The Problem

Millions struggle with an issue they often cannot identify; a deficit in their interpersonal communications skills. They may recognize they have difficulties in certain social situations, but cannot explain why. Over 90% of communication is nonverbal and many struggle to recognize and decipher these signals. This is not well recognized because those without these deficits translate nonverbal signals subconsciously and do not understand how complicated the process is.

These social difficulties compound themselves, making those with deficits angry and hurt by misunderstandings and rejections. This can lead to greater anti-social behaviour, which clogs our mental health and justice systems. Even on smaller scales, those who do not develop techniques to compensate are at a disadvantage in work and academic environments -- often labeled lazy, stand-offish, rude or day dreamers. Man is a social animal and any limits in this realm have significant consequences.

Even when not frustrated or angry, those with social deficits still make those around them uncomfortable: breaking into conversations, jumping off topic, speaking too loudly or making random noises. They can quickly be labled "weird" or worse and ostracized from peer groups.

Those who are diagnosed with these problems, and who can get top-notched help, can systematically develop compensation strategies and live fuller and happier lives. Others figure out ad-hoc strategies or choose a lifestyle that minimizes their problems. However, the majority remain angry or upset at themselves or society for gaffes and rejections.

As noted, there are reasonably effective psyciatric techniques to improve interpersonal communications skills, as well as a few popular books and systems. However, even the effective ones reach only a small portion of the population. In addition, those who have suffered repeated rejection or embarassment tend to be reluctant to try out strategies involving real people in real situations. It is important to provide the tools for improvement at as early an age as practical. The longer someone waits, the more likely they will develop inappropriate compensation techniques.

We believe several elements conspire to keep those suffering from with these difficulties from utilizing the help currently available:

• While they may have heard of some coping techniques, they are reluctant to try them. They are fearful of failure, already having suffered problems in social situation. Trying something new with other people can seem too great a risk.
• Many of these individuals suffer attention related symptoms as well, sometimes known as a delay-averse learning style. They have difficulty prioritizing incoming information and ignore things that don't interest them, such as verbal instructions, and focus intently on engaging stimuli. These are symptoms of several developmental disorders including Attention Deficit Disorders (ADD and ADHD) and Nonverbal Learning Disorders (NLD).
• In today's world, electronic based entertainment such as video/computer games and television are an extremely pervasive and engaging stimuli. They can be absorbing for most kids and young adults, not just those with clinical diagnoses. However, there is little in these media which attempts to model appropriate communications skills or even acknowleges the issue.
• It has been well established that humans learn best through play, with its multitude of sensory inputs and intense focus. However, the current educational system focuses on more regimented learning techniques and relatively few educators realize the need to adapt their methods for those with communications difficulties. They are as apt as any to label those with social issues as simply lazy, disruptive or disrespectful. There is a resistance to creating accomodations for individual Students.

With an an estimated 70 million individuals with interpersonal skills issues in the United States alone, interventions must be fascinating and encourage reuse to effectively reach and assist the majority of this large audience.

Some teachers realize the need to adapt their methods for those with communications difficulties. They are as apt as any to label those with social issues as simply lazy, disruptive or disrespectful. There is a resistance to creating accomodations for individual students. With an an estimated 70 million individuals with interpersonal skills issues in the United States alone, interventions must be fascinating and encourage reuse to effectively reach and assist the majority of this large audience.

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