Rocky Mountain Psychological Services
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Build Confidence & Friendships: An 8-Week Social Skills Journey for Kids

When my daughter first started, things weren’t going so well at school. Sometimes other kids would get annoyed because she didn’t answer them and other times there would be some kind of conflict at recess. With the social skills group my daughter learned to pay more attention and answer when others talk to her. By week 4, she was telling me more about the fun times she had at recess. By week 8, she was role-playing resolving a conflict scenario in front of the group, something I never thought possible.”
Example of the kinds of things parents have said after Social Skills group

Stories like this are what we see in nearly every group: children who start out hesitant, or struggling to have positive social interactions leave the program with tangible, measurable skills that change how they interact at school, at home, and with friends.

That’s the power of the 8-week Social Skills Course at RM Psychological Services, starting 25 October. Designed and delivered by mental health professionals who know kids, this program blends fun with instruction and opportunities to practice in real-life with positive supports. Learn more and enroll here: https://training.rmpsychservices.com/social-skills/.

Why a Clinical Approach Matters

Social skills aren’t just “nice-to-have.” Research shows they are foundational for mental health, peer relationships, and academic engagement (Spence, 2003; Jones et al., 2015). Deficits in late childhood can predict social rejection, anxiety, and even later behavioral disorders. But when children receive structured training during ages 8–12, the benefits are long-lasting (Gresham, 2016).

That’s why this program uses clinical methods: cognitive-behavioral strategies, role-play rehearsal, and emotion-regulation coaching, ensuring skills move from theory into everyday life.

Two Groups, Two Developmental Paths

To maximize effectiveness, children are grouped by developmental stage:

  • Group I (Ages 8–10):
    • Still developing perspective-taking and self-regulation.
    • Training emphasizes concrete, play-based activities: cooperative games, guided scripts, and adult-supported role plays.
    • Focus: building confidence in initiating interaction, friendship maintenance skills, and conflict resolution.
  • Group II (Ages 10–12):
    • Entering pre-adolescence, where status, inclusion, and peer negotiation take center stage.
    • Training uses abstract problem-solving, negotiation skills, and cognitive reframing of negative self-beliefs.
    • Focus: handling conflicts, sustaining friendships, and emerging leadership skills.

This age-split ensures interventions are developmentally appropriate, clinically sound, and highly relevant.

What Clinical Techniques We Use and Why

  • Modeling & Demonstration – Children first watch facilitators or peers perform a target skill, making invisible rules visible.
  • Behavioral Rehearsal / Role-Play – Structured practice with immediate feedback builds confidence before trying skills in real life.
  • Video Feedback – In select sessions, children see themselves interact, which boosts self-awareness and accelerates learning.
  • Cognitive Restructuring – Clinicians help children challenge unhelpful thoughts like “No one will like me” and replace them with realistic alternatives.
  • Emotion Coaching & Regulation – Children learn to name feelings and use calming tools (deep breathing, positive self-talk).
  • Positive Reinforcement & Shaping – Specific praise and step-by-step progress ensure motivation and steady growth.

Why This Matters: These methods work together to remove the biggest barriers children face, including a lack of awareness, fear of embarrassment, impulsive reactions, and low confidence. In clinical practice, this combination has been shown to help children not only acquire social skills but also generalize them to everyday situations like classrooms, playdates, and family life (Bandura, 1977; Spence, 2003).

How We Measure Progress (Assessment that Matters)

Parents deserve more than “we think your child improved.” We provide measurable evidence through:

  • Social Skills Improvement System (SSIS; Gresham & Elliott, 2008): Parent, teacher, and student reports measuring cooperation, empathy, communication, and self-control.
  • Clinician Observations: Structured session-based tracking of social initiations, turn-taking, and conflict strategies.

Parents receive pre-course baseline scores and a post-course outcome report. This way, progress isn’t just observed, it’s documented.

Outcomes Parents Can Expect

By week 8, parents often report:

  • Higher confidence in joining groups and initiating conversations.
  • Reduced social anxiety in classrooms, sports, or playdates.
  • Improved emotion regulation, with fewer outbursts or shutdowns.
  • Better collaboration, both in schoolwork and at home.
  • Increased empathy, shown by checking in on peers or siblings.

Parent Involvement: Critical For Generalization

Children practice skills weekly in sessions, but they generalize best when parents reinforce them at home. We provide:

  • Weekly practice scripts — short, concrete tasks tied to the week’s theme.
  • Reflection questions — to guide gentle discussion after social interactions.
  • Reinforcement strategies — specific praise that highlights what the child did right.

Expanded FAQ With Sample Scripts

Q: My child is very shy and doesn’t want to attend. How do I help?

A: Normalize their feelings (“It’s okay to feel nervous — lots of kids do at first”) and focus on curiosity (“Let’s just see what activities they have”). Shy children usually warm up by week 2–3 with structured support.

Q: What if my child resists homework practice?

A: Keep it short and low-pressure. For example, practice a greeting while setting the table:

  • Parent: “Hi, how was your day?”
  • Child: “It was good, how was yours?”
    Praise even brief attempts: “I love how you looked at me when you asked that — that’s excellent conversation practice.”

Q: What happens if my child misses a session?

A: We provide a “catch-up pack” with scripts and role-play ideas to practice at home. Clinicians also review key skills with the child in the next session.

Q: Will this help children with autism or social communication difficulties?

A: Yes, many children with ASD benefit from structured social skills training. Suitability and accommodations are assessed individually, and recommendations for adjunct supports are provided if needed.

Why Choose A Clinician-Led Course

Unlike extracurricular activities that may boost social exposure only indirectly, this course is designed and delivered with a clear clinical foundation. Every session is clinically structured, drawing on decades of research in child psychology, and each activity is mapped to a specific, evidence-based skill such as initiating conversations, resolving conflicts, or managing emotions. Progress is carefully measured through validated assessments before and after the program, giving parents a clear picture of their child’s growth. With small group sizes and trained mental health professionals providing a safe, supportive environment, children receive the guidance and structure they need to practice skills, build confidence, and carry those improvements into real-life situations.

How To Enroll

The next cohort begins 25 October. Spots are intentionally limited for a high-quality clinical environment.

Register today: https://training.rmpsychservices.com/social-skills/

Final Thought From A Clinical Perspective

From a child psychologist’s perspective, social competence is not an optional skill set; it is a cornerstone of healthy child development and a protective buffer against future difficulties. Decades of research show that children who struggle socially are at greater risk of experiencing peer rejection, loneliness, heightened anxiety, and even academic underachievement. Conversely, when social skills are explicitly taught and reinforced during the childhood years, children build resilience, stronger self-esteem, and a foundation for positive mental health outcomes well into adolescence and adulthood.

This 8-week program is designed with that clinical reality in mind. It does not just expose children to peers; it equips them with structured, research-backed tools for daily interactions such as initiating friendships, reading nonverbal cues, resolving conflicts, and regulating emotions under stress. The use of standardized psychological assessment ensures that growth is measurable and meaningful, not just anecdotal, allowing parents to see concrete evidence of progress.

Perhaps most importantly, the program recognizes that social competence is directly tied to long-term wellbeing. Children who master these skills are better equipped to handle challenges, bounce back from setbacks, and form relationships grounded in empathy and mutual respect. Parents can feel confident that their child is not merely participating in activities but is actively building lifelong competencies in confidence, empathy, and resilience. These are skills that act as protective factors against many of the struggles children face both now and in the future.

Rocky Mountain psychological services Calgary

MacKenzie Ebel

MacKenzie is a Psychometrist/Psychological Assistant at RMPS. She completed her Bachelor of Arts in Psychology at Princeton University, where she also played 4 years for the women’s ice hockey team. She recently completed her Masters in Counselling Psychology through City University of Seattle. MacKenzie has worked with children, youth, and their families in a number of settings, through coaching, as a behavioural aid, and counselling through her internship placement. She is excited to continue learning about assessment administration, neurofeedback, and play therapy practices at RMPS! Currently, she is part of the assessment and neurotherapy team, as she completes her final capstone assignment and intends to join our counselling team as a Registered Provisional Psychologist.

Tammy Thomson

Tammy is a graduate of the Master of Arts in Counselling Psychology (MACP) program at Yorkville University and is trained at the master’s level in art therapy as a professional art psychotherapist and member of the Canadian Art Therapy Association. She brings more than 20 years of experience working with children, teens, and families in child development settings, children’s hospitals, and schools as an early childhood educator and elementary teacher. She completed a Bachelor of Applied Science specializing in Child Development Studies at the University of Guelph, Ontario and holds a Graduate Diploma of Teaching and Learning from the University of Canterbury in Christchurch, New Zealand. Tammy is a member of the Canadian Counsellor and Psychotherapy Association and College of Alberta Psychologists while pursuing her next goal of registration as a provisional psychologist. Tammy values a client-centered approach using play therapy and the expressive arts to support those who may find it difficult to articulate their thoughts and feelings with words. Children and families do not need any skill or prior art experience and the art studio is a safe place where children can gain a sense of independence, greater emotional regulation, and confidence through self-exploration. Expressive interventions in art therapy can treat behavioural issues, anxiety, depression, ADHD, autism, learning disabilities, physical and developmental disabilities, and attachment difficulties. As a parent of three young children herself, Tammy understands the complexities of family life using compassion to help parents feel more confident in their role of raising a successful family.

Raquel Freitas

Raquel is an Office Administrator at RMPS. Back in Brazil, her home country, she graduated as a Psychologist and worked as a clinician for the past 5 years. Although she loved working with children and adults, she discovered a new passion: manage the administrative tasks that keep the business running. 

As someone who is passionate about learning new things and developing new skills, with the career transition also came the decision to live abroad and explore a new culture. To serve empathetically and connect with people is Raquel’s main personal and professional goal.

Emma Donnelly

Emma is a Registered Psychologist with the College of Alberta Psychologists. She completed her Bachelor of Arts in Psychology in her hometown at Brandon University, after which she moved to Calgary to earn her Master’s of Science in School and Applied Child Psychology at the University of Calgary. Emma has a passion for working with children and families and has experience doing so in a number of settings, including schools, homes, early intervention programs, and within the community. She specializes in assessment, including psychoeduational, social-emotional-behavioural, and autism assessment. Emma uses a client centred approach to counselling, supported by cognitive behavioural therapy, as well as play-based and attachment-based techniques. She believes in meeting clients where they are at and prides herself in working together with her clients to achieve their goals, improve their functioning, and enjoy their daily life.

Amanda Stoner

Amanda is a Registered Psychologist with the College of Alberta Psychologists. Amanda earned her doctoral degree in Psychology at Brock University in Ontario in 2017, with a specialization in developmental psychology. Amanda provides formal assessment services at RMPS. 

Since 2009, Amanda has received formal training and work experience in private practice settings in conducting psycho-educational assessments for students ranging from preschool through university. Amanda is skilled at test administration, interpretation of data, and report writing for various referral questions including ADHD, Learning Disorders, Autism Spectrum Disorder, Anxiety, Giftedness, and Intellectual Disabilities. Amanda enjoys working with people of all ages from diverse backgrounds, and she tries to make the testing environment feel relaxed and comfortable while maintaining integrity in testing protocol.

Denise Riewe

Denise has completed a Bachelor of Health Sciences through the University of Lethbridge and a Master of Counselling with Athabasca University. She is a Registered Provisional Psychologist with the College of Alberta Psychologists and a member of the Psychological Association of Alberta. Denise has over 9 years of experience supporting children, youth and their families in both residential and community-based practices. Denise is experienced in working with high and at-risk youth, supporting children and their families with strength-based approaches. She practices from a client-center approach supported by Cognitive Behaviour Therapy, Dialectical Behaviour Therapy, Theraplay, and other play and art-based modalities.

John Pynn

John is a Registered Provisional Psychologist with the College of Alberta Psychologists. He completed his Master of Arts in Counselling Psychology at Yorkville University. He brings more than 20 years of experience working with children, teens, and families in a variety of settings. He brings a relaxed and collaborative atmosphere to sessions. John uses an integrated counselling approach including client-centred, Cognitive Behavioural Therapy (CBT), and Solution-Focussed therapy (SFT) to find the best-fit for clients. He has experience with a variety of mental health concerns including anxiety, depression, anger, self-
esteem, relationships, parenting, ADHD, grief/loss, addictions, and trauma. This broad experience comes from working in schools, social service agencies, group-care, and clinical settings. He also draws from the practical experience of being a parent to two teenagers as well as a husband. Supporting and empowering clients with mental health concerns is something John genuinely enjoys. John also provides counselling for adults and holds a Gottman level 1 certification for couples therapy.

Zara Crasto

Zara is a Psychometrist/Psychological Assistant at RMPS. She completed her Bachelor of Science in Psychology at the University of Calgary and her Graduate Diploma in Psychological Assessment at Concordia University of Edmonton. 

Zara has spent over five years working alongside children, adolescents, and their families in a variety of settings. These include public and private schools, in-home support, residential programs, early-intervention programs, and non-profit organizations. Currently, Zara is part of the assessment and neurotherapy team. As a lifelong learner, Zara plans to go back to graduate school and eventually become a psychologist one day.

Kellie Lanktree

Kellie is a Registered Psychologist with the College of Alberta Psychologists. She completed a Bachelor of Child and Youth Care with the University of Victoria and a Master of Education in Counselling Psychology through the University of Lethbridge. Kellie has over 10 years experience supporting children and youth with developmental disorders/delays and their families. Kellie has experience working in schools, clinical settings, and within homes to provide support and therapeutic interventions. Through her time at RMPS, Kellie has also gained experience in helping individuals affected by trauma, grief/loss, separations, emotional dysregulation, depression, and anxiety. Kellie practices through developmental, attachment-based and trauma-informed lenses, and draws from a variety of play-based approaches such as Synergetic Play Therapy, Child-centered play therapy, DIR/Floortime, art-based mediums, and mindfulness-based practices. Kellie also provides Neurofeedback therapy, and is working on receiving her certification through BCIA. Kellie believes in meeting children and their families where they are at and that there is no “one size fits all” for therapy.