social problem solving videos

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71+ Free Social Problem-Solving Scenarios

Do you have kiddos who struggle with their social problem-solving skills? Teach your students the simple process of how to solve a problem along with having them review how well their solution worked or didn’t work.

Why Teach Problem Solving Skills?

Learning to problem solve is an essential skill that is used not only throughout childhood but also into adulthood. Social problem solving is the ability to change or adapt to undesirable situations that arise throughout our day.

On a daily basis, a child will encounter social problems that they will need to solve.

Anything from:

• arguing with another student
• to hurting a friend’s feelings
• to having a difficult conversation
• working with others

Start with Small Problems

Many of the “problems” children encounter are often small problems which the child may be over-reacting to, such as wanting a different coloring crayon or wanting to be first in line, however, these small problems are still very real to the child.

Practicing problem-solving with these small problems can be a great learning opportunity. Children can practice problem-solving with a small problem which can help them learn how to handle bigger problems in the future.

Problem Solving Importance

Social problem-solving skills are critical to a child’s social interactions, personal and professional relationships. A child’s ability to handle change, cope with stress, and handle challenges improves with a child’s ability to successfully solve social problems.

The ultimate goal is that the child will be able to solve social problems all on their own, but until they can independently solve a problem they will need to learn how to communicate and self-advocate to positively solve their problems.  

Steps to Problem Solving

Children can be taught how to problem solve through a guided process of breaking down the problem and using simple steps to solve the problem.

Learning specific steps to problem-solving can allow children to remember how to solve a problem when they become overwhelmed or stressed.

Although learning to solve a problem independently can take some time and practice it is well worth the investment to have a child who can eventually solve most social situations in a positive manner on their own.

What we learnt about solving problems is don't freak out, if one thing doesn't work , try something else out. And work together as a team. #melthammathsweek #MELTHAMPUPILVOICE @problemsolveit pic.twitter.com/iVm1Im4Aue — yr6melthamce (@yr6melthamce) February 4, 2019

Problem Solving Form

Teach your students the 4 steps to becoming a social problem-solver.

• Identify the problem. For instance, start by having your student identify the social problem.
• Create three solutions. Also, have your student come up with three different solutions that they could use to solve the problem that they identified.
• Identify the consequences. Then, identify the consequence for each individual solution.
• Pick the best solution.  Lastly, have your student identify which of their three solutions is the best choice Then have your student put into words why they think that solution is the best solution.

Problem Solving Review Form

After your students go through the social problem-solver have them use the social problem-solving review form.

• What happened.  For instance, after your student tried their solution have them explain what happened next.
• Review the results. Also, have your student identify whether or not their solution got them the results they wanted.
• Use this solution again. Furthermore, have your student identify whether or not they would use this solution again in the future to solve the same or similar problem.
• What would you do differently? Finally, have your student explain what they would do differently if they didn’t get the results they wanted or if they wouldn’t use that solution again in the future.

71+ Social Problem Scenarios + 6 Blank Scenarios

Use the 71 social problem-solving scenarios to have your students get great experience practicing how to solve a social problem.

Also, included are 6 blank scenarios. Then laminate them so you can use them over and over again. Therefore, create social problems that the student experiences and needs help solving.

Wordless Video teaching Problem Solving

Watch this super cute wordless animation with your students and have them discuss the problem they see and how to best solve the problem.

Use this as a fun practice example to get your students started towards learning how to problem-solve.

Demonstrate Through Modeling

Model and discuss empathy.

First and foremost, children need to understand how another person might be feeling in a given situation in order to become a good social problem solver. The student needs to learn how to “stand in someone else’s shoes” for a little bit.

One way you can work on this skill is during the reading time you can focus on how a particular character in the story might be feeling.

Ask questions, such as:

• “How do they feel right now?”
• “How would you feel in that same situation?”
• “Why do you think they feel that way?”

Model Problem-Solving Skills as the Teacher

When you are faced with a problem you can solve the problem by thinking aloud for the students to hear how you solve a problem.

You can state the problem, then come up with possible solutions, then identify the possible consequences to each solution, then pick and explain why a solution is the best option.

For example, you could say, “I was hoping to take the class outside for a stress walk around the track before the reading test, but the problem is that it is raining outside. I could still take you outside, but then you will get wet, or we could walk the halls, but then we’d have to be really quiet because there are other classes learning, or we could just skip the walk and take the reading test, but then you might not do as well on the test. I think based on all of those solutions the best solution will be to walk the hallway, but you guys will have to promise to be quiet so that we don’t disrupt other classes.

Modeling the problem-solving process can be very helpful for the students to watch, observe, and later implement themselves.

Teach Communication

Have students communicate how they are feeling.

Teaching your students to share their emotions in a respectful way can improve their ability to problem-solve.

Have students use an “I” sentence frame, such as, “I feel _____ (insert feeling word) when _____ (identify what made you feel that way).”

For example, “I felt sad when Jackson broke my favorite pencil” or “I was mad when I wasn’t picked to be first in line.”

This way students can communicate how they are feeling using honest and open communication. Teaching students to appropriately communicate their emotions can help solve some social problems from the beginning.

Encourage Independency

Encourage your student to problem solve.

If your student is struggling to problem solve independently encourage them to do so using open-ended questions.

• “How could you fix this problem?”
• “What would be a fair solution?”
• “What would happen if you used that solution?”

Let the Student try to Problem Solve Independently

Give your students the space to try and solve their own problems using the guided strategies. Try not to come running to their rescue for every little problem.

Some problems are small and a great opportunity for the student to learn and practice. If an adult does all of the problem solving for a student then what are they really learning?

Give your students the time and space they need to practice solving small problems on their own. Of course, if it is a bigger or more serious problem then have an adult help guide the problem-solving process.

Tell an Adult

Remind your students that there are still some problems that are too big for them to solve on their own and that it is okay to get help from an adult to solve big problems.

For example, if the student doesn’t feel safe, someone is being hurt physically or emotionally, or if they tried to solve a problem independently but it didn’t work and they need help. Let them know that it’s okay to tell an adult.

Teach How to Disagree and How to Make Up

Discuss how to disagree respectfully.

Remind your student that they won’t always agree with their teacher, friends, classmate, or parents and that’s okay. Even the people we like might have different opinions, interests, and likes than we do.

However, even if we disagree with someone we should still treat them with respect. Treating someone with respect means to not call them names, ignore them, yell or hit them. It means that you do try to create solutions that both parties can agree with and to apologize when we hurt others’ feelings.

Role-Play How to Make Up

Practice in everyday life how to make up after a social problem .

Students are really having to stretch their brains today. It's @NSPCC #NumberDay and @problemsolveit are challenging Y9 and 10 to solve the escape room boxes. It's not as easy as it looks! The promise of a few sweet treats for the winners seems to be helping though! pic.twitter.com/AxRRJnJIv2 — CongletonHS (@CongletonHS) February 2, 2018

Be sure to get your free social problem solver today below! I hope you and your students love this freebie.

Have your students use task card scenarios to help them identify how they and others might feel in different social scenarios. Be sure to discuss the problem, identify possible solutions, identify the consequences of those possible solutions, and then based on those consequences pick the best solution.

Make social problem-solving a game by telling the students that they are social detectives and that it is their job to use what they know about social rules to help them identify the possible and best solutions.

Start practicing today with 71+ free social problem social task cards! Do your students need more practice?

Be sure to check out my other freebie for 31 wordless animated videos to teach problem-solving and so much more.

Make Problem Solving Easier with this Freebie!

Download yours today to get started.

Get More Problem Solving Time Saving Materials

Next, be sure to check out the following time-saving materials to continue to teach your students how to solve their social problems in addition to this freebie.

Weekly Social Pragmatics Homework

• Weekly problem-solving.   Send home a  weekly homework page  that includes a problem-solving scenario plus an idiom and a conversational practice scenario.

Restorative Justice Problem Solving Flip Book

• Restorative justice graphic visual.  Use this graphic visual to help your student  restore a social relationship  after a social problem.

Self-Advocating Role-Play Scenarios

• Self-advocating in high school.  Teach your high schoolers the process to  self-advocate  for what they need.

5th-12th Grade Life Skills Problem Solving

• Life skills problem-solving.  In addition, this  life skills differentiated bundle  includes a problem-solving lesson plan.

I recommend you read Problem Solving Wheel: Help Kids Solve Their Own Problems , 61+ Free Fillable SLP Planner Pages 2020-2021 , 430+ Free Multisyllabic Words List Activity Bundle , or 432+ Free IEP Goal Bank to Save You Time posts because they include freebies as well and who doesn’t want more freebies!

Got questions? Leave a comment. Let’s chat!

Monday 30th of January 2023

Hello! I have entered my name and email twice (yesterday & today) to receive to 71+ Free Social Problem-Solving Senarios, but I have not received anything yet. Not even an email back to mine in order to subcribe. Thanks for your help! Tracy

Melissa Berg

Tuesday 31st of January 2023

Hi Tracy, Thanks so much for reaching out! Sorry about that. We went ahead and sent you an email with the PDF attached. Wishing you all my best, Melissa

Problem Solving Skills

Tuesday 30th of August 2022

I truly love your site. Excellent colors, theme and writing. Thanks for sharing.

Laura Ricca

Monday 11th of April 2022

Tuesday 12th of April 2022

Hi Laura, I'm glad you found this resource helpful. Melissa

Modified Mental Health and Suicide Prevention - Speech Therapy Store

Monday 11th of May 2020

[…] 71+ FREE SOCIAL PROBLEM-SOLVING SCENARIOS […]

Problem Solving Wheel: Help Kids Solve Their Own Problems - Speech Therapy Store

Monday 4th of May 2020

[…] 71+ Free Social Problem Solving Task Cards Scenarios […]

Speech is Beautiful

10 Wordless Videos that Teach Problem Solving

Education · Tips

I work in teletherapy, which means that I use a computer to display my materials and activities for my students. I have a couple extremely quiet older elementary students and I decided that video was a way to engage and encourage them to answer questions and retell events. In particular I wanted them to think about solving hypothetical problems. I found 10 WORDLESS videos on YouTube that show interesting problems and make kids think about how to solve a problem — and they have to provide the language!

10 Wordless Videos I Love

• Piper Short Movie — A baby bird finds a way to survive a big wave. 
• Ormie the Pig — A pig attempts to get a jar of cookies off of the top of the fridge. 
• Let Me In! — Simon’s cat wants to come inside and makes some bad decisions!
• Sweet Cocoon — Figuring out how to fit in your cocoon is hard work.
• Rollin Safari  — What would animals be like if they were round? 
• Embarked — Should a tree house follow its friend? (minimal English words at the end)
• TV Dinner — What should you do if your cat won’t leave you alone? (Simon’s cat)
• Playmate — An old robot toy wants to play. Will the boy play with it? 
• Birds on a Wire  — Learn how you should treat others (that are different than you)
• Sticky Tape — What should the cat do when tape is sticking to him? (Simon’s cat)

Since it’s YouTube, so you must preview each video and usually there is an ad in front of it. I would get each video cued up (after the ad) and then share it with students. You will be surprised how much language you will get from your quietest kids as they figure out how to solve the characters’ problems. Enjoy!

If you LOVE wordless videos, check out my other post:

• 10 Absurd Wordless Videos that Teach Describing .
• 10 Wordless Videos for Speech Therapy that Teach Inferencing .

Additionally, I created a line of wordless videos focused on life skills. Check it out here:

• Wordless Life Skills: Recipe Video Series

Can you tell how much I like using video, specifically wordless videos, in my speech therapy sessions? They are a terrific, engaging therapy tool.

Share this:

• Click to share on Twitter (Opens in new window)
• Click to share on Facebook (Opens in new window)

March 30, 2017 at 7:54 am

Dear Sarah I really find this interesting nd liked it lot thnx for u to sharing with us I m also teacher nd from Pakistan

April 5, 2017 at 8:40 am

Thank you for sharing this Sarah! I teach in a dual language program and these videos are exactly what I was looking for.

April 5, 2017 at 10:52 pm

Thank you for letting me know! 🙂

April 5, 2017 at 4:15 pm

Just wanted to point out that the movie “Fat” might not be too appropriate for kids if you pay attention to the details….

Thank you for commenting. The title is off-putting, but when viewed the short, I saw that the animals turn into balloons and float around. If you feel like that is not appropriate for your students, you can omit sharing that with them.

April 7, 2017 at 9:08 pm

I wasn’t meaning the title. I was meaning the part where the cow he was milking floats away and then he ‘milks’ a bull…

Social Skills Training for Adults: 10 Best Activities + PDF

Struggles with social skills in adulthood can cause avoidance of social situations and interfere with building long-lasting relationships.

Providing social skills training to clients with anxiety, fear of public speaking, and similar issues could ensure more optimal functioning.

This article provides strategies and training options for the development of various social skills. Several resources to help target specific struggles related to the development of social skills in adults are also included, and the approaches can be tailored to improve social responses in specific domains.

Before you continue, we thought you might like to download our three Positive Psychology Exercises for free . These science-based exercises will explore fundamental aspects of positive psychology including strengths, values, and self-compassion, and will give you the tools to enhance the wellbeing of your clients, students, or employees.

This Article Contains:

Social skills training for adults explained, social skills coaching: 2 best activities, role-playing exercises: 4 scripts & examples, top 2 resources & worksheets, 4 insightful videos & podcasts, positivepsychology.com’s helpful tools, a take-home message.

Social skills training includes interventions and instructional methods that help an individual improve and understand social behavior. The goal of social skills training is to teach people about verbal and nonverbal behaviors that are involved in typical social interactions (“Social,” n.d.).

Social skills training is usually initiated when adults have not learned or been taught appropriate interpersonal skills or have trouble reading subtle cues in social interactions. These instances can also be associated with disorders that impede social development, such as autism.

Therapists who practice social skills training first focus on breaking down more complex social behaviors into smaller portions. Next, they develop an individualized program for patients, depending on what social skills they need to work on, and gradually introduce those skills to their patients, building up their confidence through gradual exposure.

For instance, a person who has trouble making eye contact because of anxiety in social situations might be given strategies to maintain eye contact by the therapist. Eye contact is the foundation for most social interaction, and interventions will often start with improving the individual’s ability to maintain eye contact.

During therapy, other challenging areas will be identified such as starting or maintaining a conversation or asking questions. Each session will focus on different activities that typically involve role-play and sometimes will take place in a group setting to simulate different social experiences.

Once confidence has been built up during therapy or social skills group settings, these social skills can be brought into daily life.

Useful assessments: Tests, checklists, questionnaires, & scales

Before engaging your clients in social skills interventions or any type of therapeutic intervention, it is important to determine if social skills therapy is a good approach to help them with their current situation.

The Is Social Skills Training Right for Me? checklist is a self-assessment opportunity for clients to determine if social skills therapy is appropriate for their specific situation or if another approach will be more beneficial.

However, self-assessment activities can sometimes be unreliable, as the individual might not fully understand the treatment models that are available to them. Additionally, if a client has issues with social skills, they may not be aware of their deficiencies in social situations.

In these situations, therapists should ask clients about the issues they are having and encourage them to engage in self-questioning during sessions.

9 Questions to ask your clients

Prior to starting social skills training or activities, the therapist and client should narrow down which areas need help. A therapist can do this by asking the client a series of questions, including:

• Where do you think you are struggling?
• Are there any social situations that make you feel anxious, upset, or nervous?
• Do you avoid any specific social situations or actions?
• Have you ever had anyone comment on your social behavior? What have they said?
• What do you think will help you improve the skills you are struggling with?

Clients can also ask themselves some questions to determine if the social skills therapy process is right for them.

These questions can include:

• What aspects of my life am I struggling with?
• Are there specific social situations or skills that I struggle with?
• Do I have trouble keeping or maintaining relationships with friends, family members, and coworkers?
• Am I avoiding specific social situations out of fear?

Getting clients to ask these questions will help determine if this process will benefit them. Having clients “buy in” to the process is important, to ensure that the approach is right for them and increase the likelihood that they will be engaged to complete activities with a reasonable degree of efficacy.

It is estimated that adults make eye contact 30–60% of the time in general conversation, increasing to 60–70% of the time when trying to form a more intimate relationship (Cognitive Development Learning Centre, 2019).

Giving people who are struggling socially the tools to make more eye contact is usually the first step in social skills training exercises.

The Strategies for Maintaining Eye Contact  worksheet provides some practical strategies and tips to practice making eye contact.

Download 3 Free Positive Psychology Exercises (PDF)

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Often, one of the most prominent struggles for people lacking social skills is starting a conversation, especially with people they are not familiar with.

Fleming (2013) details a helpful method for people who struggle with starting conversations. The ARE method can be used to initiate a conversation and gain an understanding of the person’s interests to facilitate a strong relationship.

• Anchor: Connect the conversation to your mutually shared reality (e.g., common interests) or the setting in which you encountered the individual.
• Reveal: Provide some personal context to help deepen the connection between you and the other person.
• Encourage: After giving them some context, provide the other person with positive reinforcement to encourage them to share.

This worksheet Starting a Conversation – The ARE Method guides participants through each step in the ARE process. It also provides examples of how the ARE method can be incorporated into a typical conversation and used as a workable strategy in social skills training activities.

A Guide to Small Talk: Conversation Starters and Replies  provides an outline of conversation ideas to help start any conversation, no matter the setting.

After developing the ability to start a conversation, being able to project assertiveness and understand one’s limits is essential in ensuring clear communication.

These worksheets on Different Ways to Say ‘No’ Politely and Using ‘I’ Statements in Conversation  facilitate assertive communication and give clients the confidence to set personal limits.

A lack of opportunity to learn coping strategies and difficulty with emotional regulation have been associated with anxiety and low problem-solving abilities (Anderson & Kazantzis, 2008).

An individual’s lack of ability to problem solve in social situations significantly affects their ability to come up with reasonable solutions to typical social problems, which in turn, causes them to avoid more difficult social situations.

Practicing social problem solving is a key component of social skills training. This worksheet on Social Problem Solving allows your clients to define the problems they are facing and rate the potential solutions from low to high efficacy.

Based on the rating, therapists can instruct clients to practice their social reasoning during sessions. Practicing these skills builds clients’ confidence and increases the likelihood that they will access these solutions under pressure.

Similarly, the Imagining Solutions to Social Problems worksheet implements a related process, but challenges participants to engage in a visualization activity. While engaging in visualization, participants have the opportunity to imagine what they would say or do, and reflect on what they have learned and why the solution they chose was best for that particular problem.

Supplementing modeling and practical activities with interactive audio-visual aids, such as podcasts and videos, is an essential practice in ensuring that patients seeking social skills training are getting multiple perspectives to develop their social intelligence.

Below, we have provided resources to help your clients with different social skills and situations.

An introvert’s guide to social freedom – Kaspars Breidaks

This TEDx talk focuses on providing guidelines for self-identified introverts. In this video, Breidaks frames introversion as an opportunity, rather than a weakness.

Based on his experiences moving from a small town to a big city and eventually starting improv comedy, he developed a workshop to help integrate principles of improvisation into social skills training.

His workshops focus on creating connections through eye contact and breaking through shyness by training the small talk muscle. Because of his experience, he recommends you say yes to yourself before saying yes to others. Breidaks theorizes that only by developing our awareness of our own true emotions and thoughts can we become more comfortable interacting with others.

This video is helpful if your patients need workable tips to improve their interactions with strangers and is an excellent complement to some of our worksheets on developing skills for small talk.

10 Ways to have a better conversation – Celeste Headlee

This TEDx talk is focused on tactics to have more effective conversations. In her TED talk, Headlee emphasizes the importance of honesty, clarity, and listening to others as well as yourself.

Headlee shares her ideas about how to talk and listen to others, specifically focusing on sustaining clear, coherent conversation and the importance of clear, direct communication.

She argues that technology has interfered with the development of interpersonal skills, stating that conversation is an art that is fundamentally underrated and should be emphasized more, especially among young children.

The main point Headlee tries to get across is to avoid multitasking and pontificating during conversation. Individuals who are struggling with active listening and keeping a conversation going would benefit from the tips she offers in this video, as she uses a lot of the same principles when interviewing her radio guests to ensure that she is getting the most out of their appearances.

She specifically emphasizes the importance of being continually present while talking and listening to someone, which is strongly emphasized in social skills training.

How Can I Say This – Beth Buelow

Each episode also provides techniques or approaches to help listeners become more confident when dealing with different social situations. The podcast also takes listener questions about dealing with social situations and issues.

If your clients are struggling with introducing themselves to new people, they may benefit from the episodes on talking to strangers and how to have difficult conversations.

Available on Spotify and Apple Podcasts .

Social Skills Coaching – Patrick King

King focuses on using emotional intelligence and understanding human interaction to help break down emotional barriers, improve listeners’ confidence, and equip people with the tools they need for success.

Although King’s expertise is centered on romantic relationships, this podcast provides strategies to improve one’s emotional awareness and engage in better communication.

People engaging in social skills training would benefit from the episode on social sensitivity, which examines the social dynamics of the brain. It also explains why our brains are programmed to respond more to specific traits (e.g., warmth, dominance) and why people with those traits are often elevated to higher positions within the social hierarchy.

Available on  Apple Podcasts .

17 Top-Rated Positive Psychology Exercises for Practitioners

Expand your arsenal and impact with these 17 Positive Psychology Exercises [PDF] , scientifically designed to promote human flourishing, meaning, and wellbeing.

Created by Experts. 100% Science-based.

There are several resources available on our website to complement the social skills training that you are providing to your clients.

Our Emotional Intelligence Masterclass© trains helping professionals in methodology that helps increase their client’s emotional intelligence.

The client workbook has several exercises that practitioners can give their clients to develop an awareness of their emotions and, subsequently, understand how those emotions might contribute to interactions with others.

Our Positive Psychology Toolkit© provides over 400 exercises and tools, and the Social Network Investment exercise, included in the Toolkit, focuses on reflecting on a client’s current social network. By further looking into the amount of time and investment devoted to the members of their social network, clients can further identify who is supportive of their endeavors and who negatively affects experiences.

With this knowledge, relationships can be analyzed before devoting even more time and investment that might not facilitate positive emotions.

People who struggle with initiating conversation might also have trouble talking about their emotions. Our exercise on Asking for Support , also in the Toolkit, can provide assistance to someone having trouble communicating their emotions.

It also provides strategies to practice asking for help when needed. This exercise also gives you the opportunity to identify any personal barriers that are impending your ability to seek help from others.

You might be interested in this sister article, Social Skills Training for Kids , which provides top resources for teachers. To enhance your knowledge, our Social Skills Books for Adults & Kids  is a must-read selection of top books.

If you’re looking for more science-based ways to help others enhance their wellbeing, this signature collection contains 17 validated positive psychology tools for practitioners. Use them to help others flourish and thrive.

Improving social skills is an important skill to develop for anyone trying to facilitate professional and personal connections.

However, sometimes clients might not even realize they need targeted interventions to help with their social skills, and they might approach a therapist with other challenges around anxiety entering new situations.

For that reason, we hope this article provided valuable options for the development of social skills, with useful activities and social skills worksheets to be incorporated into your sessions.

We encourage you and your clients to explore these exercises together and engage in goal-setting tools to target areas that will benefit their daily lives, relationships, and communication.

We hope you enjoyed reading this article. Don’t forget to download our three Positive Psychology Exercises for free .

• Anderson, G., & Kazantzis, N. (2008). Social problem-solving skills for adults with mild intellectual disability: A multiple case study. Behaviour Change , 25 (2), 97–108.
• Cognitive Development Learning Centre. (2019). Training eye contact in communication . Retrieved May 4, 2021, from https://cognitive.com.sg/training-eye-contact-in-communication/
• Fleming, C. (2013). It’s the way you say it: Becoming articulate, well-spoken and clear (2nd ed.). Berrett-Koehler.
• Social skills training. (n.d.). In  Encyclopedia of mental disorder. Retrieved May 4, 2021, from http://www.minddisorders.com/Py-Z/Social-skills-training.html

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Hello, I am trying to open the link to the ARE-method but am unable to.

Please try to access the worksheet here .

If you experience further issues with accessing the link, please let me know!

Warm regards, Julia | Community Manager

Sounds so good for my young adult. Do you know of any in person sessions, workshops, which would benefit him being in person.

I would like to know what the best book to get for my husband for him to learn social skills conversations. Thank You

check out our article “ 12 Must-Read Social Skills Books for Adults & Kids “.

Hope this helps!

Kind regards, Julia | Community Manager

Are there any online classes for people suffering with anxiety, Aspergers and a lack of social skills? This is a great article, but there are no therapists who teach social skills. These are skills that come from parents. Like me, when you have no parent or friends to teach you, what do you do? Please make an online course. I would pay to watch a course and even buy materials.

Thank you for your thoughtful comment and interest in an online course addressing anxiety, Aspergers, and social skills. I understand how challenging it can be to find the right resources, especially when traditional sources of support may not be readily available.

While we don’t currently offer an online course, we are happy to recommend a helpful resource that cater to individuals experiencing similar difficulties: Psychology Today has a great directory you can use to find therapists in your local area. Usually, the therapists provide a summary in their profile with their areas of expertise and types of issues they are used to working with.

I hope this helps.

Hello, I just found out about this website today and this is the exact type of service I need. I unfortunately cannot find any one like this that is near me or accept my insurance. And I need this fast since my quality of life is so bad, I have severe social anxiety, and never had friends or a relationship.

Hi there a lot of the links don’t work in this article? How can I access the resources?

Thanks for your question! We are working on updating all the broken links in our articles, as they can be outdated. Which specific resource are you looking for?

Maybe I can help 🙂

Kind regards, -Caroline | Community Manager

Living socially isolated, getting told I have autism ad the age of 33, I found out that I have a lot to learn about being social with people. Now knowing what my “ problem” is also gave me the drive to improve my people skills. Fearing I willing never fully understand feelings ( not even my own) all help is welcome. And this was a very helpful article. Living in a world with tips and tricks to look normal will never be easy. But you sure help me .. thank you..

AMAZING work.. .as always. Thank you !

Thank you Gabriella social skills have been a real issue for me for my whole life. There are so many helpful avenues to explore thanks this article.

Steven Cronson My brothers didn’t consider me an Aspie and made a pact to ignore me , block me I hadn’t even learned many social skills my brother a psychiatrist tried by giving me ptsd and gad a Divorce to try to get me to end my life. My wife proudly fought back and figured out how better to understand me. And I fought the awful had medicine Lexapro that I consider the devil in a pill that made me flat and losing my superpower focusing ability. I hope a producer latched on to my fascinating story of greed, over good, attack on my very life and a brother doctor that should never been one. My dad a psychiatrist made me a DDS to be respected and listened to but not even work and married off in a fake but better life. They accused me an Aspie blind to empathy. B

I’m sorry to read about your challenges with your family. It’s good that you have what sounds like a supportive ally in your wife. And indeed, medications don’t work for everyone — or it may be the case that a different medication may suit you better. Definitely raise these concerns with a trusted psychiatrist if you feel medication could help you.

As you note, it’s a harmful myth that those on the autism spectrum don’t feel empathy. And this myth unfairly stigmatises members of this community. I’m sorry to read about these accusations from your family.

On another note, if you’d like to work on your social skills, consider reaching out to support groups for those with Aspergers in your area, or seeking the support of a therapist with expertise in this area. Psychology Today has a great directory you can use to find therapists in your local area. Usually, the therapists provide a summary in their profile with their areas of expertise and types of issues they are used to working with.

I hope this helps, and I wish you all the best.

– Nicole | Community manager

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Home » Blog » General » Effective Social Problem-Solving Videos for Middle School Students

Effective Social Problem-Solving Videos for Middle School Students

Are you a middle school teacher or parent looking for effective ways to teach social problem-solving skills to your students or children? Look no further! In this blog post, I will introduce you to some engaging and age-appropriate videos that can help develop these crucial skills in middle school students.

Understanding Social Problem-Solving

Social problem-solving is the ability to identify and resolve interpersonal conflicts and challenges in a positive and constructive manner. It involves a series of steps, including identifying the problem, generating possible solutions, evaluating the pros and cons of each solution, choosing the best solution, and implementing it effectively.

Developing social problem-solving skills in middle school is essential for several reasons. Firstly, it helps students navigate the complex social dynamics of adolescence, such as peer pressure, bullying, and conflicts with friends. Secondly, it promotes empathy, communication, and collaboration, which are vital for building healthy relationships. Lastly, it equips students with the necessary skills to handle real-life situations and make responsible decisions.

Role of Videos in Teaching Social Problem-Solving

Videos can be a powerful tool for teaching social problem-solving skills to middle school students. They provide visual and auditory stimulation, making the learning experience more engaging and memorable. Videos also offer a safe and controlled environment for students to observe and analyze social situations, allowing them to practice problem-solving without the fear of failure or judgment.

When choosing videos to teach social problem-solving, it is important to consider several criteria to ensure their effectiveness.

Criteria for Effective Social Problem-Solving Videos

1. Engaging and age-appropriate content: The videos should capture the attention of middle school students and be relevant to their experiences and interests.

2. Clear and concise explanations: The videos should provide clear explanations of the problem-solving process, using simple language that is easy for students to understand.

3. Realistic scenarios and relatable characters: The videos should depict realistic social situations that students can relate to, featuring characters that resemble their peers.

4. Step-by-step problem-solving process: The videos should guide students through the problem-solving process, breaking it down into manageable steps and providing examples of each step.

Recommended Social Problem-Solving Videos for Middle School Students

Now that we understand the importance of social problem-solving skills and the criteria for effective videos, let’s explore some recommended videos that meet these criteria:

Video 1: [Title]

Brief description and key features:

• Engaging storyline with relatable characters
• Clear explanations of the problem-solving process
• Realistic scenarios that middle school students can relate to

How it addresses social problem-solving skills:

• Provides step-by-step guidance on identifying and evaluating possible solutions
• Highlights the importance of empathy and considering others’ perspectives
• Emphasizes effective communication and collaboration in resolving conflicts

Video 2: [Title]

• Engaging visuals and interactive elements
• Clear and concise explanations of social problem-solving concepts
• Diverse characters representing different backgrounds and experiences
• Teaches students how to brainstorm and evaluate potential solutions
• Encourages critical thinking and decision-making skills
• Provides strategies for effective communication and conflict resolution

Video 3: [Title]

• Engaging animations and interactive quizzes
• Clear and concise explanations of problem-solving strategies
• Real-life examples of social situations and their resolutions
• Teaches students how to identify and define social problems
• Provides a framework for generating and evaluating possible solutions
• Encourages reflection and self-awareness in social interactions

Additional Resources for Social Problem-Solving

In addition to videos, there are other resources available to support the development of social problem-solving skills in middle school students:

1. Websites and online platforms: Explore websites and online platforms that offer interactive activities, worksheets, and games focused on social problem-solving.

2. Books and literature: Look for books and literature that address social problem-solving themes and provide relatable stories and characters for middle school students.

Social problem-solving skills are crucial for middle school students as they navigate the complexities of adolescence and build healthy relationships. Videos can be an effective tool for teaching these skills, providing engaging and relatable content that guides students through the problem-solving process. By utilizing videos and other resources, we can empower our students to become effective problem solvers and responsible decision-makers.

Start your EverydaySpeech Free trial today and discover a wide range of social problem-solving videos that can support your middle school students’ social-emotional development.

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10+ Best Wordless Videos for Speech Therapy: Animated Shorts

10+ of the best wordless videos for speech therapy and language development. We’ve compiled a list of all of our favorite animated shorts in this quick post!

Animated shorts are entertaining for kids of all ages and also incorporate some (sneaky) language-based concepts. These wordless videos are great as a therapy material... "Even without any speech?” Of course!

Wordless videos provide opportunities for spontaneous commenting, problem solving, and emotional inferencing (just to name a few). Since we use them so frequently in therapy, we decided to compile a list of 12 of our personal favorites.

“But I want to know how I can apply them in speech therapy!” We’ve got you covered there too! Check out our post from back in February discussing specific ways to use wordless videos in speech therapy to target specific language concepts.

Best Wordless Videos for Speech Therapy

Mouse for Sale

Snack Attack

Sweet Cocoon

Ormie the Pig

Carrot Crazy

For the Birds

The Egyptian Pyramids

Trouble in Paradise

La Petite Cordonnier (The Small Shoemaker)

Comment below to tell us your favorite wordless video!

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Never run out of entertaining wordless videos and animated shorts.

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Using Video Clips to Teach Social Skills

Trying to teach social skill concepts in a fun and motivating way? Video clips can be extremely useful! As you and your child watch, you can pause along the way to discuss relevant topics.

“For The Birds” (Pixar)

Summary: A flock of small birds perch on a telephone wire when along comes a large dopey bird that tries to join them. The birds of a feather can’t help but make fun of him—and their clique mentality proves embarrassing in the end.

Ideas for discussion:

• What are they feeling?
• How do you know? (e.g. facial expressions, body language)
• Why might they feel that way?
• Personal space
• Why do you think the little birds acting like that?
• What could you say to your friends if they acted like that?
• What could the big bird say or do?
• What could they have done instead?
• If they could talk, what do you think they’d be saying?

“Lou” (Pixar)

Summary: Lou, a creature made of “Lost and Found” items must manage the unkind behavior of the schoolyard bully, J.J., who has not yet learned that giving can be so much more fulfilling than taking away.

• What is J.J. doing? How does that make the other kids feel? What could the other kids say/do?
• Conflict resolution
• Giving/sharing vs. taking

“Oreo Commercial” (2009)

Summary: A younger brother wants to be just like his older brother – which means he needs to figure out a way to dunk his cookie in milk too! The problem is… how do you dunk your cookie given a sippy cup?

• Where are his eyes looking? What does that mean he’s thinking about?
• What’s the problem? How does he try to solve it?
• What do you think will happen next? What would you do?
• E.g. When the older brother scoots his milk away, what is he trying to say?
• E.g. How is the younger brother feeling when __ ?

“Elf” (2003)

Summary: Almost any scene can be used from this hilarious movie about an elf who moves to NYC.

• What did Buddy do? Was it expected or unexpected? Why?
• How did that make other people feel around him? (e.g. confused, upset, uncomfortable)

Ideas for scenes:

• Dinner scene – Buddy eats spaghetti with syrup for dinner… with his hands! Yuk!
• Doctor scene – Buddy eats cotton balls and won’t sit still, which makes his dad and the doctor upset.

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This post written for you by Sarah Denman, M.A. CCC-SLP of Columbus Speech & Hearing

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Teaching SEL

Social Emotional Learning Lessons for Teachers and Counselors

Social Decision Making and Problem Solving

Enhancing social-emotional skills and academic performance.

The approach known as Social Decision Making and Social Problem Solving (SDM/SPS) has been utilized since the late 1970s to promote the development of social-emotional skills in students, which is now also being applied in academic settings. This approach is rooted in the work of John Dewey (1933) and has been extensively studied and implemented by Rutgers University in collaboration with teachers, administrators, and parents in public schools in New Jersey over several decades.

SDM/SPS focuses on developing a set of skills related to social competence, peer acceptance, self-management, social awareness, group participation, and critical thinking.

The curriculum units are structured around systematic skill-building procedures, which include the following components:

• Introducing the skill concept and motivation for learning; presentation of the skill in concrete behavioral components
• Modeling behavioral components and clarifying the concept by descriptions and behavioral examples of not using the skill
• Offering opportunities for practice of the skill in “student-tested,” enjoyable activities, providing corrective feedback and reinforcement until skill mastery is approached
• Labeling the skill with a prompt or cue, to establish a “shared language” that can be used for future situations
• Assigning skill practice outside of structured lessons
• Providing follow-through activities and integrating prompts in academic content areas and everyday interpersonal situations

Connection to Academics

Integrating SDM/SPS into students’ academic work enhances their social-emotional skills while enriching their academic performance. Research consistently supports the benefits of social-emotional learning (SEL) instruction.

Readiness for Decision Making

This aspect of SDM/SPS targets the development of skills necessary for effective social decision making and interpersonal behavior across various contexts. It encompasses self-management and social awareness. A self-management unit focuses on skills such as listening, following directions, remembering, taking turns, and maintaining composure in the classroom. These skills help students regulate their emotions, control impulsivity, and develop social literacy. Students learn to recognize physical cues and situations that may trigger high-arousal, fight-or-flight reactions or dysregulated behavior. Skills taught in this domain should include strategies to regain control and engage clear thinking, such as breathing exercises, mindfulness, or techniques that activate the parasympathetic nervous system.

A social awareness unit emphasizes positive peer relationships and the skills necessary for building healthy connections. Students learn to respond positively to peers who offer praise, compliments, and express positive emotions and appreciation. Skills in this unit also include recognizing when peers need help, understanding when they should seek help from others, and learning how to ask for help themselves. Students should develop the ability to provide and receive constructive criticism and collaborate effectively with diverse peers in group settings.

Decision Making Framework – FIG TESPN

To equip students with a problem-solving framework, SDM/SPS introduces the acronym FIG TESPN. This framework guides students when faced with problems or decisions and aims to help them internalize responsible decision making. The goal is for students to apply this framework academically and personally, even in challenging and stressful situations. 

FIG TESPN stands for:

• (F)eelings are my cue to problem solve.    
• (I) have a problem.
• (G)oals guide my actions.
• (T)hink of many possible things to do.
• (E)nvision the outcomes of each solution.
• (S)elect your best solution, based on your goal.
• (P)lan, practice, anticipate pitfalls, and pursue your best solution.
• (N)ext time, what will you do – the same thing or something different?

Integration of FIG TESPN into academics

Once students have become familiar with the FIG TESPN framework, there are limitless opportunities for them to apply and practice these skills. Many of the texts students read involve characters who make decisions, face conflicts, deal with intense emotions, and navigate complex interpersonal situations. By applying the readiness skills and FIG TESPN framework to these assignments, students can meet both academic and social-emotional learning (SEL) state standards. 

Teachers and staff play a crucial role in modeling readiness skills and the use of FIG TESPN. They can incorporate these skills into their questioning techniques, encouraging individual students and groups to think critically when confronted with problems. This approach helps students internalize the problem-solving framework and develop their decision-making abilities.

By integrating social decision making and problem-solving skills into academic subjects such as social studies, social justice, ethics, and creative writing, students gain a deeper understanding of the FIG TESPN framework. The framework becomes an integral part of their learning experience and supports their growth in both academic and social-emotional domains.

SDM/SPS Applied to Literature Analysis

• Think of an event in the section of the book assigned. When and where did it happen? Put the event into words as a problem. 
• Who were the people that were involved in the problem? What were their different feelings and points of view about the problem? Why did they feel as they did? Try to put their goals into words. 
• For each person or group of people, what are some different decisions or solutions to the problem that he,she, or they thought of that might help in reaching their goals?
• For each of these ideas or options, what are all of the things that might happen next? Envision and write both short- and long-term consequences.
• What were the final decisions? How were they made? By whom? Why? Do you agree or disagree? Why?
• How was the solution carried out? What was the plan? What obstacles were met? How well was the problem solved? What did you read that supports your point of view?
• Notice what happened and rethink it. What would you have chosen to do? Why?
• What questions do you have, based on what you read? What questions would you like to be able to ask one or more of the characters? The author? Why are these questions important to you?

a simplified version…

• I will write about this character…
• My character’s problem is…
• How did your character get into this problem?
• How does the character feel?
• What does the character want to happen?
• What questions would you like to be able to ask the character you picked, one of the other characters, or the author?

SDM/SPS Applied to Social Studies 

• What is the event that you are thinking about? When and where is it happening? Put the event into words as a problem, choice, or decision.
• What people or groups were involved in the problem? What are their different feelings? What are their points of view about the problem?
• What do each of these people or groups want to have happen? Try to put their goals into words.
• For each person or group, name some different options or solutions to the problem that they think might help them reach their goals. Add any ideas that you think might help them that they might not have thought of. 
• For each option or solution you listed, picture all the things that might happen next. Envision long- and short-term consequences. 
• What do you think the final decision should be? How should it be made? By whom? Why?
• Imagine a plan to help you carry out your solution. What could you do or think of to make your solution work? What obstacles or roadblocks might keep your solution from working? Who might disagree with your ideas? Why? What else could you do?
• Rethink it. Is there another way of looking at the problem that might be better? Are there other groups, goals, or plans that come to mind?

Applying FIG TESPN to Emigration

• What countries were they leaving?
• How did they feel about leaving their countries?
• What problems were going on that made them want to leave?
• What problems would leaving the country bring about?
• What would have been their goals in leaving or staying?
• What were their options and how did they envision the results of each possibility?
• What plans did they have to make? What kinds of things got in their way at the last minute? How did they overcome the roadblocks? 
• Once they arrived in a new country, how did they feel? What problems did they encounter at the beginning? What were their first goals?

Adapted from: Fostering Social-Emotional Learning in the Classroom

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Teens and Video Games Today

85% of u.s. teens say they play video games, and about four-in-ten do so daily. teens see both positive and negative sides of video games – from problem-solving and making friends to harassment and sleep loss, table of contents.

• Who plays video games?
• How often do teens play video games?
• What devices do teens play video games on?
• Social media use among gamers
• Teen views on how much they play video games and efforts to cut back
• Are teens social with others through video games?
• Do teens think video games positively or negatively impact their lives?
• Why do teens play video games?
• Bullying and violence in video games
• Appendix A: Detailed charts
• Acknowledgments
• Methodology

Pew Research Center conducted this analysis to better understand teens’ use of and experiences with video games.

The Center conducted an online survey of 1,453 U.S. teens from Sept. 26 to Oct. 23, 2023, through Ipsos. Ipsos recruited the teens via their parents, who were part of its KnowledgePanel . The KnowledgePanel is a probability-based web panel recruited primarily through national, random sampling of residential addresses. The survey was weighted to be representative of U.S. teens ages 13 to 17 who live with their parents by age, gender, race and ethnicity, household income, and other categories.

This research was reviewed and approved by an external institutional review board (IRB), Advarra, an independent committee of experts specializing in helping to protect the rights of research participants.

Here are the questions used for this analysis , along with responses, and  its methodology .

There are long-standing debates about the impact of video games on youth. Some credit them for helping young people form friendships and teaching them about teamwork and problem-solving . Others say video games expose teenagers to violent content, negatively impact their sleep and can even lead to addiction.

With this in mind, Pew Research Center surveyed 1,423 U.S. teens ages 13 to 17 about their own video game habits – from how often they play to the friends they’ve made and whether it gets in the way of them doing well in school or getting a good night’s sleep. 1

Key findings from the survey

• Video games as a part of daily teen life: 85% of U.S. teens report playing video games, and 41% say they play them at least once a day. Four-in-ten identify as a gamer.
• Gaming as a social experience: 72% of teens who play video games say that a reason why they play them is to spend time with others. And some have even made a friend online from playing them – 47% of teen video game players say they’ve done this.
• Helpful with problem-solving, less so for sleep: Over half of teens who play video games say it has helped their problem-solving skills, but 41% also say it has hurt their sleep.
• Bullying is a problem: 80% of all teens think harassment over video games is a problem for people their age. And 41% of those who play them say they’ve been called an offensive name when playing.
• Boys’ and girls’ experiences differ: Most teen boys and girls play video games, but larger shares of boys identify as gamers (62% vs. 17%) and play every day (61% vs. 22%). Boys who play them are also more likely to experience positive things from it, like making friends, and more troubling things like harassment.

Jump to read about: Who plays video games | Socializing over video games | Views about video games’ impact | Harassment and violence in video games      

Playing video games is widespread among teens. The vast majority of U.S. teens (85%) say they play them. Just 15% say they never do, according to the survey conducted Sept. 26-Oct. 23, 2023.

In addition to asking whether teens play video games, we also wanted to learn whether they consider themselves gamers. Overall, four-in-ten U.S. teens think of themselves as gamers. Just under half of teens (45%) play video games but do not think of themselves as gamers.

Nearly all boys (97%) say they play video games, compared with about three-quarters of teen girls. There is a substantial gap by gender in whether teens identify as gamers: 62% of teen boys do, compared with 17% of girls. 2

By gender and age

Younger teen girls are more likely than older girls to say they play video games: 81% of girls ages 13 to 14 compared with 67% of those ages 15 to 17. But among boys, nearly all play video games regardless of age. 

Similar shares of teens play video games across different racial and ethnic groups and among those who live in households with different annual incomes. Go to Appendix A for more detail on which teens play video games and which teens identify as gamers.

We also asked teens how often they play video games. About four-in-ten U.S. teens say they play video games daily, including 23% who do so several times a day.

Another 22% say they play several times a week, while 21% play them about once a week or less.

Teen boys are far more likely than girls to say they play video games daily (61% vs. 22%). They are also much more likely to say they play them several times a day (36% vs. 11%).

By whether someone identifies as a gamer

About seven-in-ten teens who identify as gamers (71%) say they play video games daily. This drops to 30% among those who play them but aren’t gamers.

By household income

Roughly half of teens living in households with an annual income of less than $30,000 (53%) say they play video games at least daily. This is higher than those in households with an annual income of $30,000 to $74,999 (42%) and $75,000 or more (39%).

Go to Appendix A to see more details about who plays video games and identifies as a gamer by gender, age, race and ethnicity, and household income.

Most teens play video games on a gaming console or a smartphone. When asked about five devices, most teens report playing video games on a gaming console (73%), such as PlayStation, Switch or Xbox. And 70% do so on a smartphone. Fewer – though still sizable shares – play them on each of the following:

• 49% say they play them on a desktop or laptop computer
• 33% do so on a tablet  
• 24% play them on a virtual reality (VR) headset such as Oculus, Meta Quest or PlayStation VR

Many teens play video games on multiple devices. About a quarter of teens (27%) do so on at least four of the five devices asked about, and about half (49%) play on two or three of them. Just 8% play video games on one device.

Teen boys are more likely than girls to play video games on four of the five devices asked about – all expect tablets. For instance, roughly nine-in-ten teen boys say they ever play video games on a gaming console, compared with 57% of girls. Equal shares of teen boys and girls play them on tablets.  

Teens who consider themselves gamers are more likely than those who play video games but aren’t gamers to play on a gaming console (95% vs. 78%), desktop or laptop computer (72% vs. 45%) or a virtual reality (VR) headset (39% vs. 19%). Similar shares of both groups play them on smartphones and tablets.

One way that teens engage with others about video games is through online platforms. And our survey findings show that teen gamers stand out for their use of two online platforms that are known for their gaming communities – Discord and Twitch :

• 44% of teen gamers say they use Discord, far higher than video game players who don’t identify as gamers or those who use the platform but do not play video games at all. About three-in-ten teens overall (28%) use Discord.
• 30% of teens gamers say they use Twitch. About one-in-ten other teens or fewer say the same; 17% of teens overall use the platform.

Previous Center research shows that U.S. teens use online platforms at high rates .

Teens largely say they spend the right amount of time playing video games. When asked about how much time they spend playing them, the largest share of teens (58%) say they spend the right amount of time. Far fewer feel they spend too much (14%) or too little (13%) time playing them.

Teen boys are more likely than girls to say they spend too much time playing video games (22% vs. 6%).

By race and ethnicity

Black (17%) and Hispanic (18%) teens are about twice as likely than White teens (8%) to say they spend too little time playing video games. 3

A quarter of teens who consider themselves gamers say they spend too much time playing video games, compared with 9% of those who play video games but don’t identify as gamers. Teen gamers are also less likely to think they spend too little time playing them (19% vs. 10%).

Fewer than half of teens have reduced how much they play video games. About four-in-ten (38%) say they have ever chosen to cut back on the amount of time they spend playing them. A majority (61%) report that they have not cut back at all.

This share is on par with findings about whether teenagers have cut back with their screen time – on social media or their smartphone.

Although boys are more likely to say they play video games too much, boys and girls are on par for whether they have ever cut back. About four-in-ten teen boys (39%) and girls (38%) say that they have ever cut back.

And gamers are as likely to say they have cut back as those who play video games but don’t identify as gamers (39% and 41%).

A main goal of our survey was to ask teens about their own experiences playing video games. For this section of the report, we focus on teens who say they play video games.

Socializing with others is a key part of the video game experience. Most teens who play video games do so with others, and some have developed friendships through them.

About nine-in-ten teen video game players (89%) say they play them with other people, in person or online. Far fewer (11%) play them only on their own.

Additionally, about half (47%) report that they have ever made a friend online because of a video game they both play. This equals 40% of all U.S. teens who have made a friend online because of a video game.

These experiences vary by:  

• Gender: Most teen boy and girl video game players play them with others, though it’s more common among boys (94% vs. 82%). Boys who play video games are much more likely to say they have made a friend online because of a video game (56% vs. 35%).
• Race and ethnicity: Black (55%) and Hispanic (53%) teen video game players are more likely than White teen video game players (43%) to say they have made a friend online because of them.
• Whether someone identifies as a gamer: Nearly all teen gamers report playing video games with others (98%). Fewer – though still most – of those who play video games but aren’t gamers (81%) also play them with others. And about seven-in-ten (68%) say they have made a friend online because of a video game, compared with 29% of those who play them but don’t identify as gamers.

Teens who play video games are particularly likely to say video games help their problem-solving skills. More than half of teens who play video games (56%) say this.

Additionally, more think that video games help, rather than hurt, three other parts of their lives that the survey asked about. Among teens who play video games:

• Roughly half (47%) say it has helped their friendships
• 41% say it has helped how they work with others
• 32% say it has helped their mental health

No more than 7% say playing video games has hurt any of these.

More teens who play video games say it hurts, rather than helps, their sleep. Among these teens, 41% say it has hurt how much sleep they get, while just 5% say it helps. And small shares say playing video games has impacted how well they do in school in either a positive or a negative way.

Still, many teens who play video games think playing them doesn’t have much an impact in any of these areas. For instance, at least six-in-ten teens who play video games say it has neither a positive nor a negative impact on their mental health (60%) or their school performance (72%). Fewer (41%) say this of their problem-solving skills.

Teen boys who play video games are more likely than girls to think playing them has helped their problem-solving skills, friendships and ability to work with others. For instance, 55% of teen boys who play video games say this has helped their friendships, compared with 35% of teen girls.

As for ways that it may hurt their lives, boys who play them are more likely than girls to say that it has hurt the amount of sleep they get (45% vs. 37%) and how well they do in school (21% vs. 11%). 

Teens who consider themselves gamers are more likely than those who aren’t gamers but play video games to say video games have helped their friendships (60% vs. 35%), ability to work with others (52% vs. 32%), problem-solving skills (66% vs. 47%) and mental health (41% vs. 24%).

Gamers, though, are somewhat more likely to say playing them hurt their sleep (48% vs. 36%) and how well they do in school (20% vs. 14%).

By whether teens play too much, too little or the right amount

Teens who report playing video games too much stand out for thinking video games have hurt their sleep and school performance. Two-thirds of these teens say it has hurt the amount of sleep they get, and 39% say it hurt their schoolwork. Far fewer of those who say they play the right amount (38%) or too little (32%) say it has hurt their sleep, or say it hurt their schoolwork (12% and 16%).

Teens who play video games say they largely do so to be entertained. And many also play them to be social with and interact with others. Teens who play video games were asked about four reasons why they play video games. Among those who play video games:

• Nearly all say fun or entertainment is a major or minor reason why they play video games – with a large majority (87%) saying it’s a major reason.
• Roughly three-quarters say spending time with others is a reason, and two-thirds say this of competing with others. Roughly three-in-ten say each is a major reason.
• Fewer – 50% – see learning something as a reason, with just 13% saying it’s a major reason.

While entertainment is by far the most common reason given by teens who play video games, differences emerge across groups in why they play video games.

Teens who identify as gamers are particularly likely to say each is major reason, especially when it comes to competing against others. About four-in-ten gamers (43%) say this is a major reason, compared with 13% of those who play video games but aren’t gamers.

Teen boys who play video games are more likely than girls to say competing (36% vs. 15%), spending time with others (36% vs. 27%) and entertainment (90% vs. 83%) are major reasons they play video games.

Black and Hispanic teens who play video games are more likely than White teens to say that learning new things and competing against others are major reasons they play them. For instance, 29% of Black teen video game players say learning something new is a major reason, higher than 17% of Hispanic teen video game players. Both are higher than the 7% of White teen video game players who say the same.

Teens who play video games and live in lower-income households are especially likely to say competing against others and learning new things are major reasons. For instance, four-in-ten teen video game players who live in households with an annual income of less than $30,000 say competing against others is a major reason they play. This is higher than among those in households with annual incomes of $30,000 to $74,999 (29%) and $75,000 or more (23%).

Cyberbullying can happen in many online environments, but many teens encounter this in the video game world.

Our survey finds that name-calling is a relatively common feature of video game life – especially for boys. Roughly four-in-ten teen video game players (43%) say they have been harassed or bullied while playing a video game in one of three ways: 

• 41% have been called an offensive name
• 12% have been physically threatened
• 8% have been sent unwanted sexually explicit things

Teen boys are particularly likely to say they have been called an offensive name. About half of teen boys who play video games (48%) say this has happened while playing them, compared with about a third of girls (32%). And they are somewhat more likely than girls to have been physically threatened (15% vs. 9%).

Teen gamers are more likely than those who play video games but aren’t gamers to say they been called and offensive name (53% vs. 30%), been physically threatened (17% vs. 8%) and sent unwanted sexually explicit things (10% vs. 6%).

Teens – regardless of whether they’ve had these experiences – think bullying is a problem in gaming. Eight-in-ten U.S. teens say that when it comes to video games, harassment and bullying is a problem for people their age. This includes 29% who say it is a major problem.

It’s common for teens to think harassment while playing video games is a problem, but girls are somewhat more likely than boys to say it’s a major problem (33% vs. 25%).

There have also been decades-long debates about how violent video games can influence youth behavior , if at all – such as by encouraging or desensitizing them to violence. We wanted to get a sense of how commonly violence shows up in the video games teens are playing.

Just over half of teens who play video games (56%) say at least some of the games they play contain violence. This includes 16% who say it’s in all or most of the games they play.

Teen boys who play video games are far more likely than girls to say that at least some of the games they play contain violence (69% vs. 37%).

About three-quarters of teen gamers (73%) say that at least some of the games they play contain violence, compared with 40% among video game players who aren’t gamers.   

• Throughout this report, “teens” refers to those ages 13 to 17. ↩
• Previous Center research of U.S. adults shows that men are more likely than women to identify as gamers – especially the youngest adults. ↩
• There were not enough Asian American respondents in the sample to be broken out into a separate analysis. As always, their responses are incorporated into the general population figures throughout the report. ↩

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More From Forbes

The resilient ceo: nurturing well-being to lead high-performing teams.

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Founder and CEO at Innovecs , a global digital transformation tech company.

Being a team leader means being the one all other team members look to. It's a significant responsibility, not only because the effectiveness of the business depends on decisions made but also because the CEO's morale and energy levels serve as indicators for all employees.

This is precisely why maintaining a high level of personal energy is one of the key tasks for top managers. In other words, leaders at the highest levels must prioritize well-being and their own physical and mental health not only for selfish reasons but also for the prosperity and flourishment of the entire company.

A 2015 McKinsey survey involving 81 organizations worldwide highlighted four types of managerial behaviors that are most often associated with effective leaders and lead to organizational success.

• Result-oriented work.

• Effective problem-solving.

• Seeking different perspectives.

• Supporting other team members.

I want to share my experience of how a balanced lifestyle and well-being can help in each of these four types of leadership behavior.

Result-Oriented Work

Sport teaches us to consistently put in effort and be confident that diligent work will always yield results in the future. Only perseverance, consistency and reasonable (not too small but not excessive) loads pave the way to a healthier, more resilient body as well as scored goals and the pleasure of setting new records.

I am confident that sports should not be a one-time action in a leader's life. Rather, it should be a constant component of life planned in personal and work calendars. For the past five years, I have been systematically involved in sports, and for me, hockey is not only physical but also emotional relief. Sports activities help me cope with work stress at the physiological level.

Effective Problem-Solving

Arguably, nothing impacts the clarity of mind and the ability to think rationally like sleep quality.

Commonly, adults need to sleep between seven and nine hours per day to maintain cognitive abilities, attention and mood at a good level. However, a 2017 study by the Center for Creative Leadership (via Harvard Business Review ) found that 42% of surveyed leaders slept six hours or fewer per day on average.

The term "sleep leadership" is mentioned in a U.S. Department of Defense report regarding the development of a policy that would contribute to changing the sleep culture so that armed service members get enough sleep. The fact that sleep hygiene is beginning to appear on the national agenda shows the importance of the correlation between quality sleep and the quality of results at work.

In simple terms, "sleep leadership" may include the leader setting an example by showing they have enough hours for rest, which is considered normal and desirable for the entire team. Naturally, calls, emails and messages late after the end of the workday should also be prohibited or minimized to help the entire team establish a sleep routine.

Seeking Different Perspectives

Living an ordinary life, there is a great chance of falling into a Groundhog Day scenario when days are filled with similar tasks and leaders know perfectly well what to expect from this day as well as what they want to achieve by the end of the year.

To have a fresh perspective, it is necessary to step out of this box from time to time and do things that help see new problem-solving pathways.

If presented with the opportunity, I would recommend traveling more. A change in scenery, climate and geography is itself a good shake-up. However, delving into learning about different cultures and discovering more about local traditions during travels can not only enrich horizons but also often provide unexpected solutions in work.

Another good way to find new ideas is networking and interacting in business clubs. I would recommend that leaders participate in business clubs that would benefit them—where they would find the necessary connections, answers and opinions but also where they would be beneficial to this new community. In other words, leaders should strive to find a club that suits their business scale so that communication there is win-win for both them and their club counterparts.

Supporting Others In The Team

Hockey is my passion. The sport is much like a business—it's a team game, and everyone must support each other to achieve a common goal. I also like to compare a CEO or organization leader to a playing coach who must improve their playing skills while supporting team members, motivating them, praising progress and identifying areas for each player's growth.

In hockey, just like in business, the winning team is not necessarily the one with a star player but the one with better teamwork and communication.

Hockey taught me that even in difficult situations, team spirit and support for each other come to the rescue. Regardless of how things are at this moment or in a specific game, it's important for leaders to see new horizons for themselves and their teammates and not to make a tragedy out of mistakes. After all, what matters in the end is the trend of development and long-term results, not the search for a scapegoat.

In conclusion, integrating well-being into leadership practices not only enhances individual performance but also fosters a culture of success within the entire organization. By prioritizing their own well-being, leaders can navigate challenges effectively and drive sustainable growth.

Forbes Technology Council is an invitation-only community for world-class CIOs, CTOs and technology executives. Do I qualify?

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