 p. 117)
• Elicit examples of times students could offer more help to others. Differentiate between helping and taking over.
Model/Role-play with Feedback
• Video: positive and negative examples of offering help. (Walker and et al, 1988 p. 72 Accepts)
• Students read from prepared scripts or break into groups to write scripts. (Mayo and Walto, 1986 p. 113-117)
• Students brainstorm situations when they could offer help to adults and classmates.
• Students can be given homework assignments to watch for examples of people offering to help others on favorite television shows.
Role play situations:
• Your classmate drops her backpack and her books fall out.
• Your friend needs help carrying his lunch tray because his arm is in a cast.
• Your teacher is distributing papers.
• Your mom or dad is fixing dinner.
• You help someone put on his coat.
• A younger child is on a swing but can't get it started.
• Your younger brother is having trouble tying shoes.
• A lady in parking lot struggles with a large bag of groceries and her car keys.
• You've finished your work and you hear a classmate request help on his work.
• You see a little girl wandering around department store alone and crying.
• You see a neighbor fall off his bike and cut his knee.
• A person next to you can't get the computer running.
• You offer to help your parent carry in the groceries.
• Your classmate can't find his pencil.
• Your younger sibling is struggling to carry out the trash.
• Your classmate drops a box of Legos.
• Your teacher says her plants are wilting.
• Your parent can't find his/her car keys.
• Your friend seems angry about something. (Walker and et al, 1988 p. 44-46 Access)
• You're driving around with friends and the person next to you spills hot chocolate all over the car seat. (Walker and et al, 1988 p. 44-46 Access)
• You're studying history with a friend and he/she seems to be having trouble with the assignment. (Walker and et al, 1988 p. 44-46 Access)
• Your friend looks sad when you meet him/her after school. (Walker and et al, 1988 p. 44-46 Access)
Application with Feedback
• Students complete behavior contract stating one way they will offer help at home, when and to whom (i.e. set table, take out trash, etc.).
• Student completes self-report initialed by parent or has parent complete checklist.