Why is acceptance important in friendship

Once you get the thumbs up, hug away! Hugging your friends can be a great way to show you care for them. Physical contact can be comforting, especially when someone feels alone. So, go for it! It's not always easy to find the right place to start. Our 'What's on your mind? Hospital Visits: When the student with brain injury is stable and able to interact with others, parents should encourage visits from friends and peers.

Furthermore, hospital staff should ensure that there are fun activities that the peers and the student with brain injury can engage in during the visit. The activities may require adaptations and coaching for peers so that the student with brain injury can be included. A simple example is a card holder so that a student with hemiplegia can play cards with peers.

Avoidance of Extended Home-Bound Instruction: Following discharge from the hospital, an extended period of home-bound instruction e. At the same time, the extended absence makes it more likely that alliances at school will have changed and that the student will therefore have greater difficulty re-entering his social network.

Finally, the longer the student is away from school, the further he is likely to fall behind in academics. Therefore, if a period of homebound instruction is necessary, it should be as limited as possible. Classroom Placement: A variety of factors need to be considered in making decisions about classroom or grade-level placement after severe brain injury. In students with more severe injuries, the degree of cognitive and academic losses may rule out pre-injury classroom and grade-level placement.

With less severe injuries, decision makers should balance social and academic considerations. Considerable support may be required to enable the student to benefit from the curriculum in a classroom with pre-injury peers. However, the value of meaningful social relationships is sufficiently powerful in many cases to justify the needed supports.

Education for Peers: If the student returns to school with unusual equipment, physical impairments, unusual behavior, a marked change in personality, or other changes that may confuse or alarm peers, proactive explanations should be provided to them. In some cases it might be useful for a member of the rehabilitation hospital team to talk to peers at school.

More often a respected teacher is chosen for this job, possibly with the assistance of hospital staff. In other situations, the student with brain injury can make a presentation to peers about his experiences and possible difficulties that he may face on returning to school.

Creating this presentation could be facilitated by staff at the hospital before discharge. Ideally the student with brain injury is cast as a returning hero with an exciting story to tell.

Attractive Opportunities for Friends and Peers in the Home: To increase the likelihood that peers will enjoy spending time with the student with brain injury in his home, parents should try to have enticing activities for the peers. For example the latest video games might make visits enjoyable even if there are difficulties interacting with the student with brain injury.

Extra-Curricular Activities: The extra time needed to complete homework together with greater than normal fatigue might cause parents and teachers to overlook the importance of extra-curricular activities. However, it is often during such activities that friendships are formed.

Claudia Laborda. Recent Sweden transplant. Catfishing and Authentic Profiles: Meeting your online friend in person. Panion: The Non-Dating App. Meeting People in Sweden. How to Make Friends in College. Making 'Close' Friends: Why proximity matters. Community-building for the future: An interview with Ilker Akansel. How To Improve Community Engagement. Community Management. Want to hear about the latest trends in community management?

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