Context-Dependent Social Ties

Approx. Age: ~11 years, 6 mo old • Born: Aug 11 - 17, 2014

Curriculum Level

Level 9

Level Progress

90/ 512

Current Age

~11 years, 6 mo old

Cohort

Aug 11 - 17, 2014

🚧 Content Planning

Initial research phase. Tools and protocols are being defined.

Status: Planning

Planning

Selected

Ordered

Received

Active

Current Stage: Planning

Rationale & Protocol

At 11 years old, understanding 'Context-Dependent Social Ties' is crucial for navigating the increasingly complex social landscapes of school, extracurriculars, family, and emerging online interactions. This involves recognizing that social rules, communication styles, and relationship expectations are not universal but adapt significantly based on the specific environment. The 'Social Fortune/Social Folly Game' by Social Thinking® is the best-in-class tool globally for this age group because it directly addresses these nuanced social cognitive skills. It moves beyond simple social manners to teach explicit social observation, interpretation, and adaptive behavior – the core components of understanding and successfully managing context-dependent social ties. Its game-based format makes learning engaging, encouraging children to actively think about the impact of their actions in different settings, and to articulate why certain behaviors are 'expected' or 'unexpected' in a given context. This fosters 'Contextual Social Intelligence' (Principle 1), 'Proactive Social Navigation' (Principle 2), and 'Reflective Social Awareness' (Principle 3).

Implementation Protocol for an 11-year-old:

Facilitator-Led Play: An engaged adult (parent, guardian, educator, or therapist) should facilitate the game. Their role is to guide discussion, prompt deeper thinking, and connect the game scenarios to the child's real-world experiences, rather than just overseeing the rules.
Small Group Dynamic: Ideal for 2-4 players. Playing with one or two trusted peers, siblings, or other family members can enrich the experience by exposing the 11-year-old to diverse perspectives and problem-solving approaches.
Regular Engagement: Schedule consistent, dedicated play sessions (e.g., 30-45 minutes once a week). Regularity reinforces learning and allows for the gradual application of concepts.
Deep Discussion, Not Just Answers: After each scenario card, go beyond simply identifying 'fortune' or 'folly.' Encourage the 11-year-old to articulate their reasoning: 'Why is that a fortune/folly in this specific situation?' 'How would it be different if you were at home vs. at school?' 'What cues in the scenario tell you how to act?' This active reflection strengthens the understanding of context-dependency.
Relate to Real Life: Encourage the child to share personal anecdotes or observations from their own life that resonate with the game's scenarios. This bridges the gap between game play and real-world application, making the learning more relevant and impactful.
'What If' Scenarios: Challenge the 11-year-old to modify a 'folly' scenario into a 'fortune' by suggesting alternative actions or altering aspects of the context. This promotes flexible thinking and problem-solving within varying social landscapes.

Primary Tool Tier 1 Selection

Social Fortune/Social Folly Game

Social Fortune/Social Folly Game Box

This game is specifically designed for ages 9-13, making it perfectly aligned with the developmental stage of an 11-year-old. It teaches the crucial skill of 'social thinking' by prompting players to identify 'expected' (fortune) vs. 'unexpected' (folly) behaviors across a wide range of social contexts. This directly addresses the topic of 'Context-Dependent Social Ties' by helping children understand that social norms vary, requiring adaptability in their interactions. It fosters observational skills, critical thinking about social situations, and the ability to adjust one's own behavior to build and maintain social connections effectively, thereby supporting 'Contextual Social Intelligence', 'Proactive Social Navigation', and 'Reflective Social Awareness'.

Key Skills: Contextual social awareness, Social problem-solving, Perspective-taking, Adaptable social communication, Understanding implicit social rules, Emotional self-regulation in social settingsTarget Age: 9-13 yearsSanitization: Wipe down game board, cards, and playing pieces with a damp cloth and mild disinfectant solution. Allow to air dry completely before storage. Avoid immersing in water.

Also Includes:

Blank Social Scenario Cards for Customization (8.00 EUR) (Consumable) (Lifespan: 0.5 wks)

DIY / No-Tool Project (Tier 0)

A "No-Tool" project for this week is currently being designed.

Estimated Shelf Value

103.00EUR

Social Fortune/Social Folly Game85.00 EUR
↳ Shipping10.00 EUR
↳ Blank Social Scenario Cards for Customization8.00 EUR

Prices are estimates. Shipping & VAT calculated at source.

Origin Path

1
From: "Human Potential & Development."
Split Justification: Development fundamentally involves both our inner landscape (**Internal World**) and our interaction with everything outside us (**External World**). (Ref: Subject-Object Distinction)..
"Internal World (The Self)" (W1)
➔ "External World (Interaction)" (W2)
2
From: "External World (Interaction)"
Split Justification: All external interactions fundamentally involve either other human beings (social, cultural, relational, political) or the non-human aspects of existence (physical environment, objects, technology, natural world). This dichotomy is mutually exclusive and comprehensively exhaustive.
➔ "Interaction with Humans" (W4)
"Interaction with the Non-Human World" (W6)
3
From: "Interaction with Humans"
Split Justification: All human interaction can be fundamentally categorized by its primary focus: either on the direct connection and relationship between specific individuals (from intimate bonds to fleeting encounters), or on the individual's engagement within and navigation of larger organized human collectives, their rules, roles, and systems. This dichotomy provides a comprehensive and distinct division between person-to-person dynamics and person-to-society dynamics.
➔ "Personal Relationships" (W8)
"Social Systems and Structures" (W12)
4
From: "Personal Relationships"
Split Justification: Personal relationships can be fundamentally divided based on whether their primary origin is an unchosen, inherent bond (such as family or blood ties) or a volitional, chosen connection based on mutual interests, affection, or shared values. This dichotomy accounts for all personal bonds.
"Kinship and Familial Relationships" (W16)
➔ "Chosen and Affinitive Relationships" (W24)
5
From: "Chosen and Affinitive Relationships"
Split Justification: All chosen and affinitive relationships can be fundamentally categorized by the presence or absence of a romantic and/or sexual dimension. This dichotomy is mutually exclusive, as a relationship either encompasses these elements or it does not, and it is comprehensively exhaustive, covering all forms of chosen bonds from intimate romantic partnerships to platonic friendships, mentorships, and other volitional connections based on shared interests or values.
"Romantic and Sexual Relationships" (W40)
➔ "Non-Romantic Affinitive Relationships" (W56)
6
From: "Non-Romantic Affinitive Relationships"
Split Justification: All non-romantic affinitive relationships can be fundamentally distinguished by whether their primary focus is the direct, personal bond, mutual support, and shared experience between individuals (companionship), or if it centers on a common external objective, a specific shared activity, or the exchange of skills and knowledge (purpose or activity). This dichotomy is mutually exclusive, as a relationship's core driver is one or the other, and comprehensively exhaustive, covering all forms of non-romantic chosen connections.
➔ "Personal Companionship Relationships" (W88)
"Shared Purpose and Activity Relationships" (W120)
7
From: "Personal Companionship Relationships"
Split Justification: All personal companionship relationships fundamentally vary in the depth of emotional intimacy, vulnerability, and shared life experiences. Some connections are characterized by profound trust, extensive mutual support, and a central role in an individual's life, while others focus on broader social interaction, shared interests, and less intensive emotional engagement. This dichotomy comprehensively divides all personal companionship based on the intensity and scope of the bond.
"Intimate Companionship" (W152)
➔ "General Social Companionship" (W216)
8
From: "General Social Companionship"
Split Justification: All general social companionship fundamentally divides into bonds that are primarily focused on direct, reciprocal, albeit casual, connections between specific individuals (Individualized Social Ties), versus those that are primarily derived from one's participation in or presence within a broader group, community, or shared social environment, leading to more diffuse social engagement and a sense of belonging (Group and Community Social Bonds). This dichotomy is mutually exclusive, as a given social companionship manifests predominantly in one form or the other, and comprehensively exhaustive, covering all facets of general social interaction that are less intensive than intimate companionship.
➔ "Individualized Social Ties" (W344)
"Group and Community Social Bonds" (W472)
9
From: "Individualized Social Ties"
Split Justification: ** All individualized social ties fundamentally differentiate by whether their primary mode of existence and interaction is tied to a shared, recurring environment or situation, facilitating spontaneous engagement, or if it primarily relies on the discrete, personal choice and initiative of individuals to engage, largely independent of such constant shared context. This dichotomy captures the passive versus active dimension of maintaining casual social bonds, ensuring mutual exclusivity and comprehensive coverage.
➔ "Context-Dependent Social Ties" (W600)
"Volitional Social Ties" (W856)
✓
Topic: "Context-Dependent Social Ties" (W600)

Research & Datasheets

Alternative Candidates (Tiers 2-4)

What Would You Do?® Social Scenarios Game - At School

A card-based game presenting various social dilemmas encountered in a school setting, prompting players to choose appropriate responses.

Analysis:

This game is good for presenting specific scenarios and prompting responses, which is valuable for social skill development. However, it tends to focus more on direct 'what to do' rather than the deeper 'why' and the underlying cognitive process of interpreting contextual cues that the Social Thinking methodology emphasizes. It's a strong tool for discrete skill practice but may offer less comprehensive development of the meta-cognitive skills required for nuanced 'Context-Dependent Social Ties' compared to the primary selection.

The Unwritten Rules of Friendship: Simple Ways to Help Your Child Make & Keep Friends (Book)

A book for parents and children offering insights and strategies for navigating friendship dynamics and social situations.

Analysis:

This book provides excellent guidance and insights into social dynamics and friendship challenges, which are foundational to social ties. However, as a book, it serves primarily as a informational resource rather than an interactive, experiential 'tool' for hands-on practice and discussion. Our primary focus is on an interactive instrument that actively engages the 11-year-old in applying and reflecting upon 'Context-Dependent Social Ties' in a dynamic format.

What's Next? (Child Topics)

"Context-Dependent Social Ties" evolves into:

Week 1112

Ties from Primarily Social Contexts

Explore Topic →Week 1624

Ties from Primarily Functional Contexts

Explore Topic →

Logic behind this split:

All recurring environments or situations that facilitate context-dependent social ties can be fundamentally distinguished by whether their primary design or purpose is to foster direct social interaction and belonging (e.g., social clubs, community gatherings) or if their primary purpose serves an instrumental or task-oriented function (e.g., work, residence, education, commerce), with social interaction emerging as an incidental byproduct. This dichotomy is mutually exclusive and comprehensively exhaustive for classifying the underlying contexts of such ties.