I Found 2 kid books about teaching emotions and social conditions

[Tcx]

They both aren't in English so I won't list the link here. Not sure if this is a me-only problem or a general ASD problem, anyway I'll post in the off-topic section.

Background: I went to the bookstore and found 2 books in the psychology section.
The first one is about teaching emotions to kids. There are quite a few samples in there. I'd list some I took photo shots.
Here's the content. My questions are after the content.

Book 1
Part 1.
Example 1: When I'm changing my clothes and my mom comes into my room:
Example 2: When I'm playing basketball with my classmates and get laughed at:
Feeling: (blank)
Reaction: (blank)
Method: (blank)
Outcome: (blank)

Part 2.
Fear
Explanation: (blank)
Example 1 : when watching thriller, I would feel [fear.]
Example 2 : [fear] is like a prey being caught by the spider web, it can only wait for the death.
According to the examples, please draw a picture of 'fear' on the face picture given.

Scare
Explanation: (blank)
Example 1: it's [scary] to see a dentist.
Example 2: [feeling scary] is like a pumped-out balloon that would explode anytime.

Part 3. condition practice
1. Today teacher tells me that I behave well, I'm happy. (make a happy facial expression)
2. When it's after school, I'll wave my hands and say goodbye to my classmates(behaviors)
3. I don't want to play baseball with my classmates, I'll express 'No' by my action(behaviors)
4. When I'm angry, I'll...(behaviors)
5. When I'm sad, I'll...(behaviors)
6. When I accidentally touch others, I'll...(apologizing behaviors)

Book 2
Part 1. emotion riddle
1. Speaking in front of all the classmates on the platform would make me ____
2. In a contest, when demonstrating the score, I feel ____

Part 2. emotion and environment
Condition 1: when I see classmates being praised by the teacher, I feel envy.
Condition 2: when my father only praise my brother, I feel envy.
Condition 3: (blank)
Method:
Outcome:

Part 3. thinking/choosing/guessing the outcome. how to do:
Condition 1: When classmates don't do cleaning during the school cleaning time, I will...
A. Not clean the floor as everyone does.
B. Clean the floor seriously
C. Tell the teacher
D. Tell the classmates to clean the floor
E. Clean the floor while nagging about it
F. (blank)
Selection:
Guess the outcome:
Yours:
Others:

What to do:
I think I can:

Condition 2: When classmates suddenly call my nickname which I dislike loudly, I will...
A. Tell him not to call me that way
B. Tell me to call my real name
C. Ignore him
D. Be angry and scold him
E. Cry
F. (blank)
Selection:
Guess the outcome:
Yours:
Others:

what to do:
I think I can:

I sent these photo shots to my therapist and asked her about those info. I said I was surprised that someone would think of those conditions those ways and if those methods were the mainstream, did that mean I were too weird?
She replied me: "You aren't too general. Being weird or not, as long as you don't hurt yourself and you can have a living, it's still okay. Unless you're willing to be more 'general'?"

My questions are:
1. Did anyone of you does the early therapy that taught you something like these? If so, do you think it helps you or not? In what way? Do you understand the meaning of these actions or can relate to them or just recite them?

2. Can anyone find similar books(in English, of course)? I want to buy and check the normal reaction field. At least I want to figure out more options to those given conditions.

3. In the given content, I mostly won't do the given selections but I have the ability to list/calculate those give selections if I have enough reaction time. However I'll still have problem choosing those 'given selections'. I don't know which one is most often used since I can understand them but I can't relate to them. Is there any guide on this question?

4. Does the goal of 'masking' mean to be more 'general' as my therapist said? Does that mean I need to recite or try to relate countless possible conditions and apply each of them? Is that even possible? I already asked my therapist this question and she hasn't replied me yet.

Thanks for your reply! Wish you a good day/night!

 

[menander]

"Does that mean I need to recite or try to relate countless possible conditions and apply each of them?"

Sadly, this seems to be what many of us do endlessly. Endless emotional possibilities=endless mental energy figuring out which fits where and when.

But it never seems to work because the idea of what is acceptable in terms of emotions can change depending on the system you happen to live in. This is what makes diagnosing in DSM so hard. Cultural, social, economic, etc. Impossible to figure it all out.

But I would love to know if it does work, how you were able to make it work for you. I am open to learning new things!

 

[SDRSpark]

Goodness, I couldn't do those exercises now!!!! Yikes.

I've never encountered anything like that in school to my recollection. Is this something kids are supposed to be taught?

 

[Thinx]

I think the ones with choices of what I might do were intending to get me to choose my usual behaviour then think through how that turns out, for me and for others. It's a good idea, I certainly never had any books quite like that, I was educated in the 60s and 70s, we had the Janet and John books to learn reading, which also offered specific socialisation into gender roles.

Janet liked to help mother in the home, while John helped father in the garden and garage. He played football and Janet didn't. She wore a frock and a hair ribbon and he wore shorts and a tee shirt like I did, as gender conditioning didn't quite take in my case.

Schools do have specific and measured aims now in the UK relating to helping children understand their feelings and how to get along with others, and to give and get support. Input varies though, depending on the school and how this is tackled.

There is much more emphasis on interactive workbooks now, the child has to think the examples through and reflect on what they would do, then how it works for them. Lots of adults would benefit from using those skills in relating, and may learn them later in therapy if their family wasn't able to be helpful.

I don't think there are right answers to these examples, people would react differently, but the material seems to aim to help children identify emotions and what they feel like, and think through their own reactions.

With our lack of social relating brain space, but additional abilities to come up with a wide range of options, we might find this material puzzling, limiting and hard to learn from. I often wish people, including therapists, would of just told me stuff. NTs may often benefit from considering or creating more options, we are often swamped by ideas that need lengthy processing.