Social Story – Friendship
I really like my friend Julie. She makes my days at school so much easier and fun. We play together, sit together, do our homework together, and leave school together.
When my parents are late picking me up from school, her mother gives me a lift. Her mother seems to be a very kind person.
When we are in the car, we continue playing.
My parents love it when she comes over on the weekend to play.
Julie always brings two pieces of pie to school and shares one with me. I love pies very much. When she brings me one, I am so joyous. My mom rarely makes me pie, which I would love each day. For me, I always want to share anything I have with Julie. My mom tells me that sharing is caring. It is also very kind.
Sometimes Julie gets angry with me. I would like to understand why she is angry because it hurts my feelings when she does not want to play with me.
However, when I bring her candy, she starts to play with me again. This makes me happy again. She never told me why she was angry. Even though I try not to ask her because I am afraid she might say she might not want to play with me. However, next time, if she is angry, I will ask her what is wrong. My mom said that maybe I offended her without knowing. So, I should say sorry. I want to be friends with her for a long time. Friendship is important because it sustains social connectedness (Blieszner et al., 2019). Therefore, I will try to bring her more candy, share my things with her, and say sorry when I am wrong. I will also avoid doing something wrong to her.
References
Blieszner, R., Ogletree, A., & Adams, R. (2019). Friendship in Later Life: A Research Agenda. Innovation In Aging, 3(1). https://doi.org/10.1093/geroni/igz005
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Question 
Social Story – Friendship
Social expectations or the proper way to respond when interacting with others are typically learned by example. People with communication difficulties and/or behavior problems sometimes need more explicit instructions. Social stories are meant to help children understand social situations, expectations, social cues, new activities, and/or social rules. As the name implies, they are brief descriptive stories that provide accurate information regarding a social situation. Knowing what to expect can help children with challenging behavior act appropriately in a social setting. Parents, teachers, and caregivers can use these simple stories as a tool to prepare the child for a new situation, to address problem behavior, or even to teach new skills in conjunction with reinforcing responses. The following is an example of a social story explaining when it’s appropriate to run.
Running
I like to run. It is fun to go fast.
It’s okay to run when I am playing outside. I can run when I am on the playground.
Sometimes I feel like running, but it is dangerous to run when I am inside.
Running inside could hurt me or other people.
When people are inside, they walk.
Walking inside is safe.
I will try to walk inside and only run when I am outside on the playground.
My teachers and parents liked it when I remembered walking inside.
Writing a Social Story
Begin by observing the child in the situation you are addressing. Try to take on the child’s perspective and include aspects of his or her feelings or views in the story.
Also, include usual occurrences in the social situation and the perspective of others, and consider possible variations.
There are three types of sentences used in writing social stories:
- Descriptive sentences: objectively define anticipated events where a situation occurs, who is involved, what they are doing, and why. (e.g., When people are inside, they )
- Perspective sentences: describe the internal status of the person or persons involved, as well as their thoughts, feelings, or moods. (e.g., Running inside could hurt me or others)
- Directive sentences are individualized statements of desired responses that are stated in a positive manner. They may begin, “I can try…” or “I will work on…” Try to avoid sentences starting with “do not” or definitive statements. (e.g., I will try to walk in inside.)
A social story should have 3 to 5 descriptive and perspective sentences for each directive sentence. Avoid using too many directive sentences. They will be lost without adequate contextualization.
Write in first person and on the child’s developmental skill level. Also, remember to use pictures that fit within the child’s developmental skill level to supplement text.
Reference:
Broek, E., Cain, S.L., Dutkiewicz, M., Fleck, L., Grey, B., Grey, C., et al. (1994). The Original Social Story Book. Arlington, TX: Future Education. www.thegraycenter.org