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Social Skill Services for Teens with Heart Defects

Ages 13 - 17 Years

If families are worried about a teen's social development, they do not need to manage alone. Many professionals are experts in supporting adolescents with heart defecgts to navigate an increasingly-complex social landscape.

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Help through Schools

In the United States, students (ages 3-21) with disabilities often qualify for Special Education. Special Education services can teach and support social skills. 

Special Education services that can support social development include:

  • Occupational Therapy (OT)

  • Speech and Language Therapy

  • Behavior support with a board certified behavior analyst (BCBA)

  • Counseling with a psychologist or social worker

  • The help of an aide

  • Social skills groups

  • Home services

  • Supervised lunch or recess activities

  • Placement in a therapeutic classroom or school

Sometimes, students do not qualify for Special Education, but need accommodations for social skills.  “Accommodations” are changes in how the child is taught. Qualifying students can get accommodations through a 504 Plan.  

504 Plan accommodations for social skills could be:

  • sitting with a preferred peer

  • adult-led games during recess

  • access to a counselor

  • not playing competitive games

  • general education social skills groups

  • teacher check-ins during group activities

If parents are worried about a teenager's social skills and do not believe the school is meeting their child's needs, they should request an IEP or 504 Plan eligibility evaluation, or reconvene meeting.

Psychotherapy

Many therapists are experts in helping teens to understand and develop social interactions.  Therapists can be psychologists, social workers, psychiatrists, or mental health counselors.

There are many different types of therapy, and families should find a therapist who is a good fit with their values and goals.

Types of therapy that can help teenagers include:

  • Cognitive-Behavioral Therapy (CBT)

  • Exposure Therapy (for social phobias)

  • Family Therapy

  • Group Therapy

  • Parent Guidance

  • Psychodynamic Therapy

  • Trauma-Focused Cognitive-Behavioral Therapy (TF-CBT)

  • Dialectical-Behavioral Therapy (DBT)

  • Acceptance and Commitment Therapy (ACT)

Families can ask their medical or developmental care team to refer them to an appropriate therapist and type of therapy. Many therapists accept medical insurance.

Speech and Language Therapy

Social challenges are often closely related to language problems. Speech and Language Pathologists are often helpful in teaching kids social skills.

SLPs can help teens build social skills by:

  • teaching them "pragmatics": the social and practical side of language

  • helping them to start, maintain, and leave conversations

  • teaching norms of interaction in different contexts

  • helping them to understand and react appropriately to what others are saying

  • helping them to communicate in a way other people understand

Teens can receive speech and language therapy at school, in a hospital, or in a clinic. Families should ask their school team and their doctor about options for speech and language therapy in their area.

Social Skills for Overall Wellbeing

Social supports are important for nearly all people, and are particularly vital for people with chronic illnesses.

Development strong social skills in adolescence helps teens to build and maintain supportive relationships. Strong relationships can help to sustain them and lift them up throughout their lives.

This content was reviewed by a psychologist at Boston Children's Hospital.

Developmental care is best when it is local. Families local to Boston can receive care from the Cardiac Neurodevelopmental Program (CNP). Families from other regions can use the link below to find their local care team.

Abda, A., Bolduc, M. E., Tsimicalis, A., Rennick, J., Vatcher, D., & Brossard-Racine, M. (2019). Psychosocial outcomes of children and adolescents with severe congenital heart defect: a systematic review and meta-analysis. Journal of Pediatric Psychology, 44(4), 463-477.https://www.researchgate.net/profile/Marie-Brossard-Racine/publication/329071939_Psychosocial_Outcomes_of_Children_and_Adolescents_With_Severe_Congenital_Heart_Defect_A_Systematic_Review_and_Meta-Analysis/links/5c507c7c299bf12be3eb9228/Psychosocial-Outcomes-of-Children-and-Adolescents-With-Severe-Congenital-Heart-Defect-A-Systematic-Review-and-Meta-Analysis.pdf
Bellinger, D. C., & Newburger, J. W. (2010). Neuropsychological, psychosocial, and quality-of-life outcomes in children and adolescents with congenital heart disease. Progress in pediatric cardiology, 29(2), 87-92.https://www.sciencedirect.com/science/article/pii/S1058981310000573?casa_token=N8hA9iHtRRUAAAAA:KEQZluEp6OKEeCQJK1K80sm8Cxl4NUvayB2XNOhXFrz0XZ88s2v-S8Cwk-8U-CFUvzmTBdZA
Hair, E. C., Jager, J., & Garrett, S. B. (2002). Helping teens develop healthy social skills and relationships: What the research shows about navigating adolescence.https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=b595420499b265d4bd07544c970a9a17740ad43d
Melis, M. T. V., Apolônio, A. L. M., Santos, L. D. C., Ferrari, D. V., & Abramides, D. V. M. (2022). Social skills training in Speech-Language Pathology and Audiology: students' perception. Revista CEFAC, 24, e8822.https://www.scielo.br/j/rcefac/a/fD4fwhhBV8j3qkmwL55gGRr/?format=html&lang=en
Merrell, K. W., & Gimpel, G. (2014). Social skills of children and adolescents: Conceptualization, assessment, treatment. Psychology Press.https://www.taylorfrancis.com/books/mono/10.4324/9781315805757/social-skills-children-adolescents-kenneth-merrell-gretchen-gimpel
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