Table 2.

Differences between the Super Skills for Life (SSL) program modalities.

Session	Group	Individual
1	Children must introduce themselves in the group and interact with the other children.	Child and therapist introduce themselves by simulating a television interview.
2	Children take turns playing at recognizing emotions in their peers. Recordings of children’s performance are watched by the children and their peers.	Emotion recognition games are played only by therapist and child. Recordings of children’s performance are only watched by the child. The child assesses his/her own social performance.
3	Examples of the most common fears and concerns in children are discussed.	Examples are adapted to the child’s fears and concerns.
4	The relationship between thoughts, emotions, and behavior is explained through examples of usual situations.	Situations experienced by the child are discussed for greater transference into the natural setting.
5	Relaxation strategies are taught in a group, with everyone participating at the same time.	Relaxation strategies are taught to the child alone, allowing for better concentration.
6	Role-playing activities are performed together by the children. The videotaped activity consists of joining a group.	Role-playing activities are practiced by child and therapist. The videotaped activity consists of meeting someone new (the child should approach and talk to an unknown person).
7	Recordings are watched by the children and their peers.	Recordings are only watched by the child. The child assesses his/her own social performance.
8	Children review the skills learned during the program in front of their peers.	The child reviews the skills learned and checks his/her progress during the program through the videos.