A child that is gullible or easily led by his peers may have a wide variety of associated social issues. In many cases these children have difficulty understanding humor or sarcasm, and they can misread social cues. The University of Texas at Austin notes that social characteristics are quite common in children and teens that have specific learning disabilities. While not all gullible children have such disabilities, parents and teachers can familiarize themselves with social interventions used with learning-disabled students. Many of these interventions are applicable to nondisabled children with have social difficulties.
Step 1
Anticipate and monitor situations in which the child may have problems. A gullible child is more likely to have social issues in unstructured situations when there is less adult supervision and more peer interaction. The Council for Exceptional Children notes that parents and teachers can anticipate and prevent some of these issues by providing extra supervision, or encouraging the child to participate in more structured activities. For example, instead of using playground time to socialize, a child can get involved in a basketball game or another activity that promotes participation.
Step 2
Enroll the child in a social skills group. The University of Michigan Health System notes that some children need extra help understanding social skills and building their social competencies. Social skills groups can teach children basic skills such as how to interpret different facial expressions or gestures. Many social skills groups offer the added benefit of peer contact and role playing, allowing children to interact and learn.
Step 3
Initiate close collaboration between a child's home and school environments. Many children with social difficulties need extra support. Teachers and parents should communicate on a regular basis, sharing any concerns or observations about the child's peer interactions. This communication often helps prevent any serious issues that may result from social difficulties. For example, if a child is spending time with a group of peers that are not sensitive to her differences, a teacher or parent can monitor the situation and intervene.
Step 4
Direct the child towards peers that share common interests. According to the University of Michigan, adults can support children with social issues by helping them socialize and build rapport with peers. For example, if a child enjoys painting and drawing, he may find compatible peers in a art enrichment class or community art club. Directing a child towards his areas of strength will help him build social skills and have the best chance for social success.
Step 5
Communicate regularly about daily activities and events. Parents and adults should check in with the child on a regular basis. Discussing social situations or events at school allows a parent to ask clarifying questions. This type of discussion can build critical thinking skills in a gullible child. For instance, if a child heard an unusual story or joke at school, she may share it with the parent, and the parents can help clarify the meaning.
References
- University of Texas, Austin, Center for Music Learning: Specific Learning Disabilities
- Learning Disabilities Association of America: Counseling Students with Learning Disabilities on Social Skills
- The Council for Exceptional Children: Promoting Social Skills Among Students with Nonverbal Learning Disabilities
- University of Michigan Health System: Non-Verbal Learning Disability
