Parent-Implemented Behavioral Skills Training of Social Skills

Science.gov (United States)

Dogan, Rebecca K.; King, Melissa L.; Fischetti, Anthony T.; Lake, Candice M.; Mathews, Therese L.; Warzak, William J.

2017-01-01

Impairment in social skills is a primary feature of Autism Spectrum Disorders (ASDs). Research indicates that social skills are intimately tied to social development and negative social consequences can persist if specific social behaviors are not acquired. The present study evaluated the effects of behavioral skills training (BST) on teaching…

Analysis of the use of a robot to improve social skills in children with autism spectrum disorder

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Carlos Torturella Valadão

Full Text Available Abstract Introduction Autism Spectrum Disorder is a set of developmental disorders that imply in poor social skills, lack of interest in activities and interaction with people. Treatments rely on teaching social skills and in such therapies robotics may offer aid. This work is a pilot study, which aims to show the development and usage of a ludic mobile robot for stimulating social skills in ASD children. Methods A mobile robot with a special costume and a monitor to display multimedia contents was designed to interact with ASD children. A mediator controls the robot’s movements in a room prepared for interactive sessions. Sessions are recorded to assess the following social skills: eye gazing, touching the robot and imitating the mediator. The interaction is evaluated using the Goal Attainment Scale and Likert scale. Ten children were evaluated (50% with ASD, using as inclusion criteria children with age 7-8, without use of medication, and without tendency to aggression or stereotyped movements. Results It was observed that the ASD group touched the robot about twice more in average than the control group (CG. They also looked away and imitated the mediator in a quite similar way as the CG, and showed extra social skills (verbal and non-verbal communication. These results are considered an advance in terms of improvement of social skills in ASD children. Conclusions Our studies indicate that the robot stimulated social skills in 4/5 of the ASD children, which shows that its concepts are useful to improve socialization and quality of life.

The mediating role of state maladaptive emotion regulation in the relation between social anxiety symptoms and self-evaluation bias.

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Sarfan, Laurel D; Cody, Meghan W; Clerkin, Elise M

2018-03-16

Although social anxiety symptoms are robustly linked to biased self-evaluations across time, the mechanisms of this relation remain unclear. The present study tested three maladaptive emotion regulation strategies - state post-event processing, state experiential avoidance, and state expressive suppression - as potential mediators of this relation. Undergraduate participants (N = 88; 61.4% Female) rated their social skill in an impromptu conversation task and then returned to the laboratory approximately two days later to evaluate their social skill in the conversation again. Consistent with expectations, state post-event processing and state experiential avoidance mediated the relation between social anxiety symptoms and worsening self-evaluations of social skill (controlling for research assistant evaluations), particularly for positive qualities (e.g. appeared confident, demonstrated social skill). State expressive suppression did not mediate the relation between social anxiety symptoms and changes in self-evaluation bias across time. These findings highlight the role that spontaneous, state experiential avoidance and state post-event processing may play in the relation between social anxiety symptoms and worsening self-evaluation biases of social skill across time.

Employment Social Skills: What Skills Are Really Valued?

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Agran, Martin; Hughes, Carolyn; Thoma, Colleen A.; Scott, LaRon A.

2016-01-01

Although social skills have long been recognized as essential in promoting employees' employability (e.g., maintaining employment), there has been little research about work-related social skills for the last two decades. A systematic replication of Salzberg, Agran, and Lignugaris/Kraft's investigation of critical social skills was conducted.…

Social Communication Effects of Peer-Mediated Recess Intervention for Children with Autism

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McFadden, Brandon; Kamps, Debra; Heitzman-Powell, Linda

2015-01-01

Children with ASD face enormous challenges in the area of social functioning. Research has shown that impairments in social functioning distinguish this population from both typically developing children and children with disabilities. This study incorporated several evidence-based social skills-teaching procedures (i.e., direct instruction, priming, prompting, peer-mediation, contingent reinforcement, and token economies) directly in the recess setting to increase appropriate social behaviors for four children with ASD (ages 6–8). Elements of Peer Networks and Pivotal Response Training (two types of social skills intervention packages in the literature) were included. Results showed significant increases in social communication between focus children and their peers, as well as generalization of skills to non-intervention recesses. PMID:26312064

Do social support, stigma, and social problem-solving skills predict depressive symptoms in people living with HIV? A mediation analysis.

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White, Worawan; Grant, Joan S; Pryor, Erica R; Keltner, Norman L; Vance, David E; Raper, James L

2012-01-01

Social support, stigma, and social problem solving may be mediators of the relationship between sign and symptom severity and depressive symptoms in people living with HIV (PLWH). However, no published studies have examined these individual variables as mediators in PLWH. This cross-sectional, correlational study of 150 PLWH examined whether social support, stigma, and social problem solving were mediators of the relationship between HIV-related sign and symptom severity and depressive symptoms. Participants completed self-report questionnaires during their visits at two HIV outpatient clinics in the Southeastern United States. Using multiple regression analyses as a part of mediation testing, social support, stigma, and social problem solving were found to be partial mediators of the relationship between sign and symptom severity and depressive symptoms, considered individually and as a set.

Predictors of Loneliness in a Sample of College Men and Women in Cyprus: The Role of Anxiety and Social Skills

OpenAIRE

Georgia Panayiotou; Maria Panteli; Marios Theodorou

2016-01-01

AimThis investigation examined the association between social anxiety and loneliness, and the role of associated characteristics specifically self-esteem, social skills and anxiety sensitivity, among young adults in Cyprus, and potential gender differences in the prediction of perceived loneliness.MethodQuestionnaires on loneliness, social skills, anxiety sensitivity and self-esteem were administered to a college sample in Cyprus.ResultsMediated regression supported full mediation by social s...

Peer Mediated Theatrical Engagement for Improving Reciprocal Social Interaction in Autism Spectrum Disorder

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Blythe A Corbett

2014-10-01

Full Text Available The hallmark characteristic of autism spectrum disorder (ASD is poor reciprocal social communication. Interventions designed to improve this core deficit are critically needed. Social skills interventions such as direct training, peer mediation, and video modeling have contributed to improvements in various social skills in children with ASD. This paper reviews existing social competence interventions available for children with ASD while highlighting hypothesized critical components for advancing, maintaining and generalizing skills, which include 1 peer mediation, 2 active learning, and 3 implementation in supportive, natural contexts. As a framework for these approaches, this conceptual paper describes SENSE Theatre, a novel intervention that combines trained peers that facilitate the performance-based theatrical treatment delivered in a supportive, community-based environment. A review of previous research shows early feasibility, setting the stage for more rigorous studies to aid in developing a standardized intervention package.

Predictors of Loneliness in a Sample of College Men and Women in Cyprus: The Role of Anxiety and Social Skills

Directory of Open Access Journals (Sweden)

Georgia Panayiotou

2016-03-01

Full Text Available AimThis investigation examined the association between social anxiety and loneliness, and the role of associated characteristics specifically self-esteem, social skills and anxiety sensitivity, among young adults in Cyprus, and potential gender differences in the prediction of perceived loneliness.MethodQuestionnaires on loneliness, social skills, anxiety sensitivity and self-esteem were administered to a college sample in Cyprus.ResultsMediated regression supported full mediation by social skills and self-esteem, but not by anxiety sensitivity in the association between social anxiety and loneliness. For men, loneliness was mostly predicted by anxiety sensitivity, but among women by poor social skills and lower self-esteem. For neither gender were these effects moderated by social anxiety level.ConclusionSocial anxiety and loneliness are related but distinct constructs. Interventions focusing on social skill acquisition and practice, and anxiety tolerance for men may improve confidence and ultimately result in decreased loneliness among youth.

LEARNING-RELATED SOCIAL SKILLS AS A MEDIATOR BETWEEN TEACHER INSTRUCTION AND CHILD ACHIEVEMENT IN HEAD START

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Gershoff, Elizabeth

2015-01-01

Using a subsample of the Family and Child Experiences Survey (FACES) 2006, this study examined the associations between the amount of teacher instruction in 292 Head Start classrooms with changes in young children’s (n = 936) early academic achievement and learning-related social skills from ages 3 to 5. In general, during the early years, children exhibited relatively stable academic and learning-related social skills. Although the amount of teacher instruction did not predict children’s short-term academic growth directly, it did predict it indirectly through improvements in learning-related social skills, with benefits lasting through the end of kindergarten. These findings demonstrate that gains in children’s learning-related social skills may be necessary before academic gains can be realized. PMID:26692657

Social Skills in Children Adopted from Socially-Emotionally Depriving Institutions.

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Julian, Megan M; McCall, Robert B

This study assessed social skills in post-institutionalized (PI) children with respect to age-at-adoption, age-at-assessment, and gender. Parent ratings of social skills (Social Skills Rating System) and behavior problems (Child Behavior Checklist) were obtained for 214 children and 127 adolescents who were adopted from socially-emotionally depriving Russian institutions. Results showed that children adopted before 18 months of age have better social skills than those adopted after this age; those assessed in childhood demonstrate better social skills than those assessed in adolescence. PI females, especially later-adopted adolescents, have particularly poor social skills. Children with poor social skills tend to have higher rates of behavior problems.

Epilepsy, language, and social skills.

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Caplan, Rochelle

2017-10-04

Language and social skills are essential for intrapersonal and interpersonal functioning and quality of life. Since epilepsy impacts these important domains of individuals' functioning, understanding the psychosocial and biological factors involved in the relationship among epilepsy, language, and social skills has important theoretical and clinical implications. This review first describes the psychosocial and biological factors involved in the association between language and social behavior in children and in adults and their relevance for epilepsy. It reviews the findings of studies of social skills and the few studies conducted on the inter-relationship of language and social skills in pediatric and adult epilepsy. The paper concludes with suggested future research and clinical directions that will enhance early identification and treatment of epilepsy patients at risk for impaired language and social skills. Copyright © 2017 Elsevier Inc. All rights reserved.

Social skills programmes for schizophrenia.

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Almerie, Muhammad Qutayba; Okba Al Marhi, Muhammad; Jawoosh, Muhammad; Alsabbagh, Mohamad; Matar, Hosam E; Maayan, Nicola; Bergman, Hanna

2015-06-09

Social skills programmes (SSP) are treatment strategies aimed at enhancing the social performance and reducing the distress and difficulty experienced by people with a diagnosis of schizophrenia and can be incorporated as part of the rehabilitation package for people with schizophrenia. The primary objective is to investigate the effects of social skills training programmes, compared to standard care, for people with schizophrenia. We searched the Cochrane Schizophrenia Group's Trials Register (November 2006 and December 2011) which is based on regular searches of CINAHL, BIOSIS, AMED, EMBASE, PubMed, MEDLINE, PsycINFO, and registries of clinical trials. We inspected references of all identified studies for further trials.A further search for studies has been conducted by the Cochrane Schizophrenia Group in 2015, 37 citations have been found and are currently being assessed by review authors. We included all relevant randomised controlled trials for social skills programmes versus standard care involving people with serious mental illnesses. We extracted data independently. For dichotomous data we calculated risk ratios (RRs) and their 95% confidence intervals (CI) on an intention-to-treat basis. For continuous data, we calculated mean differences (MD) and 95% CIs. We included 13 randomised trials (975 participants). These evaluated social skills programmes versus standard care, or discussion group. We found evidence in favour of social skills programmes compared to standard care on all measures of social functioning. We also found that rates of relapse and rehospitalisation were lower for social skills compared to standard care (relapse: 2 RCTs, n = 263, RR 0.52 CI 0.34 to 0.79, very low quality evidence), (rehospitalisation: 1 RCT, n = 143, RR 0.53 CI 0.30 to 0.93, very low quality evidence) and participants' mental state results (1 RCT, n = 91, MD -4.01 CI -7.52 to -0.50, very low quality evidence) were better in the group receiving social skill programmes

Automated social skills training with audiovisual information.

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Tanaka, Hiroki; Sakti, Sakriani; Neubig, Graham; Negoro, Hideki; Iwasaka, Hidemi; Nakamura, Satoshi

2016-08-01

People with social communication difficulties tend to have superior skills using computers, and as a result computer-based social skills training systems are flourishing. Social skills training, performed by human trainers, is a well-established method to obtain appropriate skills in social interaction. Previous works have attempted to automate one or several parts of social skills training through human-computer interaction. However, while previous work on simulating social skills training considered only acoustic and linguistic features, human social skills trainers take into account visual features (e.g. facial expression, posture). In this paper, we create and evaluate a social skills training system that closes this gap by considering audiovisual features regarding ratio of smiling, yaw, and pitch. An experimental evaluation measures the difference in effectiveness of social skill training when using audio features and audiovisual features. Results showed that the visual features were effective to improve users' social skills.

The Role of Theory of Mind on Social Information Processing in Children With Autism Spectrum Disorders: A Mediation Analysis.

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Mazza, Monica; Mariano, Melania; Peretti, Sara; Masedu, Francesco; Pino, Maria Chiara; Valenti, Marco

2017-05-01

Individuals with autism spectrum disorders (ASD) show significant impairments in social skills and theory of mind (ToM). The aim of this study was to evaluate ToM and social information processing abilities in 52 children with ASD compared to 55 typically developing (TD) children. A mediation analysis evaluated whether social information processing abilities can be mediated by ToM competences. In our results, children with autism showed a deficit in social skills and ToM components. The innovative results of our study applying mediation analysis demonstrate that ToM plays a key role in the development of social abilities, and the lack of ToM competences in children with autism impairs their competent social behavior.

Parent-Adolescent Informant Discrepancies of Social Skill Importance and Social Skill Engagement for Higher-Functioning Adolescents with Autism Spectrum Disorder

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McMahon, Camilla M.; Solomon, Marjorie

2015-01-01

Parent- and adolescent-report of social skill importance and social skill engagement on the Social Skills Rating System (Gresham & Elliott, 1990) were assessed in higher-functioning adolescents with Autism Spectrum Disorder (ASD). Compared to parents, adolescents reported that social skills were less important. Additionally, adolescents reported that they engaged in social skills more frequently than parents reported them to be engaging in social skills. Parents, but not adolescents, reported a discrepancy between importance and engagement, such that the importance of social skills was rated higher than the frequency of adolescent engagement in social skills. These results suggest that social skills interventions for individuals with ASD may need to target awareness of social skill importance and accurate monitoring of social skill engagement. PMID:26077952

Social skills training with early adolescents : Effects on social skills, well-being, self-esteem and coping

NARCIS (Netherlands)

Bijstra, J.O.; Jackson, A.E.

1998-01-01

This study discusses the educational effects of a social skills training on adolescents' social skills, self-esteem, well-being and coping. A group of 14- to 16-year-old normal adolescents followed a social skills training based on social learning principles. A pre-tear experiment - post-test design

A Review of Peer-Mediated Social Interaction Interventions for Students with Autism in Inclusive Settings

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Watkins, Laci; O'Reilly, Mark; Kuhn, Michelle; Gevarter, Cindy; Lancioni, Giulio E.; Sigafoos, Jeff; Lang, Russell

2015-01-01

This review addresses the use of peer-mediated interventions (PMI) to improve the social interaction skills of students with autism spectrum disorder (ASD) in inclusive settings. The purpose of this review is to (a) identify the characteristics and components of peer-mediated social interaction interventions, (b) evaluate the effectiveness of PMI…

Integration of a Social Skills Training: A Case Study of Children with Low Social Skills

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Choi, Dong Hwa; Md-Yunus, Sham'ah

2011-01-01

This study explores changes in children's social skills after a cognitive-social skills model intervention. The intervention was conducted over a period of 12 weeks within a regular preschool setting. Sixteen children including four considered to have low social skills participated in the study. Data analysis revealed that the four children with…

Relations of Early Motor Skills on Age and Socialization, Communication, and Daily Living in Young Children With Developmental Disabilities.

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MacDonald, Megan; Ross, Samantha; McIntyre, Laura Lee; Tepfer, Amanda

2017-04-01

Young children with developmental disabilities experience known deficits in salient child behaviors, such as social behaviors, communication, and aspects of daily living, behaviors that generally improve with chronological age. The purpose of this study was to examine the mediating effects of motor skills on relations of age and salient child behaviors in a group of young children with developmental disabilities, thus tapping into the potential influences of motor skills in the development of salient child behaviors. One hundred thirteen young children with developmental disabilities participated in this study. Independent mediation analysis, with gender as a moderator between the mediating and outcome variable, indicated that motor skills meditated relations between age and socialization, communication, and daily living skills in young male children with developmental disabilities, but not female participants. Findings suggest motor skill content needs to be considered in combination with other child behaviors commonly focused on in early intervention.

Social Skills in Children Adopted from Socially-Emotionally Depriving Institutions

OpenAIRE

Julian, Megan M.; McCall, Robert B.

2015-01-01

This study assessed social skills in post-institutionalized (PI) children with respect to age-at-adoption, age-at-assessment, and gender. Parent ratings of social skills (Social Skills Rating System) and behavior problems (Child Behavior Checklist) were obtained for 214 children and 127 adolescents who were adopted from socially-emotionally depriving Russian institutions. Results showed that children adopted before 18 months of age have better social skills than those adopted after this age; ...

Cognitive functioning and social problem-solving skills in schizophrenia.

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Hatashita-Wong, Michi; Smith, Thomas E; Silverstein, Steven M; Hull, James W; Willson, Deborah F

2002-05-01

This study examined the relationships between symptoms, cognitive functioning, and social skill deficits in schizophrenia. Few studies have incorporated measures of cognitive functioning and symptoms in predictive models for social problem solving. For our study, 44 participants were recruited from consecutive outpatient admissions. Neuropsychological tests were given to assess cognitive function, and social problem solving was assessed using structured vignettes designed to evoke the participant's ability to generate, evaluate, and apply solutions to social problems. A sequential model-fitting method of analysis was used to incorporate social problem solving, symptom presentation, and cognitive impairment into linear regression models. Predictor variables were drawn from demographic, cognitive, and symptom domains. Because this method of analysis was exploratory and not intended as hierarchical modelling, no a priori hypotheses were proposed. Participants with higher scores on tests of cognitive flexibility were better able to generate accurate, appropriate, and relevant responses to the social problem-solving vignettes. The results suggest that cognitive flexibility is a potentially important mediating factor in social problem-solving competence. While other factors are related to social problem-solving skill, this study supports the importance of cognition and understanding how it relates to the complex and multifaceted nature of social functioning.

Parent-Adolescent Informant Discrepancies of Social Skill Importance and Social Skill Engagement for Higher-Functioning Adolescents with Autism Spectrum Disorder

OpenAIRE

McMahon, Camilla M.; Solomon, Marjorie

2015-01-01

Parent- and adolescent-report of social skill importance and social skill engagement on the Social Skills Rating System (Gresham & Elliott, 1990) were assessed in higher-functioning adolescents with Autism Spectrum Disorder (ASD). Compared to parents, adolescents reported that social skills were less important. Additionally, adolescents reported that they engaged in social skills more frequently than parents reported them to be engaging in social skills. Parents, but not adolescents, reported...

Comparability of the Social Skills Improvement System to the Social Skills Rating System: A Norwegian Study

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Gamst-Klaussen, Thor; Rasmussen, Lene-Mari P.; Svartdal, Frode; Strømgren, Børge

2016-01-01

The Social Skills Improvement System-Rating Scales (SSIS-RS) is a multi-informant instrument assessing social skills and problem behavior in children and adolescents. It is a revised version of the Social Skills Rating System (SSRS). A Norwegian translation of the SSRS has been validated, but this has not yet been done for the Norwegian…

Peer perceptions of social skills in socially anxious and nonanxious adolescents.

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Miers, Anne C; Blöte, Anke W; Westenberg, P Michiel

2010-01-01

Previous studies using adult observers are inconsistent with regard to social skills deficits in nonclinical socially anxious youth. The present study investigated whether same age peers perceive a lack of social skills in the socially anxious. Twenty high and 20 low socially anxious adolescents (13-17 years old) were recorded giving a 5-min speech. Unfamiliar peer observers (12-17 years old) viewed the speech samples and rated four social skills: speech content, facial expressions, posture and body movement, and way of speaking. Peer observers perceived high socially anxious adolescents as significantly poorer than low socially anxious adolescents on all four social skills. Moreover, for all skills except facial expressions, group differences could not be attributed to adolescents' self-reported level of depression. We suggest that therapists take the perceptions of same age peers into account when assessing the social skills of socially anxious youth.

Mediating social media use : connecting parents mediation strategies and social media literacy

OpenAIRE

Daneels, Rowan; Vanwynsberghe, Hadewijch

2017-01-01

Abstract: Increasingly complex and multipurpose social media platforms require digital competences from parents and adolescents alike. While adolescents grow up with social media, parents have more difficulties with them, leading to uncertainties regarding their adolescents social media mediation. This study contributes to parental mediation research by (1) investigating whether mediation strategies defined by previous research are also relevant for social media use, and (2) exploring whether...

Preschool Children's Interest, Social-Emotional Skills, and Emergent Mathematics Skills

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Doctoroff, Greta L.; Fisher, Paige H.; Burrows, Bethany M.; Edman, Maria Tsepilovan

2016-01-01

This cross-sectional study examined the relationship between interest, social-emotional skills, and early math skills in preschool children. Math-specific interest and global interest in learning were measured using teacher report and a play-based observation task. Math skills were assessed with a test of math achievement, and social-emotional…

Enhancing social skills through cooperative learning

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M J Booysen

2008-04-01

Full Text Available The National Curriculum Statement of South Africa envisages qualified and competent teachers to deal with the diversity of learners and their needs in the classroom. One of the needs refers to all learners (Gr R-12 who need to acquire the necessary social skills to enable them to work effectively with others as members of a team, group, organization and community. These skills refer inter alia to: learning to work with others, listening to others, giving attention, asking clarifying questions, learning how to evaluate, and to praise others, handling conflict, reflecting on group work and allowing all group members to participate. The most obvious place to deal purposefully with the development of social skills is the classroom. This implies that alternative ways and methods of teaching must be introduced to develop the necessary social skills. This article reports on the findings obtained from a combined quantitative and qualitative study that set out to determine the levels of social competence achieved by a group of Grade 2 learners, and the possible association of a cooperative teaching and learning intervention programme for enhancing the social skills of these learners. The results revealed the latent potential of cooperative learning to enhance the social skills of Grade 2 learners. The significance of this research lies in the contribution it makes to establish the social competence of a group of Grade 2 learners and to determine the possibilities for enhancing their social skills through cooperative learning.

The Use of Skilled Strategies in Social Interactions by Groups High and Low in Self-Reported Social Skill

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Channon, Shelley; Collins, Ruth; Swain, Eleanor; Young, Mary-Beth; Fitzpatrick, Sian

2012-01-01

Individuals high or low in self-reported social skill were recruited opportunistically. When presented with everyday social scenarios ending with an awkward request or offer, the high social skill participants more often used sophisticated strategies that showed greater consideration for all parties. By contrast, the low skill participants were…

Gross Motor Skills and Cardiometabolic Risk in Children: A Mediation Analysis.

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Burns, Ryan D; Brusseau, Timothy A; Fu, You; Hannon, James C

2017-04-01

The purpose of this study was to examine the linear relationship between gross motor skills and cardiometabolic risk, with aerobic fitness as a mediator variable, in low-income children from the United States. Participants were a convenience sample of 224 children (mean ± SD age = 9.1 ± 1.1 yr; 129 girls and 95 boys) recruited from five low-income elementary schools from the Mountain West Region of the United States. Gross motor skills were assessed using the Test for Gross Motor Development, 3rd Edition. Gross motor skills were analyzed using a locomotor skill, a ball skill, and a total gross motor skill score. Aerobic fitness was assessed using the Progressive Aerobic Cardiovascular Endurance Run that was administered during physical education class. A continuous and age- and sex-adjusted metabolic syndrome score (MetS) was calculated from health and blood marker measurements collected in a fasted state before school hours. Total effects, average direct effects, and indirect effects (average causal mediation effect) were calculated using a bootstrap mediation analysis method via a linear regression algorithm. The average causal mediation effect of gross locomotor skills on MetS scores, using aerobic fitness as the mediator variable, was statistically significant (β = -0.055, 95% confidence interval = -0.097 to -0.021, P = 0.003). The model explained approximately 17.5% of the total variance in MetS with approximately 43.7% of the relationship between locomotor skills and MetS mediated through aerobic fitness. Ball skills did not significantly relate with cardiometabolic risk. There is a significant relationship between gross locomotor skills and cardiometabolic risk that is partially mediated through aerobic fitness in a sample of low-income children from the United States.

Soft And Hard Skills of Social Worker

OpenAIRE

HANTOVÁ, Libuše

2011-01-01

The work deals with soft and hard skills relevant to the profession of social worker. The theoretical part at first evaluates and analyzes important soft and hard skills necessary for people working in the field of social work. Then these skills are compared. The practical part illustrates the use of soft and hard skills in practice by means of model scenes and deals with the preferences in three groups of people ? students of social work, social workers and people outside the sphere, namely ...

Social skills in dysphonic children.

Science.gov (United States)

Silva, Maíra da; Batista, Ana Priscila; Oliveira, Jáima Pinheiro de; Dassie-Leite, Ana Paula

2012-01-01

To obtain and analyze data from the social skills evaluation of dysphonic children. This is a cross-sectional and prospective study. Participants were 38 children enrolled in a public school, ranging in age from 7 to 11 years. They were separated into two groups: Study Group (SG)--19 dysphonic children; Control Group (CG)--19 non-dysphonic children. The groups were matched by gender and age range. Children with any history of organic vocal problems, according to the identification and investigation of general and vocal health questionnaire, which was answered by the legal guardian, were excluded. The Multimedia Social Skills Inventoire for Children (MUSSIC) was applied, which consists of 21 social interaction situations represented by photos, having a child as the leading figure. For each situation, the participant should select one out of three behaviors, putting themselves in the place of the main character. Each response corresponds to one out of three types of reaction: assertive, passive and aggressive. Data were statistically analyzed. There was no difference between the groups on the social skills evaluation results, that is, SG and CG children presented similar scores regarding assertiveness, aggressiveness and passiveness. Consequently, there was no difference on the subscales of the inventory regarding social skills. As for the SG, there was no relationship between the scores obtained on the MUSSIC and the severity of the voice disorder. It is not possible to determine specific behaviors of dysphonic children concerning social skills.

The role of pragmatics in mediating the relationship between social disadvantage and adolescent behavior.

Science.gov (United States)

Law, James; Rush, Robert; Clegg, Judy; Peters, Tim; Roulstone, Susan

2015-06-01

The relationship between social disadvantage, behavior, and communication in childhood is well established. Less is known about how these 3 interact across childhood and specifically whether pragmatic language skills act as a mediator between early social disadvantage and adolescent behavior. The sample was the Avon Longitudinal Study of Parents and Children, a representative birth cohort initially recruited in England in 1991/1992 and followed through to adolescence and beyond. Of the original 13,992 live births, data were available for 2926 children at 13 years. Univariable analysis was first used to identify sociodemographic and other predictors of the Strengths and Difficulties Questionnaire (SDQ) at 13 years. The mediational role of the pragmatics scale of the Children's Communication Checklist (CCC) at 9 years was then tested, controlling for age, gender, and IQ. There was evidence of both a direct effect from social disadvantage (path C') to SDQ Total Behavior Score at 13 years (-.205; p pragmatics scale as a mediator. The latter represents a reduction in the magnitude of the unadjusted effect or "total effect" (-.430), demonstrating that the pragmatics scale partially mediates the relationship of early social disadvantage and adolescent behavior (even after controlling for other covariates). The same relationship held for all but the pro-social subscale of the SDQ. The results provide evidence to suggest that there maybe a causal relationship between these variables, suggesting that interventions targeting pragmatic skills have the potential to reduce adolescent behavioral symptoms.

Social Emotional Learning Skills and Educational Stress

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Çelik, Ismail

2013-01-01

The basic aim of this research is to examine the predicting role of social emotional learning skills in educational stress. The participants were 238 adolescents at high school. In this study, the Social Emotional Learning Skills Scale and the Educational Stress Scale were used. The relationships between social emotional learning skills and…

Do Perceptions of Competence Mediate The Relationship Between Fundamental Motor Skill Proficiency and Physical Activity Levels of Children in Kindergarten?

Science.gov (United States)

Crane, Jeff R; Naylor, Patti J; Cook, Ryan; Temple, Viviene A

2015-07-01

Perceptions of competence mediate the relationship between motor skill proficiency and physical activity among older children and adolescents. This study examined kindergarten children's perceptions of physical competence as a mediator of the relationship between motor skill proficiency as a predictor variable and physical activity levels as the outcome variable; and also with physical activity as a predictor and motor skill proficiency as the outcome. Participants were 116 children (mean age = 5 years 7 months, 58% boys) from 10 schools. Motor skills were measured using the Test of Gross Motor Development-2 and physical activity was monitored through accelerometry. Perceptions of physical competence were measured using The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children, and the relationships between these variables were examined using a model of mediation. The direct path between object control skills and moderate-vigorous physical activity (MVPA) was significant and object control skills predicted perceived physical competence. However, perceived competence did not mediate the relationship between object control skills and MVPA. The significant relationship between motor proficiency and perceptions of competence did not in turn influence kindergarten children's participation in physical activity. These findings support concepts of developmental differences in the structure of the self-perception system.

Social skills: a resource for more social support, lower depression levels, higher quality of life, and participation in individuals with spinal cord injury?

Science.gov (United States)

Müller, Rachel; Peter, Claudio; Cieza, Alarcos; Post, Marcel W; Van Leeuwen, Christel M; Werner, Christina S; Geyh, Szilvia

2015-03-01

To examine the relevance of social skills and their different dimensions (ie, expressivity, sensitivity, control) in relation to social support, depression, participation, and quality of life (QOL) in individuals with spinal cord injury (SCI). Cross-sectional data collection within the Swiss Spinal Cord Injury Cohort. Community-based. Individuals with SCI (N=503). Not applicable. Depression, participation, and QOL were measured using the Hospital Anxiety and Depression Scale, the Utrecht Scale for Evaluation of Rehabilitation-Participation, and 5 selected items of the World Health Organization Quality of Life Scale. The Social Skills Inventory and the Social Support Questionnaire were used to assess social skills (expressivity, sensitivity, control) and social support, respectively. Structural equation modeling was conducted. In model 1 (χ(2)=27.81; df=19; P=.087; root mean square error of approximation=.033; 90% confidence interval=.000-.052), social skills as a latent variable was related to social support (β=.31; R(2)=.10), depression (β=-.31; total R(2)=.42), and QOL (β=.46; R(2)=.25). Social support partially mediated the effect of social skills on QOL (indirect effect: β=.04; P=.02) but not on depression or participation. In model 2 (χ(2)=27.96; df=19; P=.084; root mean square error of approximation=.031; 90% confidence interval=.000-.053), the social skills dimension expressivity showed a path coefficient of β=.20 to social support and β=.18 to QOL. Sensitivity showed a negative path coefficient to QOL (β=-.15) and control a path coefficient of β=-.15 to depression and β=.24 to QOL. Social skills are a resource related to more social support, lower depression scores, and higher QOL. Copyright © 2015 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Brief Report: Use of Superheroes Social Skills to Promote Accurate Social Skill Use in Children with Autism Spectrum Disorder

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Radley, Keith C.; Ford, W. Blake; McHugh, Melissa B.; Dadakhodjaeva, Komila; O'Handley, Roderick D.; Battaglia, Allison A.; Lum, John D.

2015-01-01

The current study evaluated the use of Superheroes Social Skills to promote accurate use of discrete social skills in training and generalization conditions in two children with autism spectrum disorder. Participants attended a twice weekly social skills training group over 5 weeks, with lessons targeting nonverbal, requesting, responding, and…

Social cognitive mediators of the effect of the MobileMums intervention on physical activity.

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Fjeldsoe, Brianna S; Miller, Yvette D; Marshall, Alison L

2013-07-01

To explore whether improvements in physical activity following the MobileMums intervention were mediated by changes in Social Cognitive Theory (SCT) constructs targeted in the intervention (barrier self efficacy, goal setting skills, outcome expectancy, social support, and perceived environmental opportunity for exercise). This paper also examined if the mediating constructs differed between initial (baseline to 6 weeks) and overall (baseline to 13 weeks) changes in physical activity. Secondary analysis of data from a randomized controlled trial involving 88 postnatal women (Exercise frequency was assessed using the Australian Women's Activity Survey and frequency of moderate-to-vigorous physical activity (MVPA) was assessed using a single-item question. Initial improvements in goal-setting skills mediated the relationship between experimental condition and initial changes in MVPA, αβ (95% CI) = 0.23(0.01, 0.59), and Walking for Exercise, αβ (95% CI) = 0.34(0.06, 0.73). Initial improvements in barrier self efficacy mediated the relationship between experimental condition and initial change in MVPA, αβ (95% CI) = 0.36(0.12, 0.65), but not Walking for Exercise. None of the SCT outcomes significantly mediated the relationship between experimental condition and overall (baseline to 13 weeks) change in frequency of MVPA or Walking for Exercise. Future interventions with postnatal women using SCT should target barrier self-efficacy and goal setting skills in order to increase physical activity. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Brief Report: Parent-Adolescent Informant Discrepancies of Social Skill Importance and Social Skill Engagement for Higher-Functioning Adolescents with Autism Spectrum Disorder

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McMahon, Camilla M.; Solomon, Marjorie

2015-01-01

Parent- and adolescent-report of social skill importance and social skill engagement on the Social Skills Rating System (Gresham and Elliott in The social skills rating system, American Guidance Service, Circle Pines, 1990) were assessed in higher-functioning adolescents with Autism Spectrum Disorder (ASD). Compared to parents, adolescents…

Learning to be different: Acquired skills, social learning, frequency dependence, and environmental variation can cause behaviourally mediated foraging specializations

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Tinker, M.T.; Mangel, M.; Estes, J.A.

2009-01-01

) Offspring can learn foraging skills from their mothers (matrilineal social learning). (6) Food abundance is limited, such that average individual energy reserves are low Additionally, the following factors increase the likelihood of alternative specializations co-occurring in a predator population: (1) The predator exerts effective top-down control of prey abundance, resulting in frequency-dependent dynamics. (2) There is stochastic Variation in prey population dynamics, but this Variation is neither too extreme in magnitude nor too 'slow' with respect to the time required for an individual forager to learn new foraging skills. For a given predator population, we deduce that the degree of specialization will be highest for those prey types requiring complex capture or handling skills, while prey species that are both profitable and easy to capture and handle will be included in the diet of all individuals. Frequency-dependent benefits of selecting alternative prey types, combined with the ability of foragers to improve their foraging skills by learning, and transmit learned skills to offspring, can result in behaviourally mediated foraging specialization, and also lead to the co-existence of alternative specializations. The extent of such specialization is predicted to be a variable trait, increasing in locations or years when intra-specific competition is high relative to inter-specific competition. ?? 2009 M. Tim Tinker.

THE ROLE OF THE SOCIAL MEDIATOR WITHIN THE DISABILITY EMPLOYMENT SUPPORT SYSTEM

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Maria Dorina PASCA

2014-04-01

Full Text Available For people with disabilities, to find a way to improve life quality by having a job and by developing independent living skills is a “sine qua non” condition for their social integration. The social mediator working within a disability employment support system facilitates the logistic implementation of a viable and plausible program, which can identify, and maintain a workplace for people with disabilities, and acts as a motivational guarantee of these persons’ chance for a better life while also providing life lessons to all of us. Hence, the major role of the social mediator is to develop a new cognitive structure of communication for disabled people so that they can act as our equals and not as marginalized human beings.

The Effect of the Values Education Programme on 5.5-6 Year Old Children's Social Development: Social Skills, Psycho-Social Development and Social Problem Solving Skills

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Dereli-Iman, Esra

2014-01-01

The aim of this study was to examine the effect of the Values Education Programme (developed for pre-school children) on the children's social skills, psycho-social development, and social problem solving skills. The sample group consisted of 66 children (33 experimental group, 33 control group) attending pre-school. The Values Education Programme…

Written and Computer-Mediated Accounting Communication Skills: An Employer Perspective

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Jones, Christopher G.

2011-01-01

Communication skills are a fundamental personal competency for a successful career in accounting. What is not so obvious is the specific written communication skill set employers look for and the extent those skills are computer mediated. Using survey research, this article explores the particular skills employers desire and their satisfaction…

The Effect of Communication Skills and Interpersonal Problem Solving Skills on Social Self-Efficacy

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Erozkan, Atilgan

2013-01-01

The purpose of this study was to examine communication skills, interpersonal problem solving skills, and social self-efficacy perception of adolescents and the predictive role of communication skills and interpersonal problem solving skills on social self-efficacy. This study is a quantitative and relational study aimed at examining the…

Perfecting social skills a guide to interpersonal behavior development

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Eisler, Richard M

1980-01-01

That man is a social being is almost axiomatic. Our interpersonal relation­ ships can be sources of the most rewarding or the most painful of human experiences. To a large measure our accomplishments in life depend on the facility with which we interact with others-our social skill. The acquisition of social skills is, of course, a natural part of the overall socialization process. However, in many instances it becomes necessary or desirable to develop further an individual's social facilities. Such skill development is the topic of this book. Two major goals were kept in mind in the writing of this book. The first was to provide a conceptual framework within which to view social skills. Such a framework allows one to understand why it is important to develop social skills, and the effects that such skill development should have. If the reader has a thorough understanding of the concept of social skills and their development, it becomes possible to make appropriate innovations and adaptions to his or her own...

Examining the Effectiveness of Naturalistic Social Skills Training in Developing Social Skills and Theory of Mind in Preschoolers with ASD.

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Szumski, Grzegorz; Smogorzewska, Joanna; Grygiel, Paweł; Orlando, Ann-Marie

2017-11-20

We compared the effectiveness of two programs for developing social skills, 'Play Time/Social Time' (PT/ST) and 'I Can Problem Solve' (ICPS), in improving the social skills and theory of mind (ToM) of preschoolers with ASD. The experiment took place in a classroom setting. Fifty-two children attended and data were analyzed with latent growth curve models. Comparison with a control group indicated that both programs were effective in developing social skills. The PT/ST program was more effective than ICPS in developing interaction skills; both programs improved children's ability to cope with difficult social situations. The ICPS program was marginally effective in developing ToM when compared with PT/ST and control condition. These results are relevant to children with ASD and their teachers.

Supporting Family Carers Through Telephone-Mediated Group Programs: Opportunities For Gerontological Social Workers.

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Shanley, Chris

2008-01-01

Telephone-mediated group programs are an important but under-utilized medium for reaching frail or disabled older persons' family carers who are in need of support. The primary purpose and style of group programs can range across a broad spectrum–encompassing educational, supportive and therapeutic types. Gerontological social workers are the members of the multidisciplinary care team whose training, experience and supervision makes them most suitable for facilitating this broad range of group types. Drawing on the experience of training a number of group facilitators, this article provides suggestions for social workers contemplating the use of telephone-mediated groups and highlights groupwork skills peculiar to conducting group programs via the telephone.

Teaching Social Skills: An Effective Online Program

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Sanchez, Rebecca P.; Brown, Emily; DeRosier, Melissa E.

2015-01-01

Educators, policymakers, and the general public agree that social skills should be taught to children. In an effort to bridge this gap between evidence-based social skills training and populations in need, the authors have developed an Intelligent Social Tutoring System (ISTS) that fosters learning through adaptive interaction between the student…

Social skills knowledge and performance among adolescents with bipolar disorder.

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Goldstein, Tina R; Miklowitz, David J; Mullen, Kimberley L

2006-08-01

This study investigated social skills deficits among adolescents with bipolar disorder. Adolescents with DMS-IV bipolar disorder (n = 18) and their parents completed social skills assessments when they were experiencing minimal mood symptoms. The control group (n = 18) consisted of adolescents with no history of psychiatric disorders. Participants and their parents rated the adolescents' social performance using the Matson Evaluation of Social Skills with Youngsters. We measured the adolescents' knowledge of appropriate social skills using the Interpersonal Negotiation Strategy Interview. Raters 'blind' to psychiatric status rated the adolescents' responses and their social interactions with an examiner during the assessment. Adolescents with bipolar disorder displayed significantly more social skills performance deficits than controls. No significant differences emerged between the groups in social skills knowledge. Ratings of social interactions with the examiner failed to distinguish bipolar from control teens, but raters were successful in guessing the psychiatric status of the participants. These findings indicate that bipolar adolescents lag behind their peers in social skills performance, but not social skills knowledge. Results support the hypothesis that difficulties with emotion regulation interfere with the consistent exhibition of appropriate social behaviors.

Work-related social skills: Definitions and interventions in public vocational rehabilitation.

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Phillips, Brian N; Kaseroff, Ashley A; Fleming, Allison R; Huck, Garrett E

2014-11-01

Social skills play an important role in employment. This study provides a qualitative analysis of salient work related social skills and interventions for addressing social skills in public vocational rehabilitation (VR). A modified consensual qualitative research (CQR) approach was taken to understand the elements and influence of work related social skills in public VR. Thirty-five counselors, supervisors, and administrators participated in semistructured interviews to provide their perspectives of work related social skills and the interventions they use for addressing these skills. Multiple aspects of work-related social skills were described as being important for VR consumer success. The most common work related social skills across all participants were nonverbal communication and the ability to connect with others. Primary social interventions included informal social skills training (SST), systems collaboration, and creating an appropriate job match. Public rehabilitation agency staff, constantly faced with addressing work related social skills, possess many insights about salient skills and interventions that can benefit future research and practice. Agencies currently address social skills deficits by providing interventions to both person and environment. The research provides directions for future research related to identification of social skills and interventions to address related deficits. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

Social Skills Training with Mildly Retarded Young Adults.

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Meredith, R. L.; And Others

1980-01-01

Group behavioral social skills training was more effective than the control condition in increasing positive social behavior, attention to the transaction, and degree of empathy. It was also more effective in decreasing negative social skill behavior. (Author)

Education and Self-Reported Health: Evidence from 23 Countries on the Role of Years of Schooling, Cognitive Skills and Social Capital.

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Francesca Borgonovi

Full Text Available We examine the contribution of human capital to health in 23 countries worldwide using the OECD Survey of Adult Skills, a unique large-scale international assessment of 16-65 year olds that contains information about self-reported health, schooling, cognitive skills and indicators of interpersonal trust, which represents the cognitive dimension of social capital. We identify cross-national differences in education, skill and social capital gradients in self-reported health and explore the interaction between human capital and social capital to examine if and where social capital is a mediator or a moderator of years of schooling and cognitive abilities. We find large education gaps in self-reported health across all countries in our sample and a strong positive relationship between self-reported health and both literacy and trust in the majority of countries. Education and skill gradients in self-reported health appear to be largest in the United States and smallest in Italy, France, Sweden and Finland. On average around 5.5% of both the schooling gap in self-reported health and the literacy gap in self-reported health can be explained by the higher levels of interpersonal trust that better educated/more skilled individuals have, although the mediating role of trust varies considerably across countries. We find no evidence of a moderation effect: the relationships between health and years of schooling and health and cognitive skills are similar among individuals with different levels of trust.

Assertive Anger Mediates Effects of Dialectical Behaviour-informed Skills Training for Borderline Personality Disorder: A Randomized Controlled Trial.

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Kramer, Ueli; Pascual-Leone, Antonio; Berthoud, Laurent; de Roten, Yves; Marquet, Pierre; Kolly, Stéphane; Despland, Jean-Nicolas; Page, Dominique

2016-05-01

Dialectical behaviour therapy (DBT)-informed skills training for borderline personality disorder (BPD) aims at the development of specific emotion regulation skills in patients, particularly with regard to the regulation of problematic anger. While the effects of dialectical behaviour skills training have been shown, their processes of change are rarely examined. Neacsiu, Rizvi and Linehan (2010) found that patient's self-reported use of emotion regulation skills was a mediator of therapeutic change in these treatments; however, they found no effect for problematic anger. From an integrative perspective on anger (Pascual-Leone & Greenberg, 2007; Pascual-Leone & Paivio, 2013), there are several forms of anger, varying in their degree of therapeutic productivity. The present add-on randomized controlled trial included n = 41 patients with BPD (n = 21 DBT-informed skills training versus n = 20 treatment as usual). The first study examined the outcome of the DBT-informed skills training encompassing basic components of training in mindfulness, distress tolerance, interpersonal effectiveness and emotion regulation. Results showed that symptom reduction was significantly greater in the DBT-informed skills training, compared with the treatment as usual. The second study used process assessment, for which all patient completers underwent a 50-min-long psychological interview both early and late in treatment, which was rated using the Classification of Affective Meaning States. DBT-informed skills training produced increased levels of primary 'assertive' anger, as compared with the treatment as usual, whereas no effect was found for 'rejecting' secondary anger. Most importantly, we showed that changes in assertive anger mediated the reported symptom reduction, in particular in patient's social roles. We discuss these results in the context of underlying mechanisms of change in DBT skills group treatments, in particular towards developing more productive forms of

Depression in adolescence:testing a social skills deficit theory

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van Beek, Y.|info:eu-repo/dai/nl/107292300

2017-01-01

C145. DEPRESSION IN ADOLESCENCE:TESTING A SOCIAL SKILLS DEFICIT THEORYVan Beek, Y. Utrecht University, NetherlandsThe Social Skill Deficit Model for depression suggeststhat less optimal social skills lead to negativefeedback of others, which in turn results in negativeself-views and depression.

Brief Report: Suitability of the Social Skills Performance Assessment (SSPA) for the Assessment of Social Skills in Adults with Autism Spectrum Disorders

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Verhoeven, E. W. M.; Smeekens, I.; Didden, R.

2013-01-01

The present study aims at examining whether the "Social Skills Performance Assessment" (SSPA; Patterson et al. in "Schizophr Res" 48(2-3):351-360, 2001) is a suitable performance-based measure to assess social skills in adults with autism spectrum disorders (ASD). For this purpose, social skills of individuals with ASD and…

The Effects of a Peer-Delivered Social Skills Intervention for Adults with Comorbid Down Syndrome and Autism Spectrum Disorder.

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Davis, Matthew A Cody; Spriggs, Amy; Rodgers, Alexis; Campbell, Jonathan

2018-06-01

Deficits in social skills are often exhibited in individuals with comorbid Down syndrome (DS) and autism spectrum disorder (ASD), and there is a paucity of research to help guide intervention for this population. In the present study, a multiple probe study across behaviors, replicated across participants, assessed the effectiveness of peer-delivered simultaneous prompting in teaching socials skills to adults with DS-ASD using visual analysis techniques and Tau-U statistics to measure effect. Peer-mediators with DS and intellectual disability (ID) delivered simultaneous prompting sessions reliably (i.e., > 80% reliability) to teach social skills to adults with ID and a dual-diagnoses of DS-ASD with small (Tau Weighted  = .55, 90% CI [.29, .82]) to medium effects (Tau Weighted  = .75, 90% CI [.44, 1]). Statistical and visual analysis findings suggest a promising social skills intervention for individuals with DS-ASD as well as reliable delivery of simultaneous prompting procedures by individuals with DS.

Use of the "Intervention Selection Profile-Social Skills" to Identify Social Skill Acquisition Deficits: A Preliminary Validation Study

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Kilgus, Stephen P.; von der Embse, Nathaniel P.; Scott, Katherine; Paxton, Sara

2015-01-01

The purpose of this investigation was to develop and initially validate the "Intervention Selection Profile-Social Skills" (ISP-SS), a novel brief social skills assessment method intended for use at Tier 2. Participants included 54 elementary school teachers and their 243 randomly selected students. Teachers rated students on two rating…

The relationship of motor skills and social communicative skills in school-aged children with autism spectrum disorder.

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MacDonald, Megan; Lord, Catherine; Ulrich, Dale A

2013-07-01

Motor skill deficits are present and persist in school-aged children with autism spectrum disorder (ASD; Staples & Reid, 2010). Yet the focus of intervention is on core impairments, which are part of the diagnostic criteria for ASD, deficits in social communication skills. The purpose of this study is to determine whether the functional motor skills, of 6- to 15-year-old children with high-functioning ASD, predict success in standardized social communicative skills. It is hypothesized that children with better motor skills will have better social communicative skills. A total of 35 children with ASD between the ages of 6-15 years participated in this study. The univariate GLM (general linear model) tested the relationship of motor skills on social communicative skills holding constant age, IQ, ethnicity, gender, and clinical ASD diagnosis. Object-control motor skills significantly predicted calibrated ASD severity (p skills have greater social communicative skill deficits. How this relationship exists behaviorally, needs to be explored further.

The effect of a music therapy social skills training program on improving social competence in children and adolescents with social skills deficits.

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Gooding, Lori F

2011-01-01

Three separate studies were conducted in school, residential and after-school care settings to test the effectiveness of a music therapy-based social skills intervention program on improving social competence in children and adolescents. A total of 45 children (n = 12; n = 13; n = 20) aged 6-17 years with social skills deficits participated in a group-based five session intervention program. The same curriculum, adapted to be age appropriate, was used at all 3 sites. Specific deficits within the social skills areas of peer relations and self-management skills were targeted. Active interventions like music performance, movement to music and improvisation were used. Cognitive-behavioral techniques like modeling, feedback, transfer training and problem solving were also incorporated. Data on social functioning were collected before, during, and after the music therapy intervention from participants, appropriate adult personnel and via behavioral observations. Results indicated that significant improvements in social functioning were found in (a) school participant pre and post self-ratings, (b) researcher pre and post ratings of school participants, (c) case manager's pre and post treatment ratings for the residential participants, (d) after-school care participants' pre and post self-ratings, and (e) behavioral observations at all three settings. Additional changes, although not significant, were noted in teacher ratings, residential participant self- and peer ratings, and after-school case manager ratings. Results from these studies suggest that the music therapy intervention was effective in improving social competence in children and adolescents with social deficits. More research is warranted to provide additional guidance about the use of music therapy interventions to improve social functioning.

Culturally Responsive Social Skill Instruction for Latino Male Students

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Lo, Ya-yu; Correa, Vivian I.; Anderson, Adrienne L.

2015-01-01

Cross-cultural friendships and peer interactions are important skills for Latino students to become socially adjusted in U.S. schools. Culturally responsive social skill instruction allows educators to teach essential social skills while attending to the native culture and personal experiences of the students. The present study examined the…

The Role of Theory of Mind on Social Information Processing in Children with Autism Spectrum Disorders: A Mediation Analysis

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Mazza, Monica; Mariano, Melania; Peretti, Sara; Masedu, Francesco; Pino, Maria Chiara; Valenti, Marco

2017-01-01

Individuals with autism spectrum disorders (ASD) show significant impairments in social skills and theory of mind (ToM). The aim of this study was to evaluate ToM and social information processing abilities in 52 children with ASD compared to 55 typically developing (TD) children. A mediation analysis evaluated whether social information…

Strategic Decision-Making and Social Skills: Integrating Behavioral Economics and Social Cognition Research

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Johannes Leder

2016-11-01

Full Text Available Strategic decisions are affected by beliefs about the expectations of others and their possible decisions. Thus, strategic decisions are influenced by the social context and by beliefs about other actors’ levels of sophistication. The present study investigated whether strategic decision-making, as measured by the beauty contest game, is associated with social skills, as measured by the Autism Quotient (AQ. In line with our hypothesis, we found that social skills were positively related to successful strategic decision-making. Furthermore, results showed a curvilinear relationship between steps of reasoning in the beauty contest game and social skills, indicating that very high as well as very low scoring individuals on the social skills subscale of the AQ engaged in high-levels of strategic thinking.

SPECIFIC SKILLS AND SOCIAL COMPETENCE IN SCHIZOPHRENIA

NARCIS (Netherlands)

APPELO, MT; WOONINGS, FMJ; VANNIEUWENHUIZEN, CJ; EMMELKAMP, PMG; SLOOFF, CJ; LOUWERENS, JW

Generalization of skills is a major problem in social skills training for schizophrenic patients. Assessment of skills is mostly not based on objective indices of specific skill deficits. The results of this study show that global competence of schizophrenics can be differentiated from specific

Specific skills and social competence in schizophrenia

NARCIS (Netherlands)

Appelo, M.T.; van Nieuwenhuizen, C.J.; Emmelkamp, P.M.G.; Slooff, C.J.; Louwerens, J.W.

1992-01-01

Generalization of skills is a major problem in social skills training for schizophrenic patients. Assessment of skills is mostly not based on objective indices of specific skill deficits. The results of this study show that global competence of schizophrenics can be differentiated from specific

Stressors and Caregivers' Depression: Multiple Mediators of Self-Efficacy, Social Support, and Problem-Solving Skill.

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Tang, Fengyan; Jang, Heejung; Lingler, Jennifer; Tamres, Lisa K; Erlen, Judith A

2015-01-01

Caring for an older adult with memory loss is stressful. Caregiver stress could produce negative outcomes such as depression. Previous research is limited in examining multiple intermediate pathways from caregiver stress to depressive symptoms. This study addresses this limitation by examining the role of self-efficacy, social support, and problem solving in mediating the relationships between caregiver stressors and depressive symptoms. Using a sample of 91 family caregivers, we tested simultaneously multiple mediators between caregiver stressors and depression. Results indicate that self-efficacy mediated the pathway from daily hassles to depression. Findings point to the importance of improving self-efficacy in psychosocial interventions for caregivers of older adults with memory loss.

Parent-child positivity and romantic relationships in emerging adulthood : Congruence, compensation, and the role of social skills

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Kretschmer, Tina; Vollebergh, Wilma; Oldehinkel, Albertine J.

2017-01-01

Romantic relationship quality in adolescence and early adulthood has often been linked to earlier parent-child relationship quality but it is possible that these links are nonlinear. Moreover, the role of social skills as mediator of associations between parent-child and romantic relations has been

Parent-child positivity and romantic relationships in emerging adulthood : Congruence, compensation, and the role of social skills

NARCIS (Netherlands)

Kretschmer, Tina; Vollebergh, Wilma; Oldehinkel, Albertine J.

Romantic relationship quality in adolescence and early adulthood has often been linked to earlier parent-child relationship quality but it is possible that these links are nonlinear. Moreover, the role of social skills as mediator of associations between parent-child and romantic relations has been

A Brief Social Skills Intervention to Reduce Challenging Classroom Behavior

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McDaniel, Sara C.; Bruhn, Allison L.; Troughton, Leonard

2017-01-01

Social skills instruction has been recommended as a way of improving behavioral and social outcomes for students with emotional and behavioral disorders (EBD). A brief social skills intervention ("Stop and Think" (Knoff in "The stop & think social skills program," Sopris West, Longmont, CO, 2001) was used to extend the…

Social skills and psychopathic traits in maltreated adolescents.

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Ometto, Mariella; de Oliveira, Paula Approbato; Milioni, Ana Luiza; Dos Santos, Bernardo; Scivoletto, Sandra; Busatto, Geraldo F; Nunes, Paula V; Cunha, Paulo Jannuzzi

2016-04-01

Child maltreatment has frequently been associated with impaired social skills and antisocial features, but there are still controversies about the effect of each type of maltreatment on social behaviour. The aim of this study was to compare the social functioning and psychopathic traits of maltreated adolescents (MTA) with a control group (CG) and to investigate what types of maltreatments and social skills were associated with psychopathic traits in both groups. The types and intensity of maltreatment were evaluated through the Childhood Trauma Questionnaire (CTQ) in 107 adolescents, divided into the MTA group (n = 66) and non-maltreated youths (n = 41), our CG. The Hare Psychopathy Checklist: Youth Version (PCL: YV) and a detailed inventory for evaluation of social skills in adolescents were also applied in all individuals. MTA presented more psychopathic traits than the CG, in all domains measured by PCL: YV, independently of IQ levels and the presence of psychiatric disorders. Interestingly, the groups did not differ significantly from each other on indicators of social skills. Multiple regression analysis revealed that emotional neglect was the only maltreatment subtype significantly associated with psychopathic traits, more specifically with the PCL: YV interpersonal factor (F1), and that some social skills (empathy, self-control and social confidence) were related to specific psychopathic factors. The results highlight that emotional neglect may be more detrimental to social behaviours than physical and sexual abuse, and that neglected children require more specific and careful attention.

Peer social skills and theory of mind in children with autism, deafness, or typical development.

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Peterson, Candida; Slaughter, Virginia; Moore, Chris; Wellman, Henry M

2016-01-01

Consequences of theory of mind (ToM) development for daily social lives of children are uncertain. Five to 13-year-olds (N = 195) with typical development, autism, or deafness (both native and late signers) took ToM tests and their teachers reported on their social skills for peer interaction (e.g., leadership, group entry). Groups differed in both ToM understanding (with late-signing deaf children especially delayed even relative to autistic children) and peer social skills (with autistic children especially delayed even relative to deaf late signers). Crucially, for the typically developing hearing children and deaf children alike, ToM understanding independently predicted peer social skills over and above age, gender, language ability, and, for deaf children, status as native- or late-signer. These novel findings offer some of the best evidence to date of the relevance of ToM cognitions to real-world social behavior for both these groups. However, for those with autism spectrum disorders (ASD) the pattern was different. The apparent link of ToM to peer competence was not a direct one but instead was significantly mediated by language ability. Several possible explanations for this intriguing autism-specific result were also discussed. (PsycINFO Database Record (c) 2015 APA, all rights reserved).

Let's Have Fun! Teaching Social Skills through Stories, Telecommunications, and Activities

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Zhang, Kaili Chen

2011-01-01

This article concerns social skills interventions for children with emotional/behavioral disorders. Drawing on the author's teaching experience and the findings of research on social skills training in schools, and exploring effective ways to facilitate children's social skill development, the paper describes how social skills interventions can be…

Preservice Music Teachers' Social Skills: Are They Really Prepared?

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Johnson, Vicky V.

2014-01-01

The purpose of this article is to consider the impact of social skills on the potential success of future music educators. Studies indicate that effective social skills directly affect success in the classroom and in the social context of educational environments. Ineffectual social skills can contribute to feelings of isolation, burnout,…

Predictive Power of Parenting Styles on Children’s Social Skills

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Daniel Bartholomeu

2016-04-01

Full Text Available The aim of this study was to investigate the relationship between parenting styles and children’s social skills, establishing significant correlations between those two constructs. A total of 202 children, 7 to 10 years old, male and female, attending second to fourth year of government schools in São Paulo, Brazil, were participants of this research. They collectively completed Children’s Social Skills Test (THAS-C and Parental Styles Inventory (IEP. Results suggest that positive parental styles are predictors of altruism, while negative parental styles are predictors of assertiveness, conversation, and social confidence. Regarding general social skills, variables that offered the best probable model were positive monitoring, lax discipline, moral behavior, and physical abuse (the higher the general social skill, the lesser the abusive parenting styles. As a conclusion, it seems that different social skills are related to positive and negative parenting styles, reinforcing the idea of a social skill as an attribute of behavior.

Emotion discourse, social cognition, and social skills in children with and without developmental delays.

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Fenning, Rachel M; Baker, Bruce L; Juvonen, Jaana

2011-01-01

This study examined parent-child emotion discourse, children's independent social information processing, and social skills outcomes in 146 families of 8-year-olds with and without developmental delays. Children's emergent social-cognitive understanding (internal state understanding, perspective taking, and causal reasoning and problem solving) was coded in the context of parent-child conversations about emotion, and children were interviewed separately to assess social problem solving. Mothers, fathers, and teachers reported on children's social skills. The proposed strengths-based model partially accounted for social skills differences between typically developing children and children with delays. A multigroup analysis of the model linking emotion discourse to social skills through children's prosocial problem solving suggested that processes operated similarly for the two groups. Implications for ecologically focused prevention and intervention are discussed. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.

Stressors and Caregivers’ Depression: Multiple Mediators of Self-Efficacy, Social Support, and Problem-solving Skill

Science.gov (United States)

Tang, Fengyan; Jang, Heejung; Lingler, Jennifer; Tamres, Lisa K.; Erlen, Judith A.

2016-01-01

Caring for an older adult with memory loss is stressful. Caregiver stress could produce negative outcomes such as depression. Previous research is limited in examining multiple intermediate pathways from caregiver stress to depressive symptoms. This study addresses this limitation by examining the role of self-efficacy, social support, and problem-solving in mediating the relationships between caregiver stressors and depressive symptoms. Using a sample of 91 family caregivers, we tested simultaneously multiple mediators between caregiver stressors and depression. Results indicate that self-efficacy mediated the pathway from daily hassles to depression. Findings point to the importance of improving self-efficacy in psychosocial interventions for caregivers of older adults with memory loss. PMID:26317766

Mediation skills for conflict resolution in nursing education.

Science.gov (United States)

Cheng, Fung Kei

2015-07-01

Encountering conflicts among family members in hospital produces burnout among nurses, implying a need for alternative dispute resolution training. However, current nursing education pays more attention to counselling skills training than to mediation. The present report examines the fundamental concepts of mediation, including its nature, basic assumptions and values, and compares those with counselling. Its implications may open a discussion on enhancing contemporary nursing education by providing mediation training in the workplace to nurses so that they can deal more effectively with disputes. Copyright © 2015 Elsevier Ltd. All rights reserved.

Social Skills Training for Adolescents With Intellectual Disabilities: A School-Based Evaluation.

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O'Handley, Roderick D; Ford, W Blake; Radley, Keith C; Helbig, Kate A; Wimberly, Joy K

2016-07-01

Individuals with intellectual disabilities (ID) often demonstrate impairments in social functioning, with deficits becoming more apparent during adolescence. This study evaluated the effects of the Superheroes Social Skills program, a program that combines behavioral skills training and video modeling to teach target social skills, on accurate demonstration of three target social skills in adolescents with ID. Skills taught in the present study include Expressing Wants and Needs, Conversation, and Turn Taking. Four adolescents with ID participated in a 3-week social skills intervention, with the intervention occurring twice per week. A multiple baseline across skills design was used to determine the effect of the intervention on social skill accuracy in both a training and generalization setting. All participants demonstrated substantial improvements in skill accuracy in both settings, with teacher ratings of social functioning further suggesting generalization of social skills to nontraining settings. © The Author(s) 2016.

Teaching Independent Community Social Skills to the Multihandicapped.

Science.gov (United States)

Beaulac, Pauline F.

Ten multihandicapped high-school students in the Dayton (Ohio) Public Schools were trained using a curriculum of independent community social skills, focusing specifically on restaurant skills, travel skills, shopping skills, self-care skills, and skills for visiting a business or government agency. The students made weekly trips into the…

FACTOR ANALYSIS OF A SOCIAL SKILLS SCALE FOR HIGH SCHOOL STUDENTS.

Science.gov (United States)

Wang, H-Y; Lin, C-K

2015-10-01

The objective of this study was to develop a social skills scale for high school students in Taiwan. This study adopted stratified random sampling. A total of 1,729 high school students were included. The students ranged in age from 16 to 18 years. A Social Skills Scale was developed for this study and was designed for classroom teachers to fill out. The test-retest reliability of this scale was tested by Pearson's correlation coefficient. Exploratory factor analysis was used to determine construct validity. The Social Skills Scale had good overall test-retest reliability of .92, and the internal consistency of the five subscales was above .90. The results of the factor analysis showed that the Social Skills Scale covered the five domains of classroom learning skills, communication skills, individual initiative skills, interaction skills, and job-related social skills, and the five factors explained 68.34% of the variance. Thus, the Social Skills Scale had good reliability and validity and would be applicable to and could be promoted for use in schools.

Indirect Effects of Social Skills on Health Through Stress and Loneliness.

Science.gov (United States)

Segrin, Chris

2017-10-20

The social skills deficit vulnerability model predicts that people with inadequate social skills are at risk for a range of psychosocial problems, especially when confronted with stress. People with poor social skills often experience stress and loneliness and these two constructs were tested as potential pathways by which the poor social skills confer a risk for compromised mental and physical health. An online survey was completed by 775 adults, aged 18-91. The sample matched national demographics for race/ethnicity and age, among those over 18. Structural equation modeling revealed indirect effects of social skills on both mental and physical health through both stress and loneliness. The models showed that poor social skills were associated with poor mental and physical health through elevated stress and increased loneliness. The findings reveal that social skills deficits are associated with physical as well as mental health problems.

Social Skills Efficacy and Proactivity among Native American Adolescents

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Turner, Sherri L.; Conkel, Julia L.; Reich, Allison N.; Trotter, Michelle J.; Siewart, Jason J.

2006-01-01

This article discusses Native American urban adolescents' construal of social skills, and relationships between these skills and proactivity behaviors as identified in the Integrative Contextual Model of Career Development (Lapan, 2004). Recommendations that build upon the social skills strengths of Native American young people are included.…

Burnout, anxiety, depression, and social skills in medical residents.

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Pereira-Lima, K; Loureiro, S R

2015-01-01

The medical residency is recognized as a risk period for the development of burnout and mental health problems, such as anxiety and depression, which have impact on the physician and clientele alike. There is a need for studies that address conditions of risk and protection for the development of such problems. This study aimed to verify the rates of burnout, anxiety, and depression presented by resident physicians, as well as the associations of these problems with social skills, as potential protective factors. The hypothesis was defined that the problems (burnout, anxiety, and depression) would be negatively associated with social skills. A total of 305 medical residents, of both genders, of different specialties, from clinical and surgical areas of a Brazilian university hospital were evaluated using the following standardized self-report instruments: Burnout Syndrome Inventory, Social Skills Inventory, and the Patient Health Questionnaire-4. High rates of burnout and mental health problems were verified and social skills were negatively associated with burnout dimensions such as emotional exhaustion, emotional detachment, and dehumanization, but positively associated with personal accomplishment. Furthermore, residents with indicators of problems presented significantly lower social skills means than those of residents without indicators of burnout, anxiety, or depression. More studies are needed, which include other types of instruments in addition to self-report ones and evaluate not only social skills but also social competence in the professional practice. These should adopt intervention and longitudinal designs that allow the continuity or overcoming of the problems to be verified. Since social skills can be learned, the results of the study highlight the importance of developing the interpersonal skills of the professionals during the training of resident physicians in order to improve their practice.

Girls' and Mothers' Social Anxiety, Social Skills, and Loneliness: Associations after Accounting for Depressive Symptoms

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Stednitz, Jayme N.; Epkins, Catherine C.

2006-01-01

This study examined, in 102 mother-daughter dyads, whether (a) girls' social skills and loneliness are related to girls' social anxiety, after adjusting for girls' depressive symptoms, and (b) mothers' social functioning (social anxiety, social skills, and loneliness) is related to girls' social anxiety, after accounting for girls' social…

The Relationship between Motor Skills, Perceived Social Support, and Internalizing Problems in a Community Adolescent Sample.

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Mancini, Vincent O; Rigoli, Daniela; Heritage, Brody; Roberts, Lynne D; Piek, Jan P

2016-01-01

Poor motor skills are associated with a range of psychosocial consequences, including internalizing (anxious and depressive) symptoms. The Elaborated Environmental Stress Hypothesis provides a causal framework to explain this association. The framework posits that motor skills impact internalizing problems through an indirect effect via perceived social support. However, empirical evaluation is required. We examined whether motor skills had an indirect effect on anxious and depressive symptoms via perceived family support domains. This study used a community sample of 93 adolescents (12-16 years). Participants completed measures of motor skills, perceived social support across three dimensions (family, friend, and significant other), depressive symptoms, and anxious symptoms. Age, gender, verbal IQ, and ADHD symptoms were included as control variables. Regression analysis using PROCESS revealed that motor skills had an indirect effect on depressive symptoms via perceived family support, but not by perceived friend support or significant other support. The negative association between motor skills and anxious symptoms was not mediated by any perceived social support domain. Findings are consistent with previous literature indicating an association between motor skills and internalizing problems. However, we identified a different pattern of relationships across anxious and depressive symptoms. While anxiety and depressive symptoms were highly correlated, motor skills had an indirect effect on depressive symptoms via perceived family support only. Our findings highlight the importance of family support as a potential protective factor in the onset of depressive symptoms. This study provides partial support for the Elaborated Environmental Stress Hypothesis, however further research is required.

The Relationship between Motor Skills, Perceived Social Support, and Internalizing Problems in a Community Adolescent Sample

Directory of Open Access Journals (Sweden)

Vincent Oreste Mancini

2016-04-01

Full Text Available Objectives: Poor motor skills are associated with a range of psychosocial consequences, including internalizing (anxious and depressive symptoms. The Elaborated Environmental Stress Hypothesis provides a causal framework to explain this association. The framework posits that motor skills impact internalizing problems through an indirect effect via perceived social support. However, empirical evaluation is required. We examined whether motor skills has an indirect effect on anxious and depressive symptoms via perceived family support domains. Methods: This study used a community sample of 93 adolescents (12-16 years. Participants completed measures of motor skills, perceived social support across three dimensions (family, friend, and significant other, depressive symptoms, and anxious symptoms. Age, gender, verbal IQ, and ADHD symptoms were included as control variables.Results: Regression analysis using PROCESS revealed that motor skills had an indirect effect on depressive symptoms via perceived family support, but not by perceived friend support or significant other support. The negative association between motor skills and anxious symptoms was not mediated by any perceived social support domain. Conclusions: Findings are consistent with previous literature indicating an association between motor skills and internalizing problems. However, we identified a different pattern of relationships across anxious and depressive symptoms. While anxiety and depressive symptoms were highly correlated, motor skills had an indirect effect on depressive symptoms via perceived family support only. Our findings highlight the importance of family support as a potential protective factor in the onset of depressive symptoms. This study provides partial support for the Elaborated Environmental Stress Hypothesis, however further research is required.

Efficacy of Social Skills Training in Schizophrenia: A Nursing Review

LENUS (Irish Health Repository)

Yadav, B L

2015-04-07

Social skills training, a psychological approach, is used to ameliorate the deficits in social skills among patients with a severe mental illness. For the efficacy of social skills training in schizophrenia, the literature in other core psychiatric disciplines (i.e. psychology, psychiatry, etc) indicates some conflicting evidences and a limited quality of evidence in psychiatric nursing. With the exemption of a few individual nursing studies, no systematic review is available to date in psychiatric nursing literature. This systematic review of literature was undertaken to explore the efficacy of social skills training in schizophrenia.

Explicitly Teaching Social Skills Schoolwide: Using a Matrix to Guide Instruction

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Simonsen, Brandi; Myers, Diane; Everett, Susannah; Sugai, George; Spencer, Rebecca; LaBreck, Chris

2012-01-01

Socially skilled students are more successful in school. Just like academic skills, social skills need to be explicitly taught. Students, including students who display at-risk behavior, benefit when social skills instruction is delivered schoolwide as part of a comprehensive intervention approach. This article presents a seven-step action…

Perspectives of employability skills

OpenAIRE

ANNE LOUISE NEWTON

2017-01-01

The study investigated the different perspectives held by young people, employers and policy makers around Employability Skills and it examined how young people learnt these skills. This study draws young peoples’ perspectives into the research around Employability Skills and highlights the way in which social and cultural capital mediate their development. The research points to a model to re-vision employability skills which recognises the many ways in which they are learnt, over time a...

GENDER DIFFERENCES IN SOCIAL SKILLS IN UNIVERSITY STUDENTS OF ARGENTINA

Directory of Open Access Journals (Sweden)

Matias García Terán

2014-10-01

Full Text Available Different authors claim that the differences found in the social skills repertoire of men and women could be explained by gender orientation. The purpose of this study is to determine if there are gender differences in social skills in university students from Córdoba (Argentina. The  Social Skills Questionnaire for College Students (SSQ-C (Morán, Olaz & Del Prette, in preparation was applied to a sample of 1076 university students of both sexes, aged between 18 and 25 years old, from 56 undergraduate programs  distributed on five public and private universities of the city of Córdoba, Argentina. A multivariate analysis of variance (MANOVA was conducted to analyze the existence of differences between men and women. We found differences in favour of men in social skills for affective and sexual approach, and in favour of women in conversational skills, refusal assertiveness and empathic skills and expression of positive feelings; there were no differences in social skills for academic and workplace settings. The results and their possible practical implications are discussed.

Parent- and Self-Reported Social Skills Importance in Autism Spectrum Disorder

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Rankin, James A.; Weber, Rebecca J.; Kang, Erin; Lerner, Matthew D.

2016-01-01

While social skills are commonly assessed in autism spectrum disorder (ASD), little is known about individuals' and families' beliefs regarding importance of these skills. Seventy-four parents and their children with ASD rated social skills importance and severity, as well as ASD-specific deficit severity. Parents and youth rated social skills as…

Parent-Child Positivity and Romantic Relationships in Emerging Adulthood: Congruence, Compensation, and the Role of Social Skills

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Kretschmer, Tina; Vollebergh, Wilma; Oldehinkel, Albertine J.

2017-01-01

Romantic relationship quality in adolescence and early adulthood has often been linked to earlier parent-child relationship quality but it is possible that these links are nonlinear. Moreover, the role of social skills as mediator of associations between parent-child and romantic relations has been discussed but not rigorously tested. Using data…

Heterogeneity in Parent-Reported Social Skill Development in Early Elementary

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Lamont, Andrea; Van Horn, M. Lee

2013-01-01

Despite known risks associated with aberrant social skill development, there has been a relative dearth of literature on typical developmental changes in social skills over time. In this study, we examine systematic changes in social skills from kindergarten (typical age of 5-6 years) to third grade (typical age of 8-9 years), and focus on…

Social Media Use in the Career Development of Graduate Students: The Mediating Role of Internship Effectiveness and the Moderating Role of Zhongyong

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He, Changqing; Gu, Jibao; Wu, Wei; Zhai, Xuesong; Song, Jun

2017-01-01

This paper proves that social media use can contribute in important ways to employability outcomes. Specifically, results from a survey of 196 recent graduate students in China indicate that social media use is positively related to employability skills. Internship effectiveness serve as a mediating mechanism through which social media use affects…

Social Skills Instruction for Adolescents with Emotional Disabilities: A Technology-Based Intervention

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Cummings, Therese M.; Higgins, Kyle; Pierce, Tom; Miller, Susan; Boone, Randall; Tandy, Richard

2009-01-01

This study explored the use of multimedia, student-generated social skills lessons coupled with teacher facilitation to improve the social skills of middle-school students with emotional disabilities. The effects of teacher-led social skills instruction and the combination of teacher-led and multimedia student-generated social skills instruction…

Marital Satisfaction: The Role of Social Skills of Husbands and Wives

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Miriam Bratfisch Villa

2013-09-01

Full Text Available Among the multiple determinants of marital satisfaction, evidence points to the social skills of married couples. This study investigates the correlations between these constructs, cross-correlating data from husband and wives. A total of 406 married individuals, 188 men and 218 women, completed the Marital Satisfaction Scale, Social Skills Inventory (SSI-Del-Prette and Marital Social Skills Inventory (MSSI-Villa&Del-Prette. The results revealed a significant correlation among the scores of the three instruments, confirming the relationship between marital satisfaction and the social skills of married couples. In the cross-correlations, three classes of marital social skills (proactive self-control, reactive self-control and expressiveness/empathy were more strongly correlated to husbands’ marital satisfaction, and husbands’ three social skills (assertive conversation, self-assertiveness and expressiveness/empathy were correlated with wives’ marital satisfaction. Gender differences concerning the importance of one spouse’s social skills leading to the other spouse’s satisfaction are stressed as an item to be used in detailed diagnostics and effective interventions with couples. Some issues for future research are also discussed.

Investigating the role of socially mediated metacognition during collaborative troubleshooting of electric circuits

Directory of Open Access Journals (Sweden)

Kevin L. Van De Bogart

2017-09-01

Full Text Available Developing students’ ability to troubleshoot is an important learning outcome for many undergraduate physics lab courses, especially electronics courses. In other work, metacognition has been identified as an important feature of troubleshooting. However, that work has focused primarily on individual students’ metacognitive processes or troubleshooting abilities. In contrast, electronics courses often require students to work in pairs, and hence students’ in-class experiences likely have significant social dimensions that are not well understood. In this work, we use an existing framework for socially mediated metacognition to analyze audiovisual data from think-aloud activities in which eight pairs of students from two institutions attempted to diagnose and repair a malfunctioning electric circuit. In doing so, we provide insight into some of the social metacognitive dynamics that arise during collaborative troubleshooting. We find that students engaged in socially mediated metacognition at multiple key transitions during the troubleshooting process. Reciprocated metacognitive dialogue arose when students were collectively strategizing about which measurements to perform, or reaching a shared understanding of the circuit’s behavior. Our research demonstrates the value of the framework of socially mediated metacognition in providing insight into the nature of collaborative student troubleshooting in the context of electronics. As such, this framework may be a useful resource for future efforts to examine and support the development of student troubleshooting skills in other upper-division laboratory courses.

Investigating the role of socially mediated metacognition during collaborative troubleshooting of electric circuits

Science.gov (United States)

Van De Bogart, Kevin L.; Dounas-Frazer, Dimitri R.; Lewandowski, H. J.; Stetzer, MacKenzie R.

2017-12-01

Developing students' ability to troubleshoot is an important learning outcome for many undergraduate physics lab courses, especially electronics courses. In other work, metacognition has been identified as an important feature of troubleshooting. However, that work has focused primarily on individual students' metacognitive processes or troubleshooting abilities. In contrast, electronics courses often require students to work in pairs, and hence students' in-class experiences likely have significant social dimensions that are not well understood. In this work, we use an existing framework for socially mediated metacognition to analyze audiovisual data from think-aloud activities in which eight pairs of students from two institutions attempted to diagnose and repair a malfunctioning electric circuit. In doing so, we provide insight into some of the social metacognitive dynamics that arise during collaborative troubleshooting. We find that students engaged in socially mediated metacognition at multiple key transitions during the troubleshooting process. Reciprocated metacognitive dialogue arose when students were collectively strategizing about which measurements to perform, or reaching a shared understanding of the circuit's behavior. Our research demonstrates the value of the framework of socially mediated metacognition in providing insight into the nature of collaborative student troubleshooting in the context of electronics. As such, this framework may be a useful resource for future efforts to examine and support the development of student troubleshooting skills in other upper-division laboratory courses.

Personality and social skills in human-dog interaction

DEFF Research Database (Denmark)

Meyer, Iben Helene Coakley

developing a social tool set that makes it very successful in interacting and communicating with humans. Human evolution has similarly resulted in the development of complex social cognition in humans. This enables humans to form bonded relationships, besides pair-bonding, and it seems that humans are also...... of this thesis was to attain a better understanding of some of the factors related to the inter-action between humans and dogs. This aim was addressed by focusing on dog personality and hu-man social skills in relation to human-dog interaction. Two studies investigated dog personality and how it a) affects...... the relationship with the owner, and b) is affected by human breeding goals. Two studies investigated how human social skills affect the communication and interaction between hu-man and dog. As part of these studies it was also investigated how experience with dogs interacts with human social skills, perception...

Teaching social skills in the language classroom | Venter | Journal ...

African Journals Online (AJOL)

Bullying has become a major problem in schools worldwide. It might escalate to serious forms of anti-social behaviour, therefore the teaching of social skills are important in the school as a whole. The language classroom is the ideal place to teach social and communication skills. In the whole language approach, combined ...

Social problem solving and social performance after a group social skills intervention for childhood brain tumor survivors.

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Schulte, Fiona; Vannatta, Kathryn; Barrera, Maru

2014-02-01

The aim of this study was to explore the ability of a group social skills intervention program for childhood brain tumor survivors to effect two steps of the social information processing model: social problem solving and social performance. Participants were 15 survivors (eight men and seven women) aged 7-15 years. The intervention consisted of eight 2-h weekly sessions focused on social skills including friendship making. Social problem solving, using hypothetical scenarios, was assessed during sessions 1 and 8. Social performance was observed during intervention sessions 1, 4, and 8. Compared with session 1, significant increases were found in social performance: frequency of maintaining eye contact and social conversations with peers over the course of the intervention. No significant changes in social problem solving were noted. This pilot study is the first to report improvements related to group social skills intervention at the level of observed social performance over the course of intervention. The lack of change in social problem solving suggests that survivors may possess the social knowledge required for social situations but have difficulty enacting social behaviors. Copyright © 2013 John Wiley & Sons, Ltd.

Addressing social skills deficits in adults with Williams syndrome.

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Fisher, Marisa H; Morin, Lindsay

2017-12-01

Individuals with Williams syndrome (WS) are hypersocial; yet, they experience social difficulties and trouble with relationships. This report summarizes findings from three studies examining the social functioning of adults with WS and the feasibility of a social skills training program for adults with WS (SSTP-WS) through the examination of performance on initial lesson plans. Study 1: 114 parents of adults with WS completed the Social Responsiveness Scale-2. Study 2: 10 adults with WS and 12 of their parents participated in focus groups to further describe the deficits identified in Study 1 and to discuss a SSTP-WS. Study 3: 30 adults with WS were randomly assigned to 2 lessons on either conversations or relationships and pre-post change in social skills knowledge was assessed. Study 1 indicates adults with WS experience severe social impairments in social cognition, and mild-moderate impairments in social awareness and social communication. Qualitative results in Study 2 indicate a SSTP-WS should address conversation skills and relationships. In Study 3, participants showed gains in social skills knowledge following completion of lessons. A SSTP-WS may be beneficial for adults with WS. Future research should describe the social needs of individuals with WS at different ages and should further develop a SSTP-WS. Copyright © 2017 Elsevier Ltd. All rights reserved.

Social skills of persons with self-defeating personality.

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Schill, T

1995-10-01

55 undergraduate men and 55 women took Schill's 1990 Self-defeating Personality Scale and Lorr, Youniss, and Stefic's (1991) multidimensional Social Relations Survey. As expected, persons who endorsed more self-defeating characteristics scored lower on scales which make up the Social Skills or Assertiveness Factor. However, these scores did not have significant correlations with the Empathy or Social Approval Need Scales; two of the three scales which make up the Empathy Factor. The results were discussed in terms of prior work relating deficits in social skills to dysfunctional early parenting.

Teaching Social Interaction Skills in Social Studies Classroom and ...

African Journals Online (AJOL)

This study is a survey which was carried out with 110 sandwich students of university of Nigeria Nsukka. The focus was to ascertain the relevance of social studies programme of Nigerian universities in inculcating social interaction skills for maintaining peace and managing conflicts in the family. Four research questions ...

Executive Functions and Social Skills in Survivors of Pediatric Brain Tumor

Science.gov (United States)

Wolfe, Kelly R.; Walsh, Karin S.; Reynolds, Nina C.; Mitchell, Frances; Reddy, Alyssa T.; Paltin, Iris; Madan-Swain, Avi

2012-01-01

Medical advances have resulted in increased survival rates for children with brain tumors. Consequently, issues related to survivorship have become more critical. The use of multimodal treatment, in particular cranial radiation therapy, has been associated with subsequent cognitive decline. Specifically, deficits in executive functions have been reported in survivors of various types of pediatric brain tumor. Survivors are left with difficulties, particularly in self-monitoring, initiation, inhibition, and planning, to name a few. Another domain in which survivors of pediatric brain tumor have been reported to show difficulty is that of social skills. Parents, teachers, and survivors themselves have reported decreased social functioning following treatment. Deficits in executive functions and social skills are likely interrelated in this population, as executive skills are needed to navigate various aspects of social interaction; however, this has yet to be studied empirically. Twenty-four survivors of pediatric brain tumor were assessed using a computerized task of executive functions, as well as paper and pencil measures of social skills and real world executive skills. Social functioning was related to a specific aspect of executive functions, i.e., the survivors’ variability in response time, such that inconsistent responding was associated with better parent-report and survivor-report social skills, independent of intellectual abilities. Additionally, parent-reported real-world global executive abilities predicted parent-reported social skills. The implications of these findings for social skills interventions and future research are discussed. PMID:22420326

Promoting Children's Social-Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings from Head Start REDI.

Science.gov (United States)

Nix, Robert L; Bierman, Karen L; Domitrovich, Celene E; Gill, Sukhdeep

2013-01-01

This study examined processes of change associated with the positive preschool and kindergarten outcomes of children who received the Head Start REDI intervention, compared to "usual practice" Head Start. In a large-scale randomized-controlled trial (N = 356 children, 42% African American or Latino, all from low-income families), this study tests the logic model that improving preschool social-emotional skills (e.g., emotion understanding, social problem solving, and positive social behavior) as well as language/emergent literacy skills will promote cross-domain academic and behavioral adjustment after children transition into kindergarten. Validating this logic model, the present study finds that intervention effects on three important kindergarten outcomes (e.g., reading achievement, learning engagement, and positive social behavior) were mediated by preschool gains in the proximal social-emotional and language/emergent literacy skills targeted by the REDI intervention. Importantly, preschool gains in social-emotional skills made unique contributions to kindergarten outcomes in reading achievement and learning engagement, even after accounting for the concurrent preschool gains in vocabulary and emergent literacy skills. These findings highlight the importance of fostering at-risk children's social-emotional skills during preschool as a means of promoting school readiness. The REDI (Research-Based, Developmentally-Informed) enrichment intervention was designed to complement and strengthen the impact of existing Head Start programs in the dual domains of language/emergent literacy skills and social-emotional competencies. REDI was one of several projects funded by the Interagency School Readiness Consortium, a partnership of four federal agencies (the National Institute of Child Health and Human Development, the Administration for Children and Families, the Assistant Secretary for Planning and Evaluation in the Department of Health and Human Services, and the

A social skills analysis in childhood and adolescence using symbolic interactionism.

Science.gov (United States)

Russell, A

1984-02-01

Support is obtained from the literature about the need for advances in the conceptualization of "social skills." There is agreement that much is known about how to improve social skills, but less attention has been given to what to change or improve. The present article outlines a model of social skills in childhood and adolescence using the concepts and literature on symbolic interactionism in an attempt to provide a possible conceptual framework for social skills. The proposed model is organized around the concepts of role-taking, role-making, definition of the situation, and self. Each concept is taken in turn and how it could contribute to the analysis or understanding of social skills in childhood and adolescence is shown. The article concludes with a discussion of ways in which the proposed scheme might be used in one area of social skills - friendship making. Some possible difficulties and limitations in the model are noted.

Social skills as resources for the development of strengths in childhood

Directory of Open Access Journals (Sweden)

Ana Betina Lacunza

2015-09-01

Full Text Available A strong relationship between social competence during childhood and the subsequent psychological functioning has been found. Therefore, learning and practising social skills contribute to the development of psychological strengths in children. The aims of this paper were a to describe a series of social skills in pre-school children from San Miguel de Tucuman (Argentina who live under poverty conditions, and b to identify if the presence of social skills reduces the frequency of occurrence of disruptive behaviour. We worked with a sample of 120 5- year olds from outskirts of San Miguel de Tucumán who attend public schools kindergartens. In the research their parents were administered the Scale of Social Skills (Lacunza, 2005, the Guide for Behaviour Observation (Ison & Fachinelli, 1993 and a sociodemographic survey. The results showed significant statistical differences in the social skills according to the gender and in the dimensions of physical and/or verbal aggression and transgression in the behavioural scale. Children with disruptive behaviour showed fewer social skills, according to their parents’ perception. These results show that social skills in children prevent the occurrence of dysfunctional behaviour, particularly aggressiveness and negativism. These data show that the practice of social behaviour contributes to adaptation, acceptance of others, positive reinforcement, well-being, among other salugenic resources. 

Longitudinal, reciprocal effects of social skills and achievement from kindergarten to eighth grade.

Science.gov (United States)

Caemmerer, Jacqueline M; Keith, Timothy Z

2015-08-01

Previous research suggests that students' social skills and achievement are interrelated, and some findings support bi-directional effects between the two constructs. The purpose of this research study was to estimate the possible longitudinal and reciprocal effects of social skills and achievement for kindergarten through eighth grade students. Data from the Early Childhood Longitudinal Study program were analyzed; teachers' ratings of students' social skills and students' standardized math and reading achievement performance were collected 4 and 5 times, respectively. Latent variable structural equation modeling was used to test a panel model of reciprocal, longitudinal effects of social skills and achievement. The results suggest that the effects of students' social skills and achievement are bi-directional, but the effects of students' achievement on their later social skills are stronger than the effects of social skills on achievement. The significant effects of students' social skills on their later achievement are mostly indirect. These findings suggest that the future social skills of students who struggle academically may be of particular concern to educators, and intervention and prevention efforts aimed to address both social and achievement skills may help remediate the other skill in the future. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The role of social media use in improving cancer survivors' emotional well-being: a moderated mediation study.

Science.gov (United States)

Jiang, Shaohai

2017-06-01

In the USA, levels of emotional well-being among cancer survivors remain low. Social media is recognized as important to improve their emotional well-being. However, little is known about social mechanisms that underlie the impact of health-related social media in cancer care. This study proposed a moderated mediation model to signify a pathway linking social media use to emotional well-being. Four-hundred and fifty-nine cancer survivors identified through the 2013 US-based Health Information National Trends Survey were included for data analysis. First, structural equation modeling was conducted to examine the path from social media use to emotional well-being, mediated by patient activation. Second, hierarchical regression was performed to test the moderation effect of emotion management. Last, a normal theory-based approach was used to explore the final moderated mediation model. The effect of health-related social media use on emotional well-being was completely mediated by patient activation. Also, emotion management positively moderated the effect of patient activation on emotional well-being. Last, emotion management positively moderated the mediation pathway from health-related social media use to patient activation, and finally, to emotional well-being. Health-related social media, by itself, is not sufficient to bring about improvement in cancer survivors' emotional well-being. Patient activation and emotion management play a significant role. In future interventions designed to improve cancer survivors' emotional health, health practitioners should not only encourage cancer survivors to use social media for health purposes, but also activate them in the course of care, and improve their emotion self-management skills.

The relationship between social skills and early resignation in Japanese novice nurses.

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Niitsuma, Mayuko; Katsuki, Takeshi; Sakuma, Yumiko; Sato, Chifumi

2012-07-01

The aim of this study was to reveal the relationship between social skills and early resignation in Japanese novice nurses. The early resignation of novice nurses has become increasingly prevalent in recent years. This study was conducted to investigate the relationship between the personal sociality of novice nurses and their early resignation. We surveyed 272 nurses with 1-3 years of experience. Instances of early resignation were studied by using a questionnaire, and their social skills were measured using Kikuchi's Scale of Social Skills:18 items (KiSS-18), a tool developed by Kikuchi to estimate sociality. Nurses with low sociality were more likely to resign than those with higher sociality. The lack of advanced social skills was closely associated with a higher likelihood of early resignation. The presence of advanced social skills appeared to potentially prevent resignation among novice nurses. Further investigation is needed to determine the causal relationship between sociality and early resignation. Social skills training for novice nurses may be of benefit in preventing early resignation. © 2011 Blackwell Publishing Ltd.

How Does Gender Relate to Social Skills? Exploring Differences in Social Skills Mindsets, Academics, and Behaviors among High-School Freshmen Students

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Tan, Kevin; Oe, Jin Shin; Hoang Le, Minh Dung

2018-01-01

Boys struggle academically and behaviorally more than girls and are more likely to have difficulty with social skills. It seems likely that boys and girls do not perceive social skills in the same light. Past research has not investigated this or its relationship to academic and behavioral performance. Using data from a cohort of 9th-grade…

Comparing the social skills of students addicted to computer games with normal students.

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Zamani, Eshrat; Kheradmand, Ali; Cheshmi, Maliheh; Abedi, Ahmad; Hedayati, Nasim

2010-01-01

This study aimed to investigate and compare the social skills of studentsaddicted to computer games with normal students. The dependentvariable in the present study is the social skills. The study population included all the students in the second grade ofpublic secondary school in the city of Isfahan at the educational year of2009-2010. The sample size included 564 students selected using thecluster random sampling method. Data collection was conducted usingQuestionnaire of Addiction to Computer Games and Social SkillsQuestionnaire (The Teenage Inventory of Social Skill or TISS). The results of the study showed that generally, there was a significantdifference between the social skills of students addicted to computer gamesand normal students. In addition, the results indicated that normal studentshad a higher level of social skills in comparison with students addicted tocomputer games. As the study results showed, addiction to computer games may affectthe quality and quantity of social skills. In other words, the higher theaddiction to computer games, the less the social skills. The individualsaddicted to computer games have less social skills.).

Investigating the Relationship between Internet Addiction and Strengthening Students' Social Skills

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Karimzadeh, Nazanin

2015-01-01

The present study is about "Investigating the relationship between internet addictions and strengthening students' social skill reinforcement." One of the social elements in all cultures is social skill or ability to communicate with others effectively. One of the factors that affect this skill is addiction to Internet which has recently…

Social Skills, Social Support and Well-Being in Adolescents of Different Family Configurations

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Vanessa Barbosa Romera Leme

2015-04-01

Full Text Available There is no consensus in the literature regarding the influence of family configuration on the psychological well-being of adolescents. Based on the perception of adolescents, this study evaluates the influence of family configuration, social skills and social support appraisals as potential predictors of adolescent psychological well-being. The participants were 454 adolescents aged between 13 and 17 years from nuclear, separated and remarried families. The adolescents were students in the first and second years of public high school. The data were collectively obtained in the classroom using the Social Skills Inventory for Adolescents, the Social Support Appraisal Scale and the Psychological Well-being Scale. The results indicated that family configuration is not associated with the psychological well-being of adolescents. The social skills of empathy, self-control, civility, social resourcefulness and affective approach as well as the social support appraisals from friends and family were the best predictors of adolescent psychological well-being. The implications of the results are discussed with respect to future research and interventions.

Functioning of Social Skills from Middle Childhood to Early Adolescence in Hungary

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Anikó Zsolnai

2014-11-01

Full Text Available The aim of this cross-sectional study was to describe the social skills that crucially affect children's social behaviour in the school. Our objective was to gather information about the functioning of social skills from middle childhood to early adolescence. The sample consisted of 7-, 9- and 11-year-old Hungarian students (N=1398. Based on Stephens’s (1992 list of social skills, a 54-item Likert-type questionnaire (teacher-, parent- and selfreport versions was developed especially for this purpose. The child and the adult versions share the same structure and scale items. The results show no spontaneous development at the level of social skills between the ages of 7 and 11. There was a moderate correlation between the three evaluators’ judgements concerning the level of children’s social skills. All three respondent groups indicated that girls’ social skills were slightly more developed than boys’. Teachers, however, perceived this difference to be twice as large as the other two raters. To sum up our results indicate that for a large percentage of participants, the acquisition of social skills has not been completed at 11 years old. This finding indicates that more attention should be paid to fostering social skills early at school.

Social cognition in patients at ultra-high risk for psychosis: What is the relation to social skills and functioning?

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Louise B. Glenthøj

2016-09-01

Conclusion: Significant impairments in social cognition and social skills were found in UHR patients. The patients' social cognitive function was associated with overall functioning and social skills. Negative symptoms appear to play an important role for functioning. Research is needed to investigate how the relations between social cognition, social skills and functioning develop from the UHR state to the stage of manifest illness. Research into how deficits in social cognition and social skills can be ameliorated in UHR patients is warranted.

Does early communication mediate the relationship between motor ability and social function in children with cerebral palsy?

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Lipscombe, Belinda; Boyd, Roslyn N; Coleman, Andrea; Fahey, Michael; Rawicki, Barry; Whittingham, Koa

2016-01-01

Children diagnosed with neurodevelopmental conditions such as cerebral palsy (CP) are at risk of experiencing restrictions in social activities negatively impacting their subsequent social functioning. Research has identified motor and communication ability as being unique determinants of social function capabilities in children with CP, to date, no research has investigated whether communication is a mediator of the relationship between motor ability and social functioning. To investigate whether early communication ability at 24 months corrected age (ca.) mediates the relationship between early motor ability at 24 months ca. and later social development at 60 months ca. in a cohort of children diagnosed with cerebral palsy (CP). A cohort of 71 children (43 male) diagnosed with CP (GMFCS I=24, 33.8%, II=9, 12.7%, III=12, 16.9%, IV=10, 14.1%, V=16, 22.5%) were assessed at 24 and 60 months ca. Assessments included the Gross Motor Function Measure (GMFM), the Communication and Symbolic Behaviour Scales-Developmental Profile (CSBS-DP) Infant-Toddler Checklist and the Paediatric Evaluation of Disability Inventory (PEDI). A mediation model was examined using bootstrapping. Early communication skills mediated the relationship between early motor abilities and later social functioning, b=0.24 (95% CI=0.08-0.43 and the mediation model was significant, F (2, 68)=32.77, pcommunication ability partially mediates the relationship between early motor ability and later social function in children with CP. This demonstrates the important role of early communication in ongoing social development. Early identification of communication delay and enriched language exposure is crucial in this population. Copyright © 2016 Elsevier Ltd. All rights reserved.

An Investigation of Maternal Emotion Socialization Behaviors, Children's Self-Perceptions, and Social Problem-Solving Skills

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Ozkan, Hurside Kubra; Aksoy, Ayse Belgin

2017-01-01

Purpose: The present study aims to investigate maternal emotion socialization, children's self-perception, and social problem-solving skills. In addition, this study describes the association between the levels of children's self-perception and social problem-solving skills. Research Methods: This is a quantitative study adopting a relational…

Dialectical behavior therapy skills use as a mediator and outcome of treatment for borderline personality disorder.

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Neacsiu, Andrada D; Rizvi, Shireen L; Linehan, Marsha M

2010-09-01

A central component of Dialectical Behavior Therapy (DBT) is the teaching of specific behavioral skills with the aim of helping individuals with Borderline Personality Disorder (BPD) replace maladaptive behaviors with skillful behavior. Although existing evidence indirectly supports this proposed mechanism of action, no study to date has directly tested it. Therefore, we examined the skills use of 108 women with BPD participating in one of three randomized control trials throughout one year of treatment and four months of follow-up. Using a hierarchical linear modeling approach we found that although all participants reported using some DBT skills before treatment started, participants treated with DBT reported using three times more skills at the end of treatment than participants treated with a control treatment. Significant mediation effects also indicated that DBT skills use fully mediated the decrease in suicide attempts and depression and the increase in control of anger over time. DBT skills use also partially mediated the decrease of nonsuicidal self-injury over time. Anger suppression and expression were not mediated. This study is the first to clearly support the skills deficit model for BPD by indicating that increasing skills use is a mechanism of change for suicidal behavior, depression, and anger control. Published by Elsevier Ltd.

Association of social skills with psychological distress among female nurses in Japan.

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Uchiyama, Ayako; Odagiri, Yuko; Ohya, Yumiko; Suzuki, Ayako; Hirohata, Kayoko; Kosugi, Shotaro; Shimomitsu, Teruichi

2011-01-01

Nursing is a highly stressful occupation. Because nursing work involves interaction with patients and colleagues, competence in social skills may be a key issue in stress management among nurses. However, there are very few studies among nurses focused on social skills together with social support, both of which are important aspects of job stress. The aim of this study was to examine the interrelationships between social skills and social support with job stressors, problem-solving coping, and psychological distress among Japanese nurses. Data from a self-administered questionnaire of 1,197 female nurses who worked for 5 general hospitals in Japan were analyzed. Covariance structure analysis with structural equation modeling techniques showed that social skills and social support were positively related to each other, while they were negatively associated with psychological distress and job stressors, and positively associated with problem-solving coping. Furthermore, the direct association between social skills and psychological distress was stronger than the association between social support and psychological distress. These findings suggested that improving not only social support at work but also individual social skills is important for nurses' mental health.

Social conversational skills development in early implanted children.

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Guerzoni, Letizia; Murri, Alessandra; Fabrizi, Enrico; Nicastri, Maria; Mancini, Patrizia; Cuda, Domenico

2016-09-01

Social conversational skills are a salient aspect of early pragmatic development in young children. These skills include two different abilities, assertiveness and responsiveness. This study investigated the development of these abilities in early implanted children and their relationships with lexical development and some language-sensitive variables. Prospective, observational, nonrandomized study. Participants included 28 children with congenital profound sensorineural hearing loss. The mean age at device activation was 13.3 months (standard deviation [SD] ±4.2). The Social-Conversational Skills Rating Scale was used to evaluate assertiveness and responsiveness. The MacArthur-Bates Communicative Development Inventory (Words and Sentences form) was used to analyze the lexical development. The device experience was 12 months for each child, and the mean age at testing was 25.9 months (SD ±4.6). Assertiveness and responsiveness scores were within the normal range of normal-hearing age-matched peers. Age at cochlear implant activation exerted a significant impact, with the highest scores associated to the youngest patients. The residual correlations between assertiveness and responsiveness with the lexical development were positive and strongly significant (r = 0.69 and 0.73, respectively). Preoperative hearing threshold demonstrated an associated significant coefficient on the assertiveness score. Age at diagnosis and maternal education level were not correlated with the social conversational skills. Early-implanted children developed social conversational skills that are similar to normal-hearing peers matched for age 1 year after device activation. Social conversational skills and lexical development were strongly correlated, but the present study design cannot specify the direction of this relationship. Children with better preoperative residual hearing exhibited better assertive ability. 4 Laryngoscope, 126:2098-2105, 2016. © 2015 The American Laryngological

Urban College Graduates: Their Investments in and Returns for Strong Quantitative Skills, Social Capital Skills, and Soft Skills

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Haynes, Marie Ellen

2010-01-01

This case study examined strong quantitative skills, social capital skills, and soft skills of urban college graduates using data from the Multi-City Study of Urban Inequality Household Survey. The urban college graduates lived in Atlanta, Boston, or Los Angeles and had bachelor's, master's, PhD, and professional degrees. Among the three skills…

Social and behavioral skills and the gender gap in early educational achievement.

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Diprete, Thomas A; Jennings, Jennifer L

2012-01-01

Though many studies have suggested that social and behavioral skills play a central role in gender stratification processes, we know little about the extent to which these skills affect gender gaps in academic achievement. Analyzing data from the Early Child Longitudinal Study-Kindergarten Cohort, we demonstrate that social and behavioral skills have substantively important effects on academic outcomes from kindergarten through fifth grade. Gender differences in the acquisition of these skills, moreover, explain a considerable fraction of the gender gap in academic outcomes during early elementary school. Boys get roughly the same academic return to social and behavioral skills as their female peers, but girls begin school with more advanced social and behavioral skills and their skill advantage grows over time. While part of the effect may reflect an evaluation process that rewards students who better conform to school norms, our results imply that the acquisition of social and behavioral skills enhances learning as well. Our results call for a reconsideration of the family and school-level processes that produce gender gaps in social and behavioral skills and the advantages they confer for academic and later success. Copyright © 2011 Elsevier Inc. All rights reserved.

Social information processing skills in adolescents with traumatic brain injury: Relationship with social competence and behavior problems.

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Walz, Nicolay Chertkoff; Yeates, Keith Owen; Wade, Shari L; Mark, Erin

2009-01-01

To examine social information processing (SIP) skills, behavior problems, and social competence following adolescent TBI and to determine whether SIP skills were predictive of behavior problems and social competence. Cross-sectional analyses of adolescents with TBI recruited and enrolled in a behavioral treatment study currently in progress. Two tertiary care children's hospitals with Level 1 trauma centers. Adolescents aged 11 to 18 years with severe TBI (n=19) and moderate TBI (n=24) who were injured up to 24 months prior to recruitment. TBI severity, race, maternal education, and age at testing. a measure of SIP skills, Child Behavior Checklist (CBCL), Youth Self Report (YSR), and Home and Community Social Behavior Scale (HCSBS). The severe TBI group did not obtain significantly lower scores on the SIP measures than the moderate TBI group. In comparison to adolescents with moderate TBI, those with severe TBI had significantly more parent-reported externalizing behaviors and self-reported weaknesses in social competence. SIP skills were strong predictors of problems and social competence in adolescents with TBI. More specifically, an aggressive SIP style predicted externalizing problems and a passive SIP style predicted internalizing problems. Both passive and aggressive SIP skills were related to social competence and social problems. Adolescents with TBI are at risk for deficits in social and behavioral outcomes. SIP skills are strongly related to behavior problems and social competence in adolescents with TBI. SIP skills, social competence, and behavior problems are important targets for intervention that may be amenable to change and lead to improved functional outcomes following TBI.

Yes, Michael: Reflections on How Inclusion Can Build Social Skills.

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Anderson, Genan T.

2003-01-01

Describes a teacher's and preschool students' experiences with the classroom inclusion of an autistic child. Specifically addresses: (1) how social skills affect academic skills; (2) teaching social competency; (3) coaching group entry; (4) successful group entry and sustained social interaction; and (5) lessons learned from inclusion of a special…

The Social Skills and Attachment to Dogs of Children with Autism Spectrum Disorder

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Carlisle, Gretchen K.

2015-01-01

Children with Autism Spectrum Disorder (ASD) have deficits in social skills, and interaction with service dogs has been associated with increased social skills for children with ASD. In this telephone survey of 70 parents of children with ASD, children owning dogs had greater Mean scores for social skills, using the Social Skills Improvement…

Associations between Preschoolers' Social-Emotional Competence and Preliteracy Skills

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Curby, Timothy W.; Brown, Chavaughn A.; Bassett, Hideko Hamada; Denham, Susanne A.

2015-01-01

Identifying and understanding the predictors of preliteracy skills can set the stage for success in a child's academic career. Recent literature has implicated social-emotional competence as a potential component in helping children learn preliteracy skills. To further understand the role of social-emotional competence in preliteracy, the…

Using Peer-Mediated LEGO® Play Intervention to Improve Social Interactions for Chinese Children with Autism in an Inclusive Setting.

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Hu, Xiaoyi; Zheng, Qunshan; Lee, Gabrielle T

2018-02-16

The purpose of this study was to examine the effects of a peer-mediated LEGO® play intervention on improving social skills for children with ASD in an inclusive preschool in China. Three boys with ASD and 13 typically developing children participated in this study. A multiple-probe across participants design was used. The intervention consisted of LEGO® construction activities incorporated with peer-mediated strategies for one child with ASD and two typically developing peers. The intervention sessions were conducted two sessions per week with a total of 28-31 sessions for each participant. Results indicated that all three children with ASD increased their social initiations and responses following the completion of the intervention. Social validity was also obtained.

Validity and reliability of a questionnaire to assess social skills in traumatic brain injury: A preliminary study.

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Francis, Heather M; Osborne-Crowley, Katherine; McDonald, Skye

2017-01-01

To describe the reliability and validity of a new measure, the Social Skills Questionnaire for Traumatic Brain Injury (SSQ-TBI). Fifty-one adults with severe TBI completed the SSQ-TBI questionnaire. Scores were compared to informant- and self-report on questionnaires addressing frontal lobe mediated behaviour, as well as performance on an objective measure of social cognition and neuropsychological tasks, in order to provide evidence of concurrent, divergent and predictive validity. Internal consistency was excellent at α = 0.90. Convergent validity was good, with informant ratings on the SSQ-TBI significantly correlated with Neuropsychiatric Inventory Disinhibition sub-scales (r = 0.50-63), the Current Behaviour Scale (r = 0.39-0.48) and Frontal Systems Behaviour Scale (r = 0.60-0.83). However, no relationship was seen with an objective measure of social skills or neuropsychological tasks of disinhibition. There was a significant relationship with real-world psychosocial outcomes on the Sydney Psychosocial Reintegration Scale-2 (r = -0.38--0.69) Conclusions: This study provides preliminary findings of good internal consistency and convergent and predictive validity of a social skills questionnaire adapted to be appropriate for individuals with TBI. Further assessment of psychometric properties such as test-re-test reliability and factor structure is warranted.

The Effect of Montessori Method Supported by Social Skills Training Program on Turkish Kindergarten Children's Skills of Understanding Feelings and Social Problem Solving

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Kayili, Gökhan; Ari, Ramazan

2016-01-01

The current research was conducted with the purpose of analyzing the effect of Montessori method supported by Social Skills Training Program on kindergarten children's skills of understanding feelings and social problem solving. 53 children attending Ihsan Dogramaci Applied Nursery School affiliated to Selcuk University, Faculty of Health Sciences…

Wii Social Skills Group and Inter-School Tournament

OpenAIRE

Julie Johnson; Juanita Germaine; Diana Maliszewski; Renee Keberer

2011-01-01

Abstract: Two schools in separate cites used the Nintendo Wii gaming system to assist selected boys in developing social skills. Using Skype and Twitter, the two groups collaborated at different stages of the project. The pilot project investigated the benefits of incorporating video games into traditional social skills programming, as well as the benefits of online collaboration between teachers in different school boards and students from different communities.

Wii Social Skills Group and Inter-School Tournament

Directory of Open Access Journals (Sweden)

Julie Johnson

2011-12-01

Full Text Available Abstract: Two schools in separate cites used the Nintendo Wii gaming system to assist selected boys in developing social skills. Using Skype and Twitter, the two groups collaborated at different stages of the project. The pilot project investigated the benefits of incorporating video games into traditional social skills programming, as well as the benefits of online collaboration between teachers in different school boards and students from different communities.

Family Generated and Delivered Social Story Intervention: Acquisition, Maintenance, and Generalization of Social Skills in Youths with ASD

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Olcay-Gül, Seray; Tekin-Iftar, Elif

2016-01-01

The purpose of this study was to examine whether (a) family members were able to learn to write a social story and deliver social story intervention to teach social skills to their children (age 12 to 16) with ASD, (b) youths with ASD acquired and maintained the targeted social skills and generalized these skills across novel situations. Multiple…

Social problem-solving in high-functioning schizophrenia: specific deficits in sending skills.

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Vaskinn, Anja; Sundet, Kjetil; Hultman, Christina M; Friis, Svein; Andreassen, Ole A

2009-02-28

This study examined social problem-solving performance in high-functioning schizophrenia (n=26) and its relation to neurocognition. Ten healthy controls were used as a comparison group. Social problem-solving was assessed with the Assessment of Interpersonal Problem Solving Skills (AIPSS) method. The schizophrenia group was outperformed by healthy controls on all AIPSS measures, reaching statistical significance for sending skills. Exploration of the internal relationship between different aspects of social problem-solving showed that identification of an interpersonal problem (a receiving skill) was not correlated with formulating solutions to the problem (processing skills) or successfully role-playing solutions (interpersonal sending skills). Non-verbal performance in the role-play (an interpersonal sending skill) was not significantly correlated with identification of an interpersonal problem or the generation of solutions. This suggests a dissociation of social problem-solving processes. Social problem-solving was significantly associated with psychomotor speed, verbal learning, semantic fluency and cognitive flexibility. Clinical implications are that remediation of social problem-solving skills should focus on role-playing (nonverbal) interpersonal behaviors, rather than on verbally analyzing an interpersonal problem and clarifying alternative solutions.

GENDER DIFFERENCES IN SOCIAL SKILLS IN UNIVERSITY STUDENTS OF ARGENTINA

OpenAIRE

Matias García Terán; Gabriela A Cabanillas; Valeria E Morán; Fabián O Olaz

2014-01-01

Different authors claim that the differences found in the social skills repertoire of men and women could be explained by gender orientation. The purpose of this study is to determine if there are gender differences in social skills in university students from Córdoba (Argentina). The  Social Skills Questionnaire for College Students (SSQ-C) (Morán, Olaz & Del Prette, in preparation) was applied to a sample of 1076 university students of both sexes, aged between 18 and 25 years old, from 56 u...

Social skills group training in high-functioning autism: A qualitative responder study.

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Choque Olsson, Nora; Rautio, Daniel; Asztalos, Jenny; Stoetzer, Ulrich; Bölte, Sven

2016-11-01

Systematic reviews show some evidence for the efficacy of group-based social skills group training in children and adolescents with autism spectrum disorder, but more rigorous research is needed to endorse generalizability. In addition, little is known about the perspectives of autistic individuals participating in social skills group training. Using a qualitative approach, the objective of this study was to examine experiences and opinions about social skills group training of children and adolescents with higher functioning autism spectrum disorder and their parents following participation in a manualized social skills group training ("KONTAKT"). Within an ongoing randomized controlled clinical trial (NCT01854346) and based on outcome data from the Social Responsiveness Scale, six high responders and five low-to-non-responders to social skills group training and one parent of each child (N = 22) were deep interviewed. Interestingly, both high responders and low-to-non-responders (and their parents) reported improvements in social communication and related skills (e.g. awareness of own difficulties, self-confidence, independence in everyday life) and overall treatment satisfaction, although more positive intervention experiences were expressed by responders. These findings highlight the added value of collecting verbal data in addition to quantitative data in a comprehensive evaluation of social skills group training. © The Author(s) 2016.

Social skills and executive function among youth with sickle cell disease: a preliminary investigation.

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Hensler, Molly; Wolfe, Kelly; Lebensburger, Jeffrey; Nieman, Jilian; Barnes, Margaux; Nolan, William; King, Allison; Madan-Swain, Avi

2014-06-01

To explore the relationship between executive function (EF) and social skills in youth with sickle cell disease (SCD).   20 youth with SCD completed objective tests of EF (Tasks of Executive Control; Animal Sorting subtest from the Developmental Neuropsychological Assessment-Second Edition), an IQ screener, and paper-and-pencil measures of social skills (Social Skills Improvement System [SSIS]). Primary caregivers completed paper-and-pencil measures of EF (Behavior Rating Inventory of Executive Function) and social skills (SSIS).   EF scores from the Behavior Rating Inventory of Executive Function related to parent- and child-reported social skills such that EF deficits correlated with poorer overall and domain-specific social skills. Similarly, EF scores from the Animal Sorting test related to child-reported social skills. Worse parent-reported EF predicted worse parent-reported social skills above the variance accounted for by IQ.   EF is related to social skills and may be necessary for successful social interaction among youth with SCD. These results provide rationale and guidance for future larger-scale investigations of EF and social skills among children with SCD. © The Author 2014. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Social cognition in patients at ultra-high risk for psychosis: What is the relation to social skills and functioning?

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Glenthøj, Louise B; Fagerlund, Birgitte; Hjorthøj, Carsten; Jepsen, Jens R M; Bak, Nikolaj; Kristensen, Tina D; Wenneberg, Christina; Krakauer, Kristine; Roberts, David L; Nordentoft, Merete

2016-09-01

Patients at ultra-high risk (UHR) for psychosis show significant impairments in functioning. It is essential to determine which factors influence functioning, as it may have implications for intervention strategies. This study examined whether social cognitive abilities and clinical symptoms are associated with functioning and social skills. The study included 65 UHR patients and 30 healthy controls. Social cognitive function, social skills, and a broad range of functioning measures were assessed. The UHR patients demonstrated significant decrements on The Awareness of Social Inferences Task total score (p = .046, d  = .51), and on the CANTAB emotion recognition task total percent correct (p = .023, d  = .54) displaying particular difficulties in negative affect recognition. The patients exhibited significant impairments in social skills measured with the High Risk Social Challenge (p˂.001, d  = 1.05). Aspects of emotion recognition were associated with role functioning and social skill performance. The level of attributional bias was associated with overall functioning, and theory of mind ability was associated with self-reported functioning. Negative symptoms were associated with all measures of functioning (p ≤ .05). Significant impairments in social cognition and social skills were found in UHR patients. The patients' social cognitive function was associated with overall functioning and social skills. Negative symptoms appear to play an important role for functioning. Research is needed to investigate how the relations between social cognition, social skills and functioning develop from the UHR state to the stage of manifest illness. Research into how deficits in social cognition and social skills can be ameliorated in UHR patients is warranted.

Zoo U: A Stealth Approach to Social Skills Assessment in Schools

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Melissa E. DeRosier

2012-01-01

Full Text Available This paper describes the design and evaluation of Zoo U, a novel computer game to assess children’s social skills development. Zoo U is an innovative product that combines theory-driven content and customized game mechanics. The game-like play creates the opportunity for stealth assessment, in which dynamic evidence of social skills is collected in real time and players’ choices during gameplay provide the needed data. To ensure the development of an engaging and valid game, we utilized an iterative data-driven validation process in which the game was created, tested, revised based on student performance and feedback, and retested until game play was statistically matched to independent ratings of social skills. We first investigated whether the data collected through extensive logging of student actions provided information that could be used to improve the assessment. We found that detailed game logs of socially relevant player behavior combined with external measures of player social skills provided an efficient vector to incrementally improve the accuracy of the embedded assessments. Next, we investigated whether the game performance correlated with teachers’ assessments of students’ social skills competencies. An evaluation of the final game showed (a significant correlations between in-game social skills assessments and independently obtained standard psychological assessments of the same students and (b high levels of engagement and likeability for students. These findings support the use of the interactive and engaging computer game format for the stealth assessment of children’s social skills. The created innovative design methodologies should prove useful in the design and improvement of computer games in education.

Effectiveness of Social Skills Training on Social Adjustment of Elderly People

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Zahra Taghinezhad

2017-10-01

Conclusion According to the results of this study, it can be said that holding social skills instruction social work group on social adjustment method is effective among the elderly. The wider use of this type of intervention by specialists in the field of aging can affect well-being and mental health of this group. 

Investigation of the Effect of Story-Based Social Skills Training Program on the Social Skill Development of 5-6 Year-Old Children

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Pekdogan, Serpil

2016-01-01

The aim of this study is to investigate the effect of Story-Based Social Skills Training Program on the social skill development of 5-6 year-old children. In the study, the pre-test/post-test and retention test experimental design with a control group was used. 5-6 year-old 60 (30 experimental, 30 control) preschool children participated in the…

The Focus of Intervention for Adolescent Social Anxiety: Communication Skills or Self-Esteem

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Bowles, Terence V.

2017-01-01

Social skills training is a long-standing intervention for adolescents with social anxiety, while self-esteem is often ignored. However, there is little evidence suggesting that those with social anxiety require social skills training or interventions associated with self-esteem. The aim of the research was to investigate whether social skills and…

A Closer Look at Social Skills and School Performance: Students' Peer Relations Skills and Assertion Skills as Predictors for Their Written and Oral Performances

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Jurkowski, Susanne; Hänze, Martin

2017-01-01

Students' individual learning is supposed to be based on cognitive and social processes. Therefore, students' social skills are assumed to play an important role for school performance. This study set out to investigate the links between students' peer relations skills and assertion skills and their grades for written performances and oral…

Physical Activity into Socialization: A Movement-Based Social Skills Program for Children with Autism Spectrum Disorder

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Lee, Jihyun; Vargo, Kristina K.

2017-01-01

Children with autism spectrum disorder (ASD) often exhibit deficits in social-communicative behaviors. Given the increased prevalence of children with ASD, programs designed to teach social-communicative behaviors are necessary. This article introduces a movement-based program that embeds social-skill components to improve the motor skills and…

Stressors and Caregivers’ Depression: Multiple Mediators of Self-Efficacy, Social Support, and Problem-solving Skill

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Tang, Fengyan; Jang, Heejung; Lingler, Jennifer; Tamres, Lisa K.; Erlen, Judith A.

2015-01-01

Caring for an older adult with memory loss is stressful. Caregiver stress could produce negative outcomes such as depression. Previous research is limited in examining multiple intermediate pathways from caregiver stress to depressive symptoms. This study addresses this limitation by examining the role of self-efficacy, social support, and problem-solving in mediating the relationships between caregiver stressors and depressive symptoms. Using a sample of 91 family caregivers, we tested simul...

Utilizing Teaching Interactions to Facilitate Social Skills in the Natural Environment

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Kassardjian, Alyne; Taubman, Mitchell; Rudrud, Eric; Leaf, Justin B.; Edwards, Andrew; McEachin, John; Leaf, Ron; Schulze, Kim

2013-01-01

Individuals diagnosed with autism spectrum disorder often display deficits in social skills. While research has shown behavioral interventions to be effective in teaching and/or increasing a variety of appropriate social skills, limited research has shown generalization of these skills to the natural setting. The Teaching Interaction procedure…

Social Emotional Skills and Prosocial Behaviour among 15-16-Year-Old Adolescents

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Akelaitis, Arturas V.; Lisinskiene, Ausra R.

2018-01-01

The purpose of this study was to determine and compare social emotional skills and prosocial behaviour among 15-16-year-old adolescent athletes and non-athletes. The measures of social emotional skills and prosocial behaviour were evaluated using Schutte Self-Report Inventory, Self-control scale, Social Skills Rating System (Student form),…

Maturation of social attribution skills in typically developing children: an investigation using the social attribution task.

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Hu, Zhouyi; Chan, Raymond C K; McAlonan, Grainne M

2010-02-03

The assessment of social attribution skills in children can potentially identify and quantify developmental difficulties related to autism spectrum disorders and related conditions. However, relatively little is known about how these skills develop in typically developing children. Therefore the present study aimed to map the trajectory of social attribution skill acquisition in typically developing children from a young age. In the conventional social attribution task (SAT) participants ascribe feelings to moving shapes and describe their interaction in social terms. However, this format requires that participants understand both, that an inanimate shape is symbolic, and that its action is social in nature. This may be challenging for young children, and may be a potential confounder in studies of children with developmental disorders. Therefore we developed a modified SAT (mSAT) using animate figures (e.g. animals) to simplify the task. We used the SAT and mSAT to examine social attribution skill development in 154 healthy children (76 boys, 78 girls), ranging in age from 6 to 13 years and investigated the relationship between social attribution ability and executive function. The mSAT revealed a steady improvement in social attribution skills from the age of 6 years, and a significant advantage for girls compared to boys. In contrast, children under the age of 9 years performed at baseline on the conventional format and there were no gender differences apparent. Performance on neither task correlated with executive function after controlling for age and verbal IQ, suggesting that social attribution ability is independent of cognitive functioning. The present findings indicate that the mSAT is a sensitive measure of social attribution skills from a young age. This should be carefully considered when choosing assessments for young children and those with developmental disorders.

Maturation of social attribution skills in typically developing children: an investigation using the social attribution task

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Chan Raymond CK

2010-02-01

Full Text Available Abstract Background The assessment of social attribution skills in children can potentially identify and quantify developmental difficulties related to autism spectrum disorders and related conditions. However, relatively little is known about how these skills develop in typically developing children. Therefore the present study aimed to map the trajectory of social attribution skill acquisition in typically developing children from a young age. Methods In the conventional social attribution task (SAT participants ascribe feelings to moving shapes and describe their interaction in social terms. However, this format requires that participants understand both, that an inanimate shape is symbolic, and that its action is social in nature. This may be challenging for young children, and may be a potential confounder in studies of children with developmental disorders. Therefore we developed a modified SAT (mSAT using animate figures (e.g. animals to simplify the task. We used the SAT and mSAT to examine social attribution skill development in 154 healthy children (76 boys, 78 girls, ranging in age from 6 to 13 years and investigated the relationship between social attribution ability and executive function. Results The mSAT revealed a steady improvement in social attribution skills from the age of 6 years, and a significant advantage for girls compared to boys. In contrast, children under the age of 9 years performed at baseline on the conventional format and there were no gender differences apparent. Performance on neither task correlated with executive function after controlling for age and verbal IQ, suggesting that social attribution ability is independent of cognitive functioning. The present findings indicate that the mSAT is a sensitive measure of social attribution skills from a young age. This should be carefully considered when choosing assessments for young children and those with developmental disorders.

Adolescent Loneliness and Social Skills: Agreement and Discrepancies Between Self-, Meta-, and Peer-Evaluations.

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Lodder, G M A; Goossens, L; Scholte, R H J; Engels, R C M E; Verhagen, M

2016-12-01

Lonely adolescents report that they have poor social skills, but it is unknown whether this is due to an accurate perception of a social skills deficit, or a biased negative perception. This is an important distinction, as actual social skills deficits require different treatments than biased negative perceptions. In this study, we compared self-reported social skills evaluations with peer-reported social skills and meta-evaluations of social skills (i.e., adolescents' perceptions of how they believe their classmates evaluate them). Based on the social skills view, we expected negative relations between loneliness and these three forms of social skills evaluations. Based on the bias view, we expected lonely adolescents to have more negative self- and meta-evaluations compared to peer-evaluations of social skills. Participants were 1342 adolescents (48.64 % male, M age  = 13.95, SD = .54). All classmates rated each other in a round-robin design to obtain peer-evaluations. Self- and meta-evaluations were obtained using self-reports. Data were analyzed using polynomial regression analyses and response surface modeling. The results indicated that, when self-, peer- and meta-evaluations were similar, a greater sense of loneliness was related to poorer social skills. Loneliness was also related to larger discrepancies between self- and peer-evaluations of loneliness, but not related to the direction of these discrepancies. Thus, for some lonely adolescents, loneliness may be related to an actual social skills deficit, whereas for others a biased negative perception of one's own social skills or a mismatch with the environment may be related to their loneliness. This implies that different mechanisms may underlie loneliness, which has implications for interventions.

Social Skills Deficits in a Virtual Environment Among Spanish Children With ADHD.

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García-Castellar, Rosa; Jara-Jiménez, Pilar; Sánchez-Chiva, Desirée; Mikami, Amori Y

2018-06-01

Research assessing the social skills of children with ADHD has predominantly relied upon North American samples. In addition, most existing work has been conducted using methodology that fails to use a controlled peer stimulus; such methods may be more vulnerable to cultural influence. We examined the social skills of 52 Spanish children (ages 8-12) with and without ADHD using a controlled Chat Room Task, which simulates a virtual social environment where peers' responses are held constant, so that participants' social skills may be assessed. After statistical control of typing and reading comprehension skills, Spanish children with ADHD gave fewer prosocial comments and had greater difficulty remembering central details from the conversation between the peers, relative to comparison children. The virtual Chat Room Task may be useful to assess social skills deficits using a controlled paradigm, resulting in the identification of common social deficiencies cross-culturally.

Social media use profile, social skills, and nurse-patient interaction among Registered Nurses in tertiary hospitals: A structural equation model analysis.

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Mariano, Micah Celine O; Maniego, John Christian M; Manila, Hariette Lou Marie D; Mapanoo, Ram Cedrick C; Maquiran, Kerwin Miguel A; Macindo, John Rey B; Tejero, Lourdes Marie S; Torres, Gian Carlo S

2018-04-01

Social media has become increasingly important over the past decades and has been integrated in various environments, including the healthcare setting. Yet, the influence of social media use on the social skills and nurse-patient interaction of nurses is an area in nursing that requires further studies. This study determined the interrelationships among social media use profile, social skills, and nurse-patient interaction of Registered Nurses in tertiary hospitals. Employing structural equation modeling, a descriptive-correlational study was conducted among 212 consecutively-selected nurses from two tertiary hospitals. Consenting respondents completed a two-part survey composed of the respondent profile sheet and the Social Skills Inventory. The respondent profile sheet assessed demographic profile and social media use profile in terms of the mode, frequency, and duration of utilization. Three trained team members observed each nurse-patient dyad and completed the Nurse-Patient Bonding Instrument. A good fit model illustrated the negative effects of frequent social media use to patient openness (β = -0.18, p social media on a daily basis, however, positively affected both dimensions of social skills. Accessing social media platforms using non-handheld devices showed the most influential positive effects to social skills and nurse-patient interaction. Additionally, although verbal social skills positively affected most dimensions of nurse-patient interaction, non-verbal social skills negatively influenced patient engagement (β = -0.19, p = 0.019) and nurse openness (β = -0.38, p ≤ 0.05). The structural model illustrates the effects of using social media on the social skills and nurse-patient interaction of nurses and emphasizes the need for implementing institutional policies on the judicious use and application of social media in the workplace. Further, social skills development programs geared toward having a balanced social skill must

Social Skills Deficits and Vocal Characteristics of Children with Social Phobia or Asperger's Disorder: A Comparative Study

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Scharfstein, Lindsay A.; Beidel, Deborah C.; Sims, Valerie K.; Finnell, Laura Rendon

2011-01-01

Social skills deficits are commonly reported among children with social phobia (SP) and children with Asperger's Disorder (AD); however, a lack of direct comparison makes it unclear whether these groups, both of which endorse the presence of social anxiety, have similar or unique skills deficits. In this investigation, the social behaviors of…

Embodied conversational agents for multimodal automated social skills training in people with autism spectrum disorders.

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Tanaka, Hiroki; Negoro, Hideki; Iwasaka, Hidemi; Nakamura, Satoshi

2017-01-01

Social skills training, performed by human trainers, is a well-established method for obtaining appropriate skills in social interaction. Previous work automated the process of social skills training by developing a dialogue system that teaches social communication skills through interaction with a computer avatar. Even though previous work that simulated social skills training only considered acoustic and linguistic information, human social skills trainers take into account visual and other non-verbal features. In this paper, we create and evaluate a social skills training system that closes this gap by considering the audiovisual features of the smiling ratio and the head pose (yaw and pitch). In addition, the previous system was only tested with graduate students; in this paper, we applied our system to children or young adults with autism spectrum disorders. For our experimental evaluation, we recruited 18 members from the general population and 10 people with autism spectrum disorders and gave them our proposed multimodal system to use. An experienced human social skills trainer rated the social skills of the users. We evaluated the system's effectiveness by comparing pre- and post-training scores and identified significant improvement in their social skills using our proposed multimodal system. Computer-based social skills training is useful for people who experience social difficulties. Such a system can be used by teachers, therapists, and social skills trainers for rehabilitation and the supplemental use of human-based training anywhere and anytime.

The Effect of a Social Stories Intervention on the Social Skills of Male Students With Autism Spectrum Disorder

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Fatemeh Golzari

2015-12-01

Full Text Available The present study aimed to investigate the effect of a social stories intervention on the social skills of male students with autistic spectrum disorder (ASD. The sample included 30 male students with ASD who were selected through convenience sampling and randomly assigned to an experimental group (n = 15 or a control group (n = 15. The social skills of both groups were assessed pre- and post-test using Stone and colleagues’ Social Skills Scale (which included subscales for understanding/perspective-taking, initiating interactions, responding to interactions, and maintaining interactions. The experimental group participated in 16 sessions of social stories training, while the control group did not. Overall, the results showed that the social stories intervention improved the social skills of the children with ASD in the experimental group compared with the control group. The effects of the social stories intervention were mostly evident in the subscales for understanding/perspective-taking, initiating interactions, and maintaining interactions with others. The social stories intervention had no effect on the subscale assessing ability to respond to others. The study findings emphasize the effectiveness of the social stories intervention in improving the social skills of children with ASD, which may be used by teachers, parents, or professionals who work with such children.

Social and ethical dimensions of computer-mediated education.

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Brey, Philip A.E.

2006-01-01

This paper addresses social and ethical issues in computer-mediated education, with a focus on higher education. It will be argued if computer-mediated education is to be implemented in a socially and ethically sound way, four major social and ethical issues much be confronted. These are: (1) the

Choking under social pressure: social monitoring among the lonely.

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Knowles, Megan L; Lucas, Gale M; Baumeister, Roy F; Gardner, Wendi L

2015-06-01

Lonely individuals may decode social cues well but have difficulty putting such skills to use precisely when they need them--in social situations. In four studies, we examined whether lonely people choke under social pressure by asking participants to complete social sensitivity tasks framed as diagnostic of social skills or nonsocial skills. Across studies, lonely participants performed worse than nonlonely participants on social sensitivity tasks framed as tests of social aptitude, but they performed just as well or better than the nonlonely when the same tasks were framed as tests of academic aptitude. Mediational analyses in Study 3 and misattribution effects in Study 4 indicate that anxiety plays an important role in this choking effect. This research suggests that lonely individuals may not need to acquire social skills to escape loneliness; instead, they must learn to cope with performance anxiety in interpersonal interactions. © 2015 by the Society for Personality and Social Psychology, Inc.

Responsive parenting: establishing early foundations for social, communication, and independent problem-solving skills.

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Landry, Susan H; Smith, Karen E; Swank, Paul R

2006-07-01

Mothers whose infants varied in early biological characteristics (born at term, n = 120; born at very low birth weight [VLBW], n = 144) were randomized to a target group (n = 133) or developmental feedback comparison group (n = 131) to determine whether learning responsive behaviors would facilitate infant development. The target condition included videotaped examples, problem-solving activities, and mothers' critique of their own behaviors through video procedures across 10 home visits. All target versus comparison mothers showed greater increases across multiple responsiveness behaviors observed in 4 assessments conducted across 6-13 months of age; changes in emotionally supportive behaviors were strongest for target mothers of infants born at VLBW. Increased maternal responsiveness facilitated greater growth in target infants' social, emotional, communication, and cognitive competence, supporting a causal role for responsiveness on infant development. Although benefits were generally comparable across risk groups, aspects of social and emotional skills showed greater change for those born at VLBW. Evidence for responsiveness as a multidimensional construct was provided as well as the importance of different aspects of responsiveness mediating the effect of the intervention on different infant skill domains.

Testing the social dog hypothesis: are dogs also more skilled than chimpanzees in non-communicative social tasks?

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Wobber, Victoria; Hare, Brian

2009-07-01

Relative to non-human primates, domestic dogs possess a number of social skills that seem exceptional-particularly in solving problems involving cooperation and communication with humans. However, the degree to which dogs' unusual skills are contextually specialized is still unclear. Here, we presented dogs with a social problem that did not require them to use cooperative-communicative cues and compared their performance to that of chimpanzees to assess the extent of dogs' capabilities relative to those of non-human primates. We tested the abilities of dogs and chimpanzees to inhibit previously learned responses by using a social and a non-social version of a reversal learning task. In contrast to previous findings in cooperative-communicative social tasks, dogs were not more skilled on the social task than the non-social task, while chimpanzees were significantly better in the social paradigm. Chimpanzees were able to inhibit their prior learning better and more quickly in the social paradigm than they were in the non-social paradigm, while dogs took more time to inhibit what they had learned in both versions of the task. These results suggest that the dogs' sophisticated social skills in using human social cues may be relatively specialized as a result of domestication.

School-Based Social Skills Training for Children with Autism Spectrum Disorder

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Radley, Keith C.; McHugh, Melissa B.; Taber, Traci; Battaglia, Allison A.; Ford, W. Blake

2017-01-01

The present study evaluated the effects of the Superheroes Social Skills program, a social skills curriculum for children with autism spectrum disorders (ASD). Previous research has found the curriculum to improve social engagements of children with ASD during unstructured recess periods but has been limited in research design and lack of…

Raise Your Child's Social IQ: Stepping Stones to People Skills for Kids.

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Cohen, Cathi

Noting that children with poor peer relationships are at risk for later problems and that social skills can improve with coaching, this book shows parents how they can teach their children a variety of social skills. The book is divided into 10 chapters, each addressing a particular skill or set of skills. Each chapter includes goals that equip…

A contextual approach to social skills assessment in the peer group: who is the best judge?

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Kwon, Kyongboon; Kim, Elizabeth Moorman; Sheridan, Susan M

2012-09-01

Using a contextual approach to social skills assessment in the peer group, this study examined the criterion-related validity of contextually relevant social skills and the incremental validity of peers and teachers as judges of children's social skills. Study participants included 342 (180 male and 162 female) students and their classroom teachers (N = 22) from rural communities. As expected, contextually relevant social skills were significantly related to a variety of social status indicators (i.e., likability, peer- and teacher-assessed popularity, reciprocated friendships, clique centrality) and positive school functioning (i.e., school liking and academic competence). Peer-assessed social skills, not teacher-assessed social skills, demonstrated consistent incremental validity in predicting various indicators of social status outcomes; peer- and teacher-assessed social skills alike showed incremental validity in predicting positive school functioning. The relation between contextually relevant social skills and study outcomes did not vary by child gender. Findings are discussed in terms of the significance of peers in the assessment of children's social skills in the peer group as well as the usefulness of a contextual approach to social skills assessment.

Developing Preschoolers' Social Skills through Cross-Cultural Physical Education Intervention

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Tsangaridou, Niki; Zachopoulou, Evridiki; Liukkonen, Jarmo; Gråstén, Arto; Kokkonen, Marja

2014-01-01

The purpose of this study was to investigate the changes in children's social skills after their participation in a physical education programme named ESPEC ("Early Steps" Physical Education Curriculum). The evaluators of the children's social skills were the trained educators who implemented the curriculum as well as parents of the…

The assessment of social skills deficits in the elderly.

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Furnham, A; Pendleton, D

1983-01-01

This paper tested the hypothesis that a sample of elderly people compared to a matched sample of younger people reports an increase in difficulty and social anxiety in dealing with a wide range of everyday social situations. The literature on assertiveness and social skills training with the elderly was first reviewed. Then an assertiveness and social difficulty scale was administered to a group of eighty participants divided by age and sex. It was found that older people experienced less discomfort in situations requiring assertiveness, yet were less likely to respond assertively. Older people reported higher incidence of social anxiety across forty everyday situations. In general females reported more difficulty than males, though there were no interaction effects. The results are discussed in terms of the assessment and training of social skills in the elderly.

Social-cognitive functioning and social skills in patients with early treated phenylketonuria: a PKU-COBESO study.

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Jahja, Rianne; van Spronsen, Francjan J; de Sonneville, Leo M J; van der Meere, Jaap J; Bosch, Annet M; Hollak, Carla E M; Rubio-Gozalbo, M Estela; Brouwers, Martijn C G J; Hofstede, Floris C; de Vries, Maaike C; Janssen, Mirian C H; van der Ploeg, Ans T; Langendonk, Janneke G; Huijbregts, Stephan C J

2016-05-01

Early treatment of phenylketonuria (ET-PKU) prevents mental retardation, but many patients still show cognitive and mood problems. In this study, it was investigated whether ET-PKU-patients have specific phenylalanine (Phe-)related problems with respect to social-cognitive functioning and social skills. Ninety five PKU-patients (mean age 21.6 ± 10.2 years) and 95 healthy controls (mean age 19.6 ± 8.7 years) were compared on performance of computerized and paper-and-pencil tasks measuring social-cognitive abilities and on parent- and self-reported social skills, using multivariate analyses of variance, and controlling for general cognitive ability (IQ-estimate). Further comparisons were made between patients using tetrahydrobiopterin (BH4, N = 30) and patients not using BH4. Associations with Phe-levels on the day of testing, during childhood, during adolescence and throughout life were examined. PKU-patients showed poorer social-cognitive functioning and reportedly had poorer social skills than controls (regardless of general cognitive abilities). Quality of social-cognitive functioning was negatively related to recent Phe-levels and Phe-levels between 8 and 12 years for adolescents with PKU. Quality of social skills was negatively related to lifetime phenylalanine levels in adult patients, and specifically to Phe-levels between 0 and 7, and between 8 and 12 years. There were no differences with respect to social outcome measures between the BH4 and non-BH4 groups. PKU-patients have Phe-related difficulties with social-cognitive functioning and social skills. Problems seem to be more evident among adolescents and adults with PKU. High Phe-levels during childhood and early adolescence seem to be of greater influence than current and recent Phe-levels for these patients.

Enrolment of children and adolescents in psychosocial care: more likely with low family social support and poor parenting skills.

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Nanninga, Marieke; Jansen, Danielle E M C; Knorth, Erik J; Reijneveld, Sijmen A

2015-04-01

Knowledge about determinants of child and adolescent enrolment in psychosocial care concerns only single types of care and usually only socio-demographic factors. The social environment is also a likely key determinant but evidence is lacking. The aim of this study was to examine the associations between family social support, parenting skills and child and adolescent enrolment in psychosocial care. We obtained data on 1,331 children (response rate 56.6%), 4-18 years old, enrolled in preventive child health care, and child and adolescent social care and mental health care because of psychosocial problems, and on 463 children (response rate 70.3%) not enrolled in psychosocial care. Results showed that enrolment in psychosocial care was associated with low family social support (odds ratio; 95%-confidence interval: 3.2; 2.4-4.4), and with poor parenting skills, i.e. poor supervision (1.5; 1.1-2.1) and inconsistent disciplining (1.5; 1.1-2.1). Children's psychosocial problems partially mediated the associations with family social support and completely with parenting skills. Children's problems did not moderate the associations. Positive parenting was not associated with care enrolment. We conclude that low family social support and poor parenting are important factors associated with enrolment, in particular because they are associated with more frequent occurrence of children's psychosocial problems. This implies that professionals and policymakers need to be aware that factors in children's social environment are related with enrolment in psychosocial care, in addition to children's psychosocial problems.

Social Skills of Older People: Conversations in Same- and Mixed-Age Dyads.

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Vandeputte, Dixie D.; Kemper, Susan; Hummert, Mary Lee; Kemtes, Karen A.; Shaner, Jaye; Segrin, Chris

1999-01-01

Finds that self-reported loneliness was not related to depression or social anxiety for either young or older adults, and was not related to young or older adults' social skill as measured by partner attention. Indicates that social anxiety, however, was related to social skill during intergenerational conversations. (SR)

Evaluating the Psychometric Quality of Social Skills Measures: A Systematic Review.

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Cordier, Reinie; Speyer, Renée; Chen, Yu-Wei; Wilkes-Gillan, Sarah; Brown, Ted; Bourke-Taylor, Helen; Doma, Kenji; Leicht, Anthony

2015-01-01

Impairments in social functioning are associated with an array of adverse outcomes. Social skills measures are commonly used by health professionals to assess and plan the treatment of social skills difficulties. There is a need to comprehensively evaluate the quality of psychometric properties reported across these measures to guide assessment and treatment planning. To conduct a systematic review of the literature on the psychometric properties of social skills and behaviours measures for both children and adults. A systematic search was performed using four electronic databases: CINAHL, PsycINFO, Embase and Pubmed; the Health and Psychosocial Instruments database; and grey literature using PsycExtra and Google Scholar. The psychometric properties of the social skills measures were evaluated against the COSMIN taxonomy of measurement properties using pre-set psychometric criteria. Thirty-Six studies and nine manuals were included to assess the psychometric properties of thirteen social skills measures that met the inclusion criteria. Most measures obtained excellent overall methodological quality scores for internal consistency and reliability. However, eight measures did not report measurement error, nine measures did not report cross-cultural validity and eleven measures did not report criterion validity. The overall quality of the psychometric properties of most measures was satisfactory. The SSBS-2, HCSBS and PKBS-2 were the three measures with the most robust evidence of sound psychometric quality in at least seven of the eight psychometric properties that were appraised. A universal working definition of social functioning as an overarching construct is recommended. There is a need for ongoing research in the area of the psychometric properties of social skills and behaviours instruments.

Evaluating the Psychometric Quality of Social Skills Measures: A Systematic Review

Science.gov (United States)

Brown, Ted; Bourke-Taylor, Helen; Doma, Kenji; Leicht, Anthony

2015-01-01

Introduction Impairments in social functioning are associated with an array of adverse outcomes. Social skills measures are commonly used by health professionals to assess and plan the treatment of social skills difficulties. There is a need to comprehensively evaluate the quality of psychometric properties reported across these measures to guide assessment and treatment planning. Objective To conduct a systematic review of the literature on the psychometric properties of social skills and behaviours measures for both children and adults. Methods A systematic search was performed using four electronic databases: CINAHL, PsycINFO, Embase and Pubmed; the Health and Psychosocial Instruments database; and grey literature using PsycExtra and Google Scholar. The psychometric properties of the social skills measures were evaluated against the COSMIN taxonomy of measurement properties using pre-set psychometric criteria. Results Thirty-Six studies and nine manuals were included to assess the psychometric properties of thirteen social skills measures that met the inclusion criteria. Most measures obtained excellent overall methodological quality scores for internal consistency and reliability. However, eight measures did not report measurement error, nine measures did not report cross-cultural validity and eleven measures did not report criterion validity. Conclusions The overall quality of the psychometric properties of most measures was satisfactory. The SSBS-2, HCSBS and PKBS-2 were the three measures with the most robust evidence of sound psychometric quality in at least seven of the eight psychometric properties that were appraised. A universal working definition of social functioning as an overarching construct is recommended. There is a need for ongoing research in the area of the psychometric properties of social skills and behaviours instruments. PMID:26151362

Evaluating the Psychometric Quality of Social Skills Measures: A Systematic Review.

Directory of Open Access Journals (Sweden)

Reinie Cordier

Full Text Available Impairments in social functioning are associated with an array of adverse outcomes. Social skills measures are commonly used by health professionals to assess and plan the treatment of social skills difficulties. There is a need to comprehensively evaluate the quality of psychometric properties reported across these measures to guide assessment and treatment planning.To conduct a systematic review of the literature on the psychometric properties of social skills and behaviours measures for both children and adults.A systematic search was performed using four electronic databases: CINAHL, PsycINFO, Embase and Pubmed; the Health and Psychosocial Instruments database; and grey literature using PsycExtra and Google Scholar. The psychometric properties of the social skills measures were evaluated against the COSMIN taxonomy of measurement properties using pre-set psychometric criteria.Thirty-Six studies and nine manuals were included to assess the psychometric properties of thirteen social skills measures that met the inclusion criteria. Most measures obtained excellent overall methodological quality scores for internal consistency and reliability. However, eight measures did not report measurement error, nine measures did not report cross-cultural validity and eleven measures did not report criterion validity.The overall quality of the psychometric properties of most measures was satisfactory. The SSBS-2, HCSBS and PKBS-2 were the three measures with the most robust evidence of sound psychometric quality in at least seven of the eight psychometric properties that were appraised. A universal working definition of social functioning as an overarching construct is recommended. There is a need for ongoing research in the area of the psychometric properties of social skills and behaviours instruments.

Efficacy of Guided iCBT for Depression and Mediation of Change by Cognitive Skill Acquisition.

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Forand, Nicholas R; Barnett, Jeffrey G; Strunk, Daniel R; Hindiyeh, Mohammed U; Feinberg, Jason E; Keefe, John R

2018-03-01

Guided internet CBT (iCBT) is a promising treatment for depression; however, it is less well known through what mechanisms iCBT works. Two possible mediators of change are the acquisition of cognitive skills and increases in behavioral activation. We report results of an 8-week waitlist controlled trial of guided iCBT, and test whether early change in cognitive skills or behavioral activation mediated subsequent change in depression. The sample was 89 individuals randomized to guided iCBT (n = 59) or waitlist (n = 30). Participants were 75% female, 72% Caucasian, and 33 years old on average. The PHQ9 was the primary outcome measure. Mediators were the Competencies of Cognitive Therapy Scale-Self Report and the Behavioral Activation Scale for Depression-Short Form. Treatment was Beating the Blues plus manualized coaching. Outcomes were analyzed using linear mixed models, and mediation with a bootstrap resampling approach. The iCBT group was superior to waitlist, with large effect sizes at posttreatment (Hedges' g = 1.45). Dropout of iCBT was 29% versus 10% for waitlist. In the mediation analyses, the acquisition of cognitive skills mediated subsequent depression change (indirect effect = -.61, 95% bootstrapped biased corrected CI: -1.47, -0.09), but increases in behavioral activation did not. iCBT is an effective treatment for depression, but dropout rates remain high. Change in iCBT appears to be mediated by improvements in the use of cognitive skills, such as critically evaluating and restructuring negative thoughts. Copyright © 2017. Published by Elsevier Ltd.

Social Skills and Perceived Maternal Acceptance-Rejection in Relation to Depression in Infertile Women

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Fariba Yazdkhasti

2011-01-01

Full Text Available Background: This study examines the relationship between infertile women’s social skills andtheir perception of their own mothers’ acceptance or rejection, and the role this relationship playsin predicting self-reported depression.Materials and Methods: This was a correlational study. 60 infertile women aged 25 to 35 yearsparticipated in a self-evaluation. A Social Skills Inventory, Parental Acceptance and RejectionQuestionnaire and Beck Depression Inventory were used to measure social skills, acceptancerejection and depression. Data was analyzed by SPSS software, using independent two-sample ttest, logistic regression, and ANOVA.Results: Findings showed that there are significant differences between depressed and not depressedinfertile women in their perceptions of acceptance and rejection by their mothers. Further, women'sperceptions of rejection are a more significant predictor of depression among less socially skilledinfertile women than among those who are more socially skilled. Less socially skilled women didnot show symptoms of depression when they experienced their mothers as accepting. In generalthe results of this study revealed that poorer social skills were more predictive of depression whilegood social skills moderate the effect of infertile women’s perceptions of their mothers' rejection.At the same time, the findings showed that infertile women's perceptions of acceptance moderatedthe effects of poorer social skills in predicting depression.Conclusion: Results suggest that the perception of mothers’ rejection and poor social skills are thekey factors that make infertile women prone to depression.

Utilized social support and self-esteem mediate the relationship between perceived social support and suicide ideation. A test of a multiple mediator model.

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Kleiman, Evan M; Riskind, John H

2013-01-01

While perceived social support has received considerable research as a protective factor for suicide ideation, little attention has been given to the mechanisms that mediate its effects. We integrated two theoretical models, Joiner's (2005) interpersonal theory of suicide and Leary's (Leary, Tambor, Terdal, & Downs, 1995) sociometer theory of self-esteem to investigate two hypothesized mechanisms, utilization of social support and self-esteem. Specifically, we hypothesized that individuals must utilize the social support they perceive that would result in increased self-esteem, which in turn buffers them from suicide ideation. Participants were 172 college students who completed measures of social support, self-esteem, and suicide ideation. Tests of simple mediation indicate that utilization of social support and self-esteem may each individually help to mediate the perceived social support/suicide ideation relationship. Additionally, a test of multiple mediators using bootstrapping supported the hypothesized multiple-mediator model. The use of a cross-sectional design limited our ability to find true cause-and-effect relationships. Results suggested that utilized social support and self-esteem both operate as individual moderators in the social support/self-esteem relationship. Results further suggested, in a comprehensive model, that perceived social support buffers suicide ideation through utilization of social support and increases in self-esteem.

Relationships between social skills and self-esteem in nurses: a questionnaire study.

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Losa-Iglesias, Marta Elena; López López, Daniel; Rodriguez Vazquez, Rocío; Becerro de Bengoa-Vallejo, Ricardo

2017-12-01

Our study attempts to evaluate whether nurses' social skills are related to their self-concept and self-esteem. A descriptive survey study was developed to 464 nurses who had worked for a minimum of one year in adult or pediatric services. The Rosenberg Self-Esteem Scale (RSE) and the Scale of Social Skills (SSS) by Gismero were used to measure nurses' self-esteem and social skills, respectively. Evaluation of self-esteem and social skills revealed no significant associations between sex and specific nursing speciality, (p > .05). Significant differences were observed based on the marital status for RSE and SSS Factor 1 (RSE, p = .013; SSS-F1, p = .033). Correlation and regression analyses demonstrated a significant correlation between nurse self-esteem and some social skills factors. This study shows that there exists a relationship between higher self-esteem and self-concept among nurses and this issue can affect effective communication with patients.

The Effectiveness of Social Skills Training on Reducing Autistic Children's Behavioral Problems

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Mohammad Tahan

2018-04-01

Full Text Available The purpose of this study was to investigate the effectiveness of social skills training on reducing the behavioral problems of children with autism and pseudo-experimental. The statistical population of all autistic children is Mashhad. In this research, a goal-based sampling method is used. 30 children were selected from among children with autism and randomly assigned to two experimental groups (15 people and control (n = 15. The Shelli & Sorkab Communication Skills Questionnaire (2004 and Rutter's Behavioral Disorder (1964 Then, independent variable, ie social skills training (ten sessions 60 minutes, was performed on the experimental group, while no intervention was performed on the control group. After collecting data, the data were analyzed using covariance analysis. The results showed that social skills training has a positive and significant effect on reducing the behavioral problems of communication skills improvement in autistic children. Conclusion: Social skills training is a suitable method for reducing behavioral problems and improving communication skills in autistic children. These results can be used by psychologists and counselors.

Research Paper: Effectiveness of Social Skills Training on Behavioral Problems in Adolescents with Intellectual Disability

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Abbas Nesayan

2016-07-01

Conclusion This research showed that social skills training were not significantly effective on behavioral problems in adolescents with intellectual disability. Although our results were not effective, research evidence shows that people with cognitive delays (such as intellectual disability require social skill training programs that include all of their academic, career, daily life, and social skills. As social skills learning plays a role in personal and social adjustment, it is necessary to pay more attention to these skills.

Relation between paralinguistic skills and social skills in adults with mild and moderate intellectual disability

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Đorđević Mirjana

2016-01-01

Full Text Available Facial expressions and prosodic acoustic characteristics jointly present paralinguistic features of communication. By analyzing literature, we observe that respondents with intellectual disabilities manifest emphasized difficulties in detecting emotions in tasks of facial and vocal expression. However, we do not know if there are data on how paralinguistic abilities correlate with social skills in adults with intellectual disabilities. This research was conducted in order to determine the relation between the ability of paralinguistic production and paralinguistic understanding, on one side, and social skills on the other side. The sample consisted of 44 adults of both genders with mild (N=22 and moderate intellectual disabilities (N=22, aged between 20 and 50 (M=32.41, SD=9.36. The Paralinguistic scale from the battery for the assessment of communication (The Assessment Battery for Communication, Abaco, Sacco et al., 2008 was used for the assessment of paralinguistic skills, and three subscales of Vineland adaptive behavior scale - teaching form (Sparrow, Cicchetti & Balla, 2006 were used for the assessment of social skills. The results show that the achievement on subscales of Playing and leisure time positively correlated with the ability to understand emotions in communication (r = 0.486, p < 0.05 in respondents with mild intellectual disability. Achievements on the subscales Skills of adapting had a moderate and positive correlation with the ability to understand emotions in communication (r=0.522, p<0.05 in subjects with mild intellectual disability. Statistically significant correlations between the examined variables were not observed in the group of respondents with moderate intellectual disability. We can conclude that in adults with mild intellectual disability the ability to understand emotional paralinguistic elements significantly correlates with the ability to organize social activities and to adapt behavior in social interactions.

Development of the Contextual Assessment of Social Skills (CASS): a role play measure of social skill for individuals with high-functioning autism.

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Ratto, Allison B; Turner-Brown, Lauren; Rupp, Betty M; Mesibov, Gary B; Penn, David L

2011-09-01

This study piloted a role play assessment of conversational skills for adolescents and young adults with high-functioning autism/Asperger syndrome (HFA/AS). Participants completed two semi-structured role plays, in which social context was manipulated by changing the confederate's level of interest in the conversation. Participants' social behavior was rated via a behavioral coding system, and performance was compared across contexts and groups. An interaction effect was found for several items, whereby control participants showed significant change across context, while participants with HFA/AS showed little or no change. Total change across contexts was significantly correlated with related social constructs and significantly predicted ASD. The findings are discussed in terms of the potential utility of the CASS in the evaluation of social skill.

BEYOND SOCIAL SKILLS: GROUP DYNAMICS AT SOCIAL SKILLS TRAINING FOR HIGH FUNCTIONING ADOLESCENTS WITH AUTISM SPECTRUM DISORDERS

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Agnieszka Siedler

2015-06-01

Full Text Available The usefulness of group social skills training in Autism Spectrum Disorder therapy has been well established. However, little is known about the group dynamics of this kind of intervention. The current multiple case studies were conducted to demonstrate that, despite of the functioning specifics of participants with ASD, processes associated with the dynamics of the group during group social skills training session may be noticeable. Intervention groups consisted of fifteen adolescents and preadolescents with high functioning Autism Spectrum Disorders aged between 11 to 17 years old divided into three training groups. The social skills training sessions were conducted on a weekly basis. The observation lasted for six months and it included the formation of the group, the period of stability and unexpected changes. After each group session, the therapists filled in a detailed report about the participants’ behavior and interactions between participants. Collected data were carefully analyzed for group dynamic features. It was noticed that adolescents participating in group interventions are susceptible to the influence of the group, take different individual roles and are moderately sensitive to changes in the group structure. The influence of the disorder characteristics on group dynamics was also observed. Although the results show that group dynamics can be observed at a group training for ASD, the need for further structured observation should be emphasized as a current study constituted the first approach to the subject.

An Observation Tool for Monitoring Social Skill Implementation in Contextually Relevant Environments

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Morgan, Joseph John; Hsiao, Yun-Ju; Dobbins, Nicole; Brown, Nancy B.; Lyons, Catherine

2015-01-01

Skills related to social-emotional learning (SEL) are essential for college and career readiness. Failure to use appropriate skills for SEL in school is often linked to several negative academic outcomes, including rejection by school community members, academic deficits, and higher rates of problematic behavior. Social skills interventions are…

Business education and social skills to leadership competencies

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Čukanović-Karavidić Marija

2016-01-01

Full Text Available Encouraged by the fact that the leadership has become sought and highly valued ability in this paper we want to show the importance of education in developing leadership competencies. The creative power of the leaders is in the knowledge-intellectual potential, which have become a key factor of productivity, competitiveness and economic success. Leadership is a process of selection, and then transform those choices into actions - creative thinking through the acquisition of knowledge, values and build social skills. Personality traits and abilities may be to some extent inherited, but only with the education and continuous learning is possible to develop the necessary competencies of a true leader. The paper proves that the structure of leadership competence consists of numerous knowledge, skills, social skills and personality traits which are unavoidable.

Social skills and loneliness in junior high school students

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Kanayama, Motoharu; Ono, Masahiko; Ohashi, Tsutomu; Tsujimoto, Yuichi; Oi, Shizuyo; Matsui, Kayoko; Tsujimoto, Ikuhiro; Yoshida, Hatsuko

2003-01-01

The purposes of this study were to examine the relationship between social skills and loneliness, and to contribute to prevention and intervention of loneliness in junior high school students. Questionnaires were administered to 83 students (45 males and 38 females). Correlation analysis showed that loneliness score was negatively related to the scores of peer reinforcement, social initiation, conflict resolution and assertion skills, and also positively related to the score of withdrawal beh...

Interpersonal factors contributing to the stigma of schizophrenia: social skills, perceived attractiveness, and symptoms.

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Penn, D L; Kohlmaier, J R; Corrigan, P W

2000-09-29

This study investigated the interpersonal factors (i.e., social skills, symptoms, perceived physical attractiveness) which are related to the stigma of schizophrenia. Social skills performance was assessed for 39 individuals with schizophrenia who participated in two role-plays with a confederate. Social skills ratings comprised 'overall social skill', 'meshing', 'clarity', and 'fluency' of speech, 'gaze', 'pleasantness' of conversation, 'involvement' in conversation, 'number of questions asked' during conversation, and 'perceived strangeness'. Symptomatology was assessed with the Brief Psychiatric Rating Scale. Ratings of perceived physical attractiveness were obtained by pausing the videotaped role-plays after the first 2s of the interaction. Ratings of 'social distance', based on an independent sample who observed the role-plays, were used as a proxy measure of stigma. The results showed that social distance was best statistically predicted by perceived strangeness, which in turn, was best statistically predicted by ratings of overall social skill. Negative symptoms appeared to have a more robust association with desired social distance than positive symptoms. Interpersonal factors, such as overall social skill, negative symptoms, and perceived strangeness, may contribute to stigma.

An Investigation of the Cross-Cultural Comparability of Social Skills

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ISHII, Hidetoki; SUGIMURA, Niwako; ZHANG, Yiping; WATANABE, Hiroshi

2009-01-01

The inclusion of the measurement of social skills in the PISA administered by OECD is currently under consideration. However, it is often argued that standards for evaluation of social skills are set within the framework of a given society and that any cross-cultural comparison beyond this framework is essentially impossible. In this study, an investigation was conducted in cities in the Asian region (Shanghai, Shenzhen, Yangon) whose cultures are comparatively closer to Japan's. The Social S...

A Programmatic Description of a Social Skills Group for Young Children with Autism

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Leaf, Justin B.; Dotson, Wesley H.; Oppenheim-Leaf, Misty L.; Sherman, James A.; Sheldon, Jan B.

2012-01-01

Deficits in social skills are a common problem for children with autism. One method of developing appropriate social skills in children with autism has been group instruction. To date, however, group instruction has produced mixed results. The purpose of this article is to describe a promising method of teaching social skills to children in small…

Problem-Solving Skills Appraisal Mediates Hardiness and Suicidal Ideation among Malaysian Undergraduate Students

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Abdollahi, Abbas; Talib, Mansor Abu; Yaacob, Siti Nor; Ismail, Zanariah

2015-01-01

Objectives Recent evidence suggests that suicidal ideation is increased among university students, it is essential to increase our knowledge concerning the etiology of suicidal ideation among university students. This study was conducted to examine the relationships between problem-solving skills appraisal, hardiness, and suicidal ideation among university students. In addition, this study was conducted to examine problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) as a potential mediator between hardiness and suicidal ideation. Methods The participants consisted of 500 undergraduate students from Malaysian public universities. Results Structural Equation Modelling (SEM) estimated that undergraduate students with lower hardiness, poor problem-solving confidence, external personal control of emotion, and avoiding style was associated with higher suicidal ideation. Problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) partially mediated the relationship between hardiness and suicidal ideation. Conclusion These findings underline the importance of studying mediating processes that explain how hardiness affects suicidal ideation. PMID:25830229

Problem-solving skills appraisal mediates hardiness and suicidal ideation among malaysian undergraduate students.

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Abdollahi, Abbas; Talib, Mansor Abu; Yaacob, Siti Nor; Ismail, Zanariah

2015-01-01

Recent evidence suggests that suicidal ideation is increased among university students, it is essential to increase our knowledge concerning the etiology of suicidal ideation among university students. This study was conducted to examine the relationships between problem-solving skills appraisal, hardiness, and suicidal ideation among university students. In addition, this study was conducted to examine problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) as a potential mediator between hardiness and suicidal ideation. The participants consisted of 500 undergraduate students from Malaysian public universities. Structural Equation Modelling (SEM) estimated that undergraduate students with lower hardiness, poor problem-solving confidence, external personal control of emotion, and avoiding style was associated with higher suicidal ideation. Problem-solving skills appraisal (including the three components of problem-solving confidence, approach-avoidance style, and personal control of emotion) partially mediated the relationship between hardiness and suicidal ideation. These findings underline the importance of studying mediating processes that explain how hardiness affects suicidal ideation.

Reflective Teaching in Teaching Social Skills: Utopia or Necessity?

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Usakli, Hakan

2009-01-01

Social skills can be defined as the skills to be gained to the students at the beginning of the academic year, like engaging in, self introducing, and asking questions. Those skills can be gained by the teachers. Reflective teaching is very significant for teachers. Teachers pay attention to everything in the classroom during their instruction.…

Situation-specific social norms as mediators of social influence on snacking.

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Schüz, Benjamin; Papadakis, Thalia; Ferguson, Stuart G

2018-02-01

Social factors are among the most powerful and pervasive influences on eating behavior, snacking in particular. Previous research has shown that being in the presence of people who are eating significantly increases the likelihood of eating and affects the types as well as the amount of food consumed. Much less is known about the processes underlying social influence, but previous research has suggested social norms as mediators. In this study, we extended this perspective to everyday settings and examined whether the presence of other people eating leads to a change in perceived momentary norms, and whether this change predicts snack consumption in real life. We applied ecological momentary assessment to study 61 individuals in the normal-obese weight range (M BMI = 24.97 kg/m²; SD = 4.07) over a 14-day monitoring period. We used a combination of event-based snacking reports and randomly timed assessments. The presence of others eating and momentary perceptions of injunctive norms (facets of perceived appropriateness and encouragement) were measured for both assessment types. Mediated, multilevel logistic regression showed that social cues predict snacking (OR = 3.06), and that momentary perceptions of appropriateness (a*b = 0.14) and encouragement (a*b = 0.18) partially mediated these effects. Perceptions of momentary norms mediated the effects of social influence on everyday snacking, which highlights the importance of the social environment for understanding eating behavior. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Warming the Emotional Climate of the Classroom: Can Teachers' Social-Emotional Skills Change?

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Harvey, Shane T.; Evans, Ian M.; Hill, Rhys V. J.; Henricksen, Annette; Bimler, David

2016-01-01

Emotional skills underpin what teachers do. However, relatively few studies have investigated whether these skills can be formally learnt by teachers and the benefits enhancing teachers' social-emotional skills may have on students. The current research aimed to develop an intervention to improve teachers' social-emotional skills in the classroom…

Developing Social Skills in Children Who Have Disabilities through the Use of Social Stories and Visual Supports

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Fisher, Kristi; Haufe, Theresa

2009-01-01

The purpose of this action research project was to improve the social skills of eight preschool students and four first grade and second grade students through the use of Social Stories and visual supports to create a more positive learning environment. The teacher researchers wanted to increase the social skills of students who had been diagnosed…

The Relationship Between Fine Motor Skills and Social Development and Maturation

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Leila Dehghan

2017-11-01

Discussion: According to the results, there is a significant association between fine motor skills with respect to visual-motor skills of hands and social competence and maturity in children, and it can be used as impact factor for to improve in children’s social growth.

A COMPARISON OF SOCIAL SKILLS OF STUDENTS WITH VISUAL IMPAIRMENTS AND TYPICALLY DEVELOPING STUDENTS

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Demir, Fatih Emrah; Ozdemir, Selda

2016-01-01

The purpose of this study was to compare the social skills of students with visual impairments with social skills of typically developing students. The study groups consisted of 64 students with visual impairments and 68 typically developing students from the first to fourth grade. The Social Skills Rating System (SSRS) Teacher Form was used to evaluate the social skills of both groups. The results of the study indicated that cooperation, assertiveness, and self-control sub-scale scores and o...

Longitudinal relationship between social skills and academic achievement in a gender perspective

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Gustavsen, Ann Margareth

2017-01-01

Previous studies found that girls have higher academic achievement than boys in most school subjects. Teachers’ grading of academic achievement seems to be based not only on students’ knowledge but also their social skills, and teachers tend to assess girls as having better social skills than boys. The main aim of this study was to examine through multilevel analysis the extent to which teacher-rated social skills predicted teacher-rated academic achievement in Norwegian, mathematics and Engl...

Relations among motor, social, and cognitive skills in pre-kindergarten children with developmental disabilities.

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Kim, Helyn; Carlson, Abby G; Curby, Timothy W; Winsler, Adam

2016-01-01

Despite the comorbidity between motor difficulties and certain disabilities, limited research has examined links between early motor, cognitive, and social skills in preschool-aged children with developmental disabilities. The present study examined the relative contributions of gross motor and fine motor skills to the prediction of improvements in children's cognitive and social skills among 2,027 pre-kindergarten children with developmental disabilities, including specific learning disorder, speech/language impairment, intellectual disability, and autism spectrum disorder. Results indicated that for pre-kindergarten children with developmental disabilities, fine motor skills, but not gross motor skills, were predictive of improvements in cognitive and social skills, even after controlling for demographic information and initial skill levels. Moreover, depending on the type of developmental disability, the pattern of prediction of gross motor and fine motor skills to improvements in children's cognitive and social skills differed. Implications are discussed. Copyright © 2016 Elsevier Ltd. All rights reserved.

Revisiting Mediation in the Social and Behavioral Sciences

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Aurelio José Figueredo

2013-11-01

Full Text Available The process of mediation is of critical importance to the social and behavioral sciences and to evolutionary social psychology in particular. As with the concept of evolutionary adaptation, however, one can argue that causal mediation is in need of explicit theoretical justification and empirical support. Mainstream evolutionary social psychology proposes, for example, that organisms are “adaptation executers”, and not “fitness maximizers”. The execution of adaptations is triggered by fitness-relevant ecological contingencies at both ultimate and proximate levels of analysis. This logic is essentially equivalent to what methodologists refer to as the process of mediation; the adaptations to be executed (or not, depending upon the prevailing environmental circumstances causally mediate the effects of the ecological contingencies upon the fitness outcomes. Thus, the process of mediation can be generally conceptualized as a causal chain of events leading to a given outcome or set of outcomes. If a predictor variable operates through an intervening variable to affect a criterion variable, then mediation is said to exist. Nevertheless, it does not appear that some psychologists (particularly evolutionary-social psychologists are sufficiently well-versed in the fundamental logic and quantitative methodology of establishing causal mediation to support such claims. In the current paper, we set out to review the ways researchers support their use of mediation statements and also propose critical considerations on this front. We start with more conventional methods for testing mediation, discuss variants of the conventional approach, discuss the limitations of such methods as we see them, and end with our preferred mediation approach. DOI: 10.2458/azu_jmmss.v4i1.17761

Effects of a Multimedia Social Skills Program in Increasing Social Responses and Initiations of Children with Autism Spectrum Disorder

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Block, Heidi M.; Radley, Keith C.; Jenson, William R.; Clark, Elaine; O'Neill, Robert E.

2015-01-01

The current study evaluated the effectiveness of Superheroes Social Skills, a multimedia social skills package, in improving social responsiveness and social initiation behaviors of four elementary school children with an autism spectrum disorder (ASD). The program was implemented in a public school setting in the southwestern United States for…

The Effect of Social Problem Solving Skills in the Relationship between Traumatic Stress and Moral Disengagement among Inner-City African American High School Students

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Coker, Kendell L.; Ikpe, Uduakobong N.; Brooks, Jeannie S.; Page, Brian; Sobell, Mark B.

2014-01-01

This study examined the relationship between traumatic stress, social problem solving, and moral disengagement among African American inner-city high school students. Participants consisted of 45 (25 males and 20 females) African American students enrolled in grades 10 through 12. Mediation was assessed by testing for the indirect effect using the confidence interval derived from 10,000 bootstrapped resamples. The results revealed that social problem-solving skills have an indirect effect on the relationship between traumatic stress and moral disengagement. The findings suggest that African American youth that are negatively impacted by trauma evidence deficits in their social problem solving skills and are likely to be at an increased risk to morally disengage. Implications for culturally sensitive and trauma-based intervention programs are also provided. PMID:25071874

The Effect of Social Problem Solving Skills in the Relationship between Traumatic Stress and Moral Disengagement among Inner-City African American High School Students.

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Coker, Kendell L; Ikpe, Uduakobong N; Brooks, Jeannie S; Page, Brian; Sobell, Mark B

2014-06-01

This study examined the relationship between traumatic stress, social problem solving, and moral disengagement among African American inner-city high school students. Participants consisted of 45 (25 males and 20 females) African American students enrolled in grades 10 through 12. Mediation was assessed by testing for the indirect effect using the confidence interval derived from 10,000 bootstrapped resamples. The results revealed that social problem-solving skills have an indirect effect on the relationship between traumatic stress and moral disengagement. The findings suggest that African American youth that are negatively impacted by trauma evidence deficits in their social problem solving skills and are likely to be at an increased risk to morally disengage. Implications for culturally sensitive and trauma-based intervention programs are also provided.

Differences on the Level of Social Skills between Freshman Computer Gamers and Non-Gamers

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Joseph B. Campit

2015-02-01

Full Text Available Computer games play a large role in socialization and the consequences of playing them have been a topic of debates. This observation led the researcher to conduct the study about the influence of computer games on the social skills of the BSIT first year students of Pangasinan State University, Bayambang Campus, during school year 2012-2013. This study determined the profile of the 115 BSIT first year students according to: preferred computer games and frequency of playing. It investigated the level of social skills among playing and non-playing gamers. This study used the descriptive-comparative method of research. It was found out that crossfire was the most preferred computer game played at least once a week. Computer gamers had lower social skills than non-computer gamers. Gamers have more negative social behaviors compared to non-gamers and there is a negative effect of playing computer games on the level of social skills among first year students. There is a significant difference in the level of social skills of the students when grouped according to frequency of playing computer games. Students who play computer games everyday had significantly lower social skills than who play once a week. Thus, parents and teachers should give proper guidance in the limitation of playing computer games and the choice of games. Teachers should organize seminars on the awareness of the influence and negative effects of violent computer games on social skills. And students should choose educational over violent games to enhance their knowledge and social skills.

Adolescent Loneliness and Social Skills : Agreement and Discrepancies Between Self-, Meta-, and Peer-Evaluations

NARCIS (Netherlands)

Lodder, G. M. A.; Goossens, L.; Scholte, R. H. J.; Engels, R. C. M. E.; Verhagen, M.

2016-01-01

Lonely adolescents report that they have poor social skills, but it is unknown whether this is due to an accurate perception of a social skills deficit, or a biased negative perception. This is an important distinction, as actual social skills deficits require different treatments than biased

Discrepancies in Parent and Teacher Ratings of Low-Income Preschooler's Social Skills

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Heyman, Miriam; Poulakos, Anthoula; Upshur, Carole; Wenz-Gross, Melodie

2016-01-01

Parent-teacher rating discrepancies in rating of children's social skills were examined in a low-income, ethnically diverse preschool sample, using the Social Skills Improvement System-Rating Scales [Gresham, F. J. & Elliott, S. N. (2008). "Social Skills Improvement System-Rating Scales." Minneapolis, MN: Pearson Assessments].…

Adolescent loneliness and social skills: Agreement and discrepancies between self-, meta-, and peer-evaluations

NARCIS (Netherlands)

Lodder, G.M.A.; Goossens, L.; Scholte, R.H.J.; Engels, R.C.M.E.; Verhagen, M.

2016-01-01

Lonely adolescents report that they have poor social skills, but it is unknown whether this is due to an accurate perception of a social skills deficit, or a biased negative perception. This is an important distinction, as actual social skills deficits require different treatments than biased

Are young adolescents' social and emotional skills protective against involvement in violence and bullying behaviors?

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Polan, Julie C; Sieving, Renee E; McMorris, Barbara J

2013-07-01

This study examined relationships between social-emotional skills and involvement in bullying and violence among young adolescents from ethnically diverse, economically disadvantaged urban neighborhoods. Data were from 171 sixth- and seventh-grade students involved in a larger intervention study. Analyses examined relationships between social-emotional skills measures (intrapersonal skills, stress management skills, interpersonal skills) and involvement in violence, physical bullying, and relational aggression. Of social-emotional skills indicators, interpersonal skills and stress management skills demonstrated significant bivariate relationships with each of the bullying and violence outcomes. In multivariate models, greater interpersonal skills and greater stress management skills were significantly associated with lower odds of violence involvement. Greater stress management skills were also significantly associated with lower levels of physical bullying and relational aggression. Findings suggest that efforts to foster development of young adolescents' social-emotional skills may, in turn, reduce their risk for involvement in bullying and violence.

Individual Characteristics, Family Factors, and Classroom Experiences as Predictors of Low-Income Kindergarteners’ Social Skills

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Griffith, Shayl; Arnold, David; Voegler-Lee, Mary-Ellen; Kupersmidt, Janis

2017-01-01

There has been increasing awareness of the need for research and theory to take into account the intersection of individual characteristics and environmental contexts when examining predictors of child outcomes. The present longitudinal, multi-informant study examined the cumulative and interacting contributions of child characteristics (language skills, inattention/hyperactivity, and aggression) and preschool and family contextual factors in predicting kindergarten social skills in 389 low-income preschool children. Child characteristics and classroom factors, but not family factors, predicted teacher-rated kindergarten social skills, while child characteristics alone predicted change in teacher-rated social skills from preschool to kindergarten. Child characteristics and family factors, but not classroom factors, predicted parent-rated kindergarten social skills. Family factors alone predicted change in parent-rated social skills from preschool to kindergarten. Individual child characteristics did not interact with family or classroom factors in predicting parent- or teacher-rated social skills, and support was therefore found for an incremental, rather than an interactive, predictive model of social skills. The findings underscore the importance of assessing outcomes in more than one context, and of considering the impact of both individual and environmental contextual factors on children’s developing social skills when designing targeted intervention programs to prepare children for kindergarten. PMID:28804528

Individual Characteristics, Family Factors, and Classroom Experiences as Predictors of Low-Income Kindergarteners' Social Skills.

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Griffith, Shayl; Arnold, David; Voegler-Lee, Mary-Ellen; Kupersmidt, Janis

2016-01-01

There has been increasing awareness of the need for research and theory to take into account the intersection of individual characteristics and environmental contexts when examining predictors of child outcomes. The present longitudinal, multi-informant study examined the cumulative and interacting contributions of child characteristics (language skills, inattention/hyperactivity, and aggression) and preschool and family contextual factors in predicting kindergarten social skills in 389 low-income preschool children. Child characteristics and classroom factors, but not family factors, predicted teacher-rated kindergarten social skills, while child characteristics alone predicted change in teacher-rated social skills from preschool to kindergarten. Child characteristics and family factors, but not classroom factors, predicted parent-rated kindergarten social skills. Family factors alone predicted change in parent-rated social skills from preschool to kindergarten. Individual child characteristics did not interact with family or classroom factors in predicting parent- or teacher-rated social skills, and support was therefore found for an incremental, rather than an interactive, predictive model of social skills. The findings underscore the importance of assessing outcomes in more than one context, and of considering the impact of both individual and environmental contextual factors on children's developing social skills when designing targeted intervention programs to prepare children for kindergarten.

Social Skills Training and ADHD-What Works?

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Mikami, Amori Yee; Smit, Sophie; Khalis, Adri

2017-10-30

Many children and adolescents with attention-deficit/hyperactivity disorder (ADHD) have difficulties in their social skills and peer relationships. Because social problems exacerbate later maladjustment in ADHD populations, it is important to address this serious impairment. Although social skills training (SST) is a common intervention approach, evidence to date suggests that SST has limited efficacy, at least when provided in traditional, clinic-based settings. The current review summarizes recent advances to traditional SST approaches that may potentially enhance their efficacy. We identify two promising directions in which SST may be modified to make it more efficacious for ADHD populations. The first direction involves providing increased reinforcement and reminders of appropriate social behavior at the point of performance to youth with ADHD (e.g., in vivo, in real life peer situations as opposed to in the clinic). We note the importance of ensuring that youth with ADHD are receptive to such reminders. The second direction involves encouraging peers to be more socially accepting and inclusive of youth with ADHD. This avenue has been understudied in the literature to date. SST for children and adolescents with ADHD may be enhanced by providing more in vivo reminders and feedback at the point of performance and by making efforts to alter peers' impressions about youth with ADHD.

Reviewing the relation between the problem solving skills of school of health students and their social skill levels

OpenAIRE

Gül Ergün; Buket Şimşek Arslan

2017-01-01

This research aims at reviewing the relation between the problem solving skills of health high school students and their social skill levels.  It was planned to be descriptive. The universe of the research was composed of nursing students in the health high school. The sample was determined to be the whole of the universe. A written permission was taken from the management of the health high school regarding the research. Problem Solving Inventory and Social Skill Inventory; the form towards ...

Relationships Between Gross Motor Skills and Social Function in Young Boys With Autism Spectrum Disorder.

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Holloway, Jamie M; Long, Toby M; Biasini, Fred

2018-05-02

The purpose of this study was to examine the relationship between gross motor skills and social function in young boys with autism spectrum disorder. Twenty-one children with autism spectrum disorder participated in the study. The Peabody Developmental Motor Scales Second Edition and the Miller Function and Participation Scales were used to assess gross motor skills. The Social Skills Improvement System Rating Scales was used to assess social function. Moderately high correlations were found between overall gross motor and social skills (r = 0.644) and between the core stability motor subtest and overall social skills (r = -0.672). Specific motor impairments in stability, motor accuracy, and object manipulation scores were predictive of social function. This study suggests that motor skills and social function are related in young boys with autism. Implications for physical therapy intervention are also discussed.

The impact of patient and physician computer mediated communication skill training on reported communication and patient satisfaction.

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Roter, Debra L; Wexler, Randy; Naragon, Phyllis; Forrest, Brian; Dees, Jason; Almodovar, Astrid; Wood, Julie

2012-09-01

The objective was to evaluate parallel patient and physician computer-mediated communication skill training on participants' report of skill use and patient satisfaction. Separate patient and clinician web-tools comprised of over 500, 10-s video clips demonstrating patient-centered skills in various ways. Four clinician members of the American Academy of Family Physicians National Research Network participated by enrolling 194 patients into a randomized patient trial and 29 physicians into a non-randomized clinician trial of respective interventions. All participants completed baseline and follow-up self-report measures of visit communication and satisfaction. Intervention patients reported using more skills than controls in five of six skill areas, including identification of problems/concerns, information exchange, treatment adherence, shared decision-making and interpersonal rapport (all ppost intervention, physicians reported using more skills in the same 5 areas (all pCommunication skill training delivered in a computer mediated format had a positive and parallel impact on both patient and clinician reported use of patient-centered communication and in patient satisfaction. Computer-mediated interventions are cost and time effective thereby increasing patient and clinician willingness to undertake training. Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.

A Promise Unfulfilled: Social Skills Training with At-Risk and Antisocial Children and Youth.

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Bullis, Michael; Walker, Hill M.; Sprague, Jeffrey R.

2001-01-01

This article reviews the social skills training knowledge base and describes social skills training considerations for children who are at-risk and/or display antisocial behavior at three grade levels: preschool and elementary, middle schools, and high school. Characteristics of students, composition of model social skills interventions, and…

Financial Management and Job Social Skills Training Components in a Summer Business Institute

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Donohue, Brad; Conway, Debbie; Beisecker, Monica; Murphy, Heather; Farley, Alisha; Waite, Melissa; Gugino, Kristin; Knatz, Danielle; Lopez-Frank, Carolina; Burns, Jack; Madison, Suzanne; Shorty, Carrie

2005-01-01

Ninety-two adolescents, predominantly ethnic minority high school students, participated in a structured Summer Business Institute (SBI). Participating youth were randomly assigned to receive either job social skills or financial management skills training components. Students who additionally received the job social skills training component were…

Formal Mediation and Negotiation Training, Providing Greater Skills for Commanders in Bosnia

National Research Council Canada - National Science Library

McConnell, G

1999-01-01

.... However, the training is not optimized for the environment that they will encounter. The Bosnia environment requires battalion and brigade commanders to possess and utilize mediation and negotiation skills...

Teaching Online Social Skills to Students with Emotional and Behavioral Disorders

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Morgan, Joseph John; Higgins, Kyle; Miller, Susan; Pierce, Thomas B.; Boone, Randall; Tandy, Richard

2016-01-01

Students with emotional and behavioral disorders (EBDs) often lack appropriate social skills. Participation in direct and explicit instruction related to social skills is common in their educational programming. For these interventions to be effective, it is important that students have the opportunity to apply them in the natural environment.…

Promoting Self-Concept, Social Skills, and Interpersonal Relations: The Tootling Intervention.

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Wilson, Patti; Rhymer, Katrina; Landis, Julie; Skinner, Christopher

A project was undertaken to investigate the effects of tootling on social skills, self-concept, interpersonal relations, and classroom environment. The tootling intervention reinforces students for engaging in acts of kindness. Two fifth-grade classes participated in the study over a seven-week period. The Social Skills Rating System, the…

Use of Superheroes Social Skills with Middle School-Age Students with Autism Spectrum Disorder

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Murphy, Ashley N.; Radley, Keith C.; Helbig, Kate A.

2018-01-01

The current study evaluated use of the Superheroes Social Skills program as a means of increasing social skill accuracy in adolescents with autism spectrum disorder. Participants included four Caucasian male students that were eligible for special education services within the autism category. Social skills training was presented twice weekly for…

The Predictors of Graduation: Social Skills, Mental Health, Academic Characteristics

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Alessandra Salina Brandão

Full Text Available Abstract: Not completing the undergraduate course in the time expected in the curricula can put the universities and students at a disadvantage, with a delay to enter the labor market. The aim was to identify predictors of graduation, considering social skills, mental health, initial academic performance and socio-demographic and academic characteristics. In total, 287 students participated, of both genders and fromthe humanities, exact and biological areas, who answered the instruments: Social Skills, Behaviors and Context Assessment Questionnaire for University Students, Short version of the Social Phobia Inventory, Beck Depression Inventory, and Structured Clinical Interview for DSM-IV. Predictors were: female, humanities area and average or above-average initial academic performance. The social skills and mental health differentiated the groups in the univariate analyses. This data suggests a need for attention to academic performance in the initial stages of the course, and preventive measures for male students of the exact and biological areas.

Social Anxiety Disorder and Social Skills: A Critical Review of the Literature

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Angelico, Antonio Paulo; Crippa, Jose Alexandre S.; Loureiro, Sonia Regina

2013-01-01

The objective of this article is to present a critical analysis of the research outlines used in empirical studies published between the years 2000 and March of 2007 about social anxiety disorder and its associations with social skills. Seventeen papers were identified and grouped into two classes for analysis, namely: Characterization of Social…

Social cognitive mediators of parent-child sexual communication.

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Evans, W Douglas; Blitstein, Jonathan L; Davis, Kevin C

2011-07-01

To test a social cognitive behavior change model and identify mediators of the effects of the Parents Speak Up National Campaign (PSUNC) on parent-child sexual communication. Investigators used 5 waves of data from an online randomized controlled trial. Latent variables were developed based on item response theory and confirmatory factor analysis. Structural equation modeling was used to test mediation. Outcome expectations mediated effects of social norms and self-efficacy on sexual communication. Other hypothesized mediators were not confirmed. Interventions to promote parent-child sexual communication should target outcome expectations. Future research should investigate parents' health information seeking.

Evidence-Based Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA PEERS Program

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Laugeson, Elizabeth A.; Frankel, Fred; Gantman, Alexander; Dillon, Ashley R.; Mogil, Catherine

2012-01-01

The present study examines the efficacy and durability of the PEERS Program, a parent-assisted social skills group intervention for high-functioning adolescents with ASD. Results indicate that teens receiving PEERS significantly improved their social skills knowledge, social responsiveness, and overall social skills in the areas of social…

Social skills treatment for people with severe, chronic acquired brain injuries: a multicenter trial.

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McDonald, Skye; Tate, Robyn; Togher, Leanne; Bornhofen, Cristina; Long, Esther; Gertler, Paul; Bowen, Rebecca

2008-09-01

To determine whether social skills deficits including unskilled, inappropriate behavior, problems reading social cues (social perception), and mood disturbances (such as depression and anxiety) could be remediated after severe traumatic brain injuries. Randomized controlled trial comparing a social skills program with social activity alone or with waitlist control. Several participants were reassigned after randomization. Hospital outpatient and community facilities. Fifty-one outpatients from 3 brain injury units in Sydney, Australia, with severe, chronic acquired brain injuries were recruited. A total of 39 people (13 in skills training, 13 in social activity, 13 in waitlist) completed all phases of the study. Twelve-week social skills treatment program encompassing weekly 3-hour group sessions focused on shaping social behavior and remediating social perception and 1-hour individual sessions to address psychologic issues with mood, self-esteem, etc. Primary outcomes were: (1) social behavior during encounters with a confederate as rated on the Behaviorally Referenced Rating System of Intermediary Social Skills-Revised (BRISS-R), (2) social perception as measured by The Awareness of Social Inference Test, and (3) depression and anxiety as measured by the Depression, Anxiety and Stress Scale. Secondary outcomes were: relative report on social behavior and participation using: the Katz Adjustment Scale-R1; the Social Performance Survey Schedule; the La Trobe Communication Questionnaire; and the Sydney Psychosocial Reintegration Scale (both relative and self-report). Repeated-measures analysis of variance indicated that social activity alone did not lead to improved performance relative to waitlist (placebo effect) on any outcome variable. On the other hand, the skills training group improved differentially on the Partner Directed Behavior Scale of the BRISS-R, specifically the self-centered behavior and partner involvement behavior subscales. No treatment effects

Psychopathological symptoms, social skills, and personality traits: a study with adolescents.

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Landazabal, Maite Garaigordobil

2006-11-01

The purpose of this study is two-fold: (a) to study the concomitant relationships between psychopathological symptoms, cooperation, social skills, and other personality traits; and (b) to identify the predictive variables of psychopathological symptoms. The sample consists of 322 adolescents aged 14 to 17 years old. This study uses correlational methodology. In order to assess psychopathological symptoms, cooperation, social skills, and personality traits, the following scales are used: the Symptom Checklist (SCL-90-R; Derogatis, 1983), the Cooperativeness Scale (CS; Rigby, Cox, and Black, 1997), the MESSY social skills scale (Matson, Rotatori, and Helsel, 1983), and the TPT Personality Test (Corral, Pamos, Pereña, and& Seisdedos, 2002). Pearson coefficients suggest that adolescents with many psychopathological symptoms have low levels of cooperative behaviors and social skills. They also score high in inappropriate assertiveness, impulsiveness, overconfidence, and jealousy-withdrawal and have low levels of emotional stability, sociability, and responsibility. Through multiple regression analyses, the following variables were identified as predictors of psychopathological symptoms: jealousy-withdrawal, low social integration, impulsiveness, and low self-concept. The role played by intervention programs promoting socio-emotional development to prevent psychopathological symptoms and enhance mental health is discussed.

Functioning of Social Skills from Middle Childhood to Early Adolescence in Hungary

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Zsolnai, Anikó; Kasik, László

2014-01-01

The aim of this cross-sectional study was to describe the social skills that crucially affect children's social behaviour in the school. Our objective was to gather information about the functioning of social skills from middle childhood to early adolescence. The sample consisted of 7-, 9-, and 11-year-old Hungarian students (N = 1398). Based on…

Adolescents' Social Skills in Friendship : The influence of sibling relationship

OpenAIRE

藤田, 文; Aya, Fujita

1998-01-01

The purpose of this study was to investigate the influence of the sibling relationship on the adolescents' social skills in friendship. One hundred and seventy-seven undergraduate students were asked to complete a questionnaire regarding their sibling relationship and their social skills in friendship. Their sibling relationship was categorized eight types; close, intimate, hostile, dominate, intimate-hostile, intimate-dominate, hostile-dominate, separate. The result showed that the students ...

Social Skills, Competence, and Drug Refusal Efficacy as Predictors of Adolescent Alcohol Use.

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Scheier, Lawrence M.; Botvin, Gilbert J.; Diaz, Tracy; Griffin, Kenneth W.

1999-01-01

Examines the extent to which assertiveness and related social skills, personal competence, and refusal efficacy predict alcohol involvement in adolescents. Males were at higher risk for poor refusal skills and reported higher alcohol involvement. Youth characterized by poor social skill development reported lower refusal efficacy, lower grades,…

Outline of the Therapeutic Process in Social Skills Training with Socially Dysfunctional Patients.

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Stravynski, Ariel; And Others

1987-01-01

Outlines the therapeutic process in social skills training with 22 socially dysfunctional outpatients who met Diagnostic and Statistical Manual of Mental Disorders criteria for avoidant personality disorder. Measured performance of prosocial target behaviors and associated subjective anxiety during baseline, treatment, and follow-up periods.…

Planning, implementing and evaluating a social and communication skills course for riding instructors

OpenAIRE

Seefeld, Annika

2016-01-01

Social and emotional skills are very important for effective coaching. As research in this field is still very limited, the purpose of this study was to plan, implement and evaluate a course teaching social and emotional skills to riding instructors. The objective of this research project was to analyse the usefulness and feasibility of a social and communication skills course for riding instructors. The present research study is an educational action research case study approa...

Parental management of peer relationships and early adolescents' social skills.

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Mounts, Nina S

2011-04-01

Despite a growing body of research on parental management of peer relationships, little is known about the relationship between parental management of peers and early adolescents' social skills or the precursors to parental management of peer relationships. The goals of this short-term longitudinal investigation were to examine the relationship between parental management of peers (consulting and guiding), conflict about peers, and adolescents' social skills (cooperation, assertion, responsibility, empathy, and self-control) and to examine potential precursors (goals of improving peer relationships and beliefs about authority over peer relationships) to parental management of peer relationships. A predominantly White sample (71%) of 75 seventh-graders (57% female) and their primary caregivers participated in the 9-month investigation. Caregivers completed questionnaires regarding goals of improving their adolescents' peer relationships, beliefs about parental authority over peer relationships, parental management of peers, and adolescents' social skills. Adolescents completed questionnaires regarding their social skills. Path analyses suggest that a greater number of caregivers' goals of improving peer relationships and higher beliefs about parental authority over peers were related to higher levels of consulting, guiding, and conflict about peers. Higher levels of conflict about peers in conjunction with higher levels of consulting were related to lower levels of assertion and responsibility in peer relationships over time. When parents reported having a greater number of goals of improving peer relationships, adolescents reported higher levels of cooperation, assertion, empathy, and self control over time. Findings suggest that caregivers' goals and beliefs are important in predicting parental management of peer relationships and adolescents' social skills over time, and that conflict about peers undermines caregivers' efforts to be positively involved in

The relationship between low levels of mindfulness skills and pathological worry: the mediating role of psychological inflexibility

Directory of Open Access Journals (Sweden)

Francisco J. Ruiz

2014-10-01

Full Text Available Mindfulness-based interventions have recently been proposed for the treatment of generalized anxiety disorder (GAD. However, the specific nature of the relationship between mindfulness skills and pathological worry is still not very well known. This study analyzes the mediating role of psychological inflexibility-a central construct in the acceptance and commitment therapy (ACT model of psychopathology-in the effect of mindfulness skills on pathological worry. A total of 132 nonclinical participants completed questionnaires assessing the constructs of interest: the Penn State Worry Questionnaire (PSWQ, the Acceptance and Action Questionnaire - II (AAQ-II, and the Kentucky Inventory of Mindfulness Skills (KIMS. Because the Spanish translation of the KIMS used lacked of a formal validation, its psychometric properties and factor structure were previously evaluated. This process led to a reduced version of the KIMS that showed good internal consistency and factor structure. Mediation analyses revealed that psychological inflexibility fully mediated the effects of mindfulness skills as a set on pathological worry. Regarding specific mindfulness skills, psychological inflexibility was shown to be a mediator and suppressor, respectively, of the relationship between acceptance without judgment and act with awareness on worry. Results are discussed emphasizing the need of using mindfulness exercises to promote psychological flexibility.

Long-term effect of social skills training program for second graders

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Motiejūnaitė, Miglė; Žardeckaitė-Matulaitienė, Kristina

2017-01-01

Middle childhood is an important period for reducing social and behavioural difficulties, though existing social skills training programs in Lithuania are not effective to help solving these problems. The aim of this study was to create and evaluate the short-term and long-term effects of a social skills training program based on an integrated theoretical model for second grade schoolchildren. The purpose of the program was to teach children non-verbal language, empathy, conflict resolution, ...

DEVELOPING THE 21ST-CENTURY SOCIAL STUDIES SKILLS THROUGH TECHNOLOGY INTEGRATION

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Mohammad Imam FARISI

2016-01-01

Full Text Available Recently, technology has become an educational necessity in global-digital era. Facing these phenomena, social studies (SS should make innovations related to changes of 21st-century skills and learning paradigm, which is characterized by the principles of disclosure of information, computing, automation, and communication. Technology integration into SS learning is one of the learning innovations in the global-digital era, and powerfully supports the National Council for Social Studies (NCSS as stated in their visions: meaningful, powerful, value-based, challenging, and active. It also strongly supports the development of three core skills of the 21st-century, including learning and innovation skills; information, media and technology skills; life and career skills that developed in partnership with the Partnership Forum for 21st-Century Skills (P21. This paper examines and describes academics evolution toward a commitment and further developments in research; 21stcentury skills map for the SS; and the implications for developing teachers’ competences and teachers’ education curriculum.

The Manipulation of Social, Cultural and Religious Values in Socially Mediated Terrorism

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Claire Smith

2018-05-01

Full Text Available This paper presents an analysis of how the Islamic State/Da’esh and Hizb ut-Tahrir Indonesia manipulate conflicting social, cultural and religious values as part of their socially mediated terrorism. It focusses on three case studies: (1 the attacks in Paris, France on 13 November 2015; (2 the destruction of cultural heritage sites in Iraq and Syria; and (3 the struggle between nationalist values and extreme Islamic values in Indonesia. The case studies were chosen as a basis for identifying global commonalities as well as regional differences in socially mediated terrorism. They are located in Asia, the Middle East and Europe. The integrated analysis of these case studies identifies significant trends and suggests actions that could lessen the impact of strategies deployed by extremist groups such as Da’esh, al-Qaeda and Hizb ut-Tahrir. We discuss the broader implications for understanding various aspects of socially mediated terrorism.

Executive functions and theory of mind as predictors of social adjustment in childhood traumatic brain injury.

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Robinson, Kristen E; Fountain-Zaragoza, Stephanie; Dennis, Maureen; Taylor, H Gerry; Bigler, Erin D; Rubin, Kenneth; Vannatta, Kathryn; Gerhardt, Cynthia A; Stancin, Terry; Yeates, Keith Owen

2014-11-15

This study examined whether executive function and theory of mind mediate the effects of pediatric traumatic brain injury (TBI) on social adjustment, relative to children with orthopedic injury (OI). Participants included 19 children with severe TBI, 41 children with complicated mild/moderate TBI, and 57 children with OI. They completed measures of executive function, as well as cognitive, affective, and conative theory of mind. Parents provided ratings of children's social adjustment. Children with severe TBI performed more poorly than children with OI on executive function and theory of mind tasks and were rated by parents as having more behavioral symptoms and worse communication and social skills. Executive function and theory of mind were positively correlated with social skills and communication skills, and negatively correlated with behavioral symptoms. In multiple mediator models, theory of mind and executive function were not significant direct predictors of any measure of social adjustment, but mediated the association between injury and adjustment for children with severe TBI. Theory of mind was a significant independent mediator when predicting social skills, but executive function was not. TBI in children, particularly severe injury, is associated with poor social adjustment. The impact of TBI on children's social adjustment is likely mediated by its effects on executive function and theory of mind.

Correlations among Social-Cognitive Skills in Adolescents Involved in Acting or Arts Classes

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Goldstein, Thalia R.

2011-01-01

Empathy, theory of mind, and adaptive emotion regulation are critical skills for social functioning. However, the ways in which these skills may co- or differentially develop has thus far been understudied. We explored how these social-cognitive skills converge and diverge across a year of development in early adolescence, and with different kinds…

Evaluation of a Music Therapy Social Skills Development Program for Youth with Limited Resources.

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Pasiali, Varvara; Clark, Cherie

2018-05-21

Children living in low-resource communities are at risk for poorer socio-emotional development and academic performance. Emerging evidence supports use of group music therapy experiences to support social development through community afterschool programming. To examine the potential benefit of a music therapy social skills development program to improve social skills and academic performance of school-aged children with limited resources in an afterschool program. We used a single-group pre/post-test design, and recruited 20 students (11 females, 9 males), ages 5 to 11 years, from an afterschool program. The music therapy social skills program consisted of eight 50-minute sessions, and we measured social competence and antisocial behavior using the Home & Community Social Behavioral Scale (HCSBS; Merrell & Caldarella, 2008), and social skills, problem behaviors, and academic competence using the Social Skills Improvement System (SSIS; Gresham & Elliot, 2008a, 2008b). Only students who attended a minimum of six sessions (N = 14) were included in data analysis. Results showed no significant change in individual HBSC subscale scores; however, the total number of low-performance/high-risk skills significantly decreased. SSIS teacher results indicated significant improvement in communication, significant decrease of hyperactivity, autistic behavioral tendencies and overall problem behaviors, and marginal decreases in internalization. Parent ratings mirrored, in part, those of the teacher. Results indicated that music therapy has the potential of being an effective intervention for promoting social competence of school-aged children with limited resources, particularly in the areas of communication and low-performance/high-risk behaviors. Teaching skills through song lyrics and improvisation emerged as salient interventions.

Factor structure of essential social skills to be salespersons in retail market: implications for psychiatric rehabilitation.

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Cheung, Leo C C; Tsang, Hector W H

2005-12-01

This study continued the effort to apply social skills training to increase vocational outcomes of people with severe mental illness. We planned to identify factor structure of essential social skills necessary for mental health consumers who have a vocational preference to work as salesperson in retail market. Exploratory factor analysis of the results of a 26-item questionnaire survey suggested a five-factor solution: social skills when interacting with customers, problem-solving skills, knowledge and attitudes, flexibility, and skills for conflict prevention, which accounted for 65.1% of the total variance. With the factor solution, we developed a job-specific social skills training program (JSST) to help consumers who want to be salespersons. The structure and session design followed the basic format of a typical social skills training program. The way this JSST is to be used with the work-related social skills training model previously developed by the corresponding author to produce better vocational outcomes of consumers is suggested.

Relations Between Nonverbal and Verbal Social Cognitive Skills and Complex Social Behavior in Children and Adolescents with Autism.

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Demopoulos, Carly; Hopkins, Joyce; Lewine, Jeffrey D

2016-07-01

Although there is an extensive literature on domains of social skill deficits in individuals with Autism Spectrum Disorders (ASD), little research has examined the relation between specific social cognitive skills and complex social behaviors in daily functioning. This was the aim of the present study. Participants were 37 (26 male and 11 female) children and adolescents aged 6-18 years diagnosed with ASD. To determine the amount of variance in parent-rated complex social behavior accounted for by the linear combination of five directly-assessed social cognitive variables (i.e., adult and child facial and vocal affect recognition and social judgment) after controlling for general intellectual ability, a hierarchical regression analysis was performed. The linear combination of variables accounted for 35.4 % of the variance in parent-rated complex social behavior. Vocal affect recognition in adult voices showed the strongest association with complex social behavior in ASD. Results suggest that assessment and training in vocal affective comprehension should be an important component of social skills interventions for individuals with ASD.

Autobiographical memory specificity and the persistence of depressive symptoms in HIV-positive patients: rumination and social problem-solving skills as mediators.

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Yanes, Paula K; Morse, Gene; Hsiao, Chiu-Bin; Simms, Leonard; Roberts, John E

2012-01-01

Individuals infected with human immunodeficiency virus (HIV) are at elevated risk for depressive conditions, which in turn can negatively impact health-related behaviours and the course of illness. The present study tested the role of autobiographical memory specificity and its interaction with perceived stress in the persistence of depressive symptoms among dysphoric HIV-positive individuals. Additionally, we examined whether rumination and social problem solving mediated these effects. Results indicated that memory specificity moderated the impact of perceived stress, such that perceived stress was more strongly associated with follow-up depressive symptoms among those with greater memory specificity. Rumination, but not social problem solving, mediated this effect. Implications of these findings are discussed.

Diagnostic Utility of the Social Skills Improvement System Performance Screening Guide

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Krach, S. Kathleen; McCreery, Michael P.; Wang, Ye; Mohammadiamin, Houra; Cirks, Christen K.

2017-01-01

Researchers investigated the diagnostic utility of the Social Skills Improvement System: Performance Screening Guide (SSIS-PSG). Correlational, regression, receiver operating characteristic (ROC), and conditional probability analyses were run to compare ratings on the SSIS-PSG subscales of Prosocial Behavior, Reading Skills, and Math Skills, to…

The effect of physical education intensive classes on social skills and self-efficacy

OpenAIRE

野口, 和行; 村山, 光義; 村松, 憲; 板垣, 悦子; 東海林, 祐子

2015-01-01

The purpose of this study was to clarify the change of social skills and self-efficacy in the students who take physical education classes in university and difference among form of the classes ; physical education intensive course, physical education course conducting once a week and lecture course. We measured social skills and self-efficacy using Kikuchi's Social Skill Scale (KiSS-18) and the General Self Efficacy Scale (GSES). The results are as follows :1) Regardless of the kind of the c...

Developmental Trajectories of Social Skills during Early Childhood and Links to Parenting Practices in a Japanese Sample.

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Takahashi, Yusuke; Okada, Kensuke; Hoshino, Takahiro; Anme, Tokie

2015-01-01

This study used data from a nationwide survey in Japan to model the developmental course of social skills during early childhood. The goals of this study were to identify longitudinal profiles of social skills between 2 and 5 years of age using a group-based trajectory approach, and to investigate whether and to what extent parenting practices at 2 years of age predicted developmental trajectories of social skills during the preschool period. A relatively large sample of boys and girls (N > 1,000) was assessed on three social skill dimensions (Cooperation, Self-control, and Assertion) at four time points (ages 2, 3, 4, and 5), and on four parenting practices (cognitive and emotional involvement, avoidance of restriction and punishment, social stimulation, and social support for parenting) at age 2. The results indicated that for each social skill dimension, group-based trajectory models identified three distinct trajectories: low, moderate, and high. Multinomial regression analysis revealed that parenting practice variables showed differential contributions to development of child social skills. Specifically, Cooperation and Assertion were promoted by cognitive and emotional involvement, Self-control by social stimulation, and Assertion by avoidance of restriction and punishment. Abundant social support for parenting was not associated with higher child social skills trajectories. We found heterogeneity in developmental profiles of social skills during the preschool ages, and we identified parenting practices that contributed to different patterns of social skills development. We discussed the implications of higher-quality parenting practices on the improvement of child social skills across early childhood.

Social Skills Training: Evaluating its Effectiveness for Students with Learning Disabilities, Emotional, and Behavioral Disorders

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Campbell, Gregory

2008-01-01

The purpose of this review is to describe important criteria used to evaluate the effectiveness of Social Skills Training Programs. The analysis defines social skills, discusses causes and effects of social skill deficits, and examines the research establishing criteria described by teachers, administrators, and students. The paper concludes with…

Addiction to Social Networks and Social Skills in Students from a Private Educational Institution

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Domínguez-Vergara, Julio A.; Ybañez-Carranza, Jessenia

2016-01-01

This research aims to determine the relationship between addiction to social networks and social skills in students of a private educational centre. A correlational descriptive study where the sample was represented by 205 students from 1st to 5th grade of junior high school was conducted. Two instruments were used: "Goldstein Social Skills…

The developmental sequence of social-communicative skills in young children with autism: a longitudinal study.

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Wu, Chin-Chin; Chiang, Chung-Hsin

2014-05-01

To explore the different developmental trajectories of social-communicative skills in children with autism and typically developing infants, two longitudinal studies were conducted. In Study 1, we examined the developmental sequence of social-communicative skills in 26 typically developing infants when they were 9 months old and reexamined them when they were 12 and 15 months old. The results indicated a reliable developmental sequence of social-communicative skills in infants with typical development. In Study 2, we explored the emergence sequence of social-communicative skills of 23 children with autism and 23 children with developmental delay between the ages of 2 and 4 years. The results demonstrated that the developmental sequence of social-communicative skills in young children with autism and children with developmental delays was different.

The Effects of the Parenting Styles on Social Skills of Children Aged 5-6

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Kol, Suat

2016-01-01

The purpose of this study is to determine the effects of the parenting styles on social skills of children aged 5-6. The problem sentence of the research is; Do the parenting styles' have any effects on social skills of children aged 5-6?. The sub-problems of the research are in the form as; Does the social skills of children aged 5-6 differs from…

Social skills headteachers of schools centers. Las habilidades sociales en directores de centros escolares

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Margarita Salvador

2009-10-01

Full Text Available

This study aims to discover the extent of public school directors have developed and practiced their social skills, in performing his managerial functions, to plan and propose, based on the results, the training necessary additions to the exercise such leadership reach higher levels of efficiency. The sample was composed of 99 directors of schools of Public Elementary and Secondary Education, in the provinces of Granada and Almeria. The results obtained in this research provide us with reliable knowledge, hitherto non-existent, the profiles that characterize the current directors of schools, in their social and interpersonal skills. A summary of results is as follows: a half of the principals (49% obtained scores that are above the 75 centile, in behavior and social skills assertion b nearly half of the directors in our sample are characterized by implementing social skills, through behavior, where the "self-expression", "say no", "initiate interactions” and “express their anger", are the most relevant components and c the level of the center, the number of students at the school and the old director has made some significant differences.

Key words: Social skills, school directors, managerial function, leadership.

Este estudio pretende conocer, en qué medida los directores escolares de centros públicos tienen desarrolladas y practican las habilidades sociales en el desempeño de sus funciones directivas, con objeto de planificar y proponer, en función de los resultados, los necesarios complementos formativos, para que el ejercicio de dicha función directiva alcance niveles más altos de eficacia. La muestra ha estado compuesta por 99 directores, de Centros Educativos Públicos de Primaria y Secundaria, de las provincias de Granada y Almería. Los resultados obtenidos en esta investigación nos proporcionan un conocimiento fiable, hasta ahora inexistente, sobre los perfiles que caracterizan a los

In the Rearview Mirror: Social Skill Development in Deaf Youth, 1990-2015

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Cawthon, Stephanie W.; Fink, Bentley; Schoffstall, Sarah; Wendel, Erica

2018-01-01

Social skills are a vehicle by which individuals negotiate important relationships. The present article presents historical data on how social skills in deaf students were conceptualized and studied empirically during the period 1990-2015. Using a structured literature review approach, the researchers coded 266 articles for theoretical frameworks…

A short-term longitudinal study of relational aggression and social skills of preschool children

OpenAIRE

Isobe, Miyoshi

2003-01-01

This short-term longitudinal study was designed to examine relational aggression associated with social skills and anxiety-withdrawn behavior of preschool children. Relational aggression, social skills (self-control skills, friendship making skills, and assertion skills), and anxiety-withdrawn behavior of one hundred and twenty 5-year old children were assessed two times across a 6-months period by using teacher rating measures. For the data analysis, the children were divided according to th...

Social Skills, Problem Behaviors and Classroom Management in Inclusive Preschool Settings

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Karakaya, Esra G.; Tufan, Mumin

2018-01-01

This study aimed to determine preschool teachers' classroom management skills and investigate the relationships between teachers' classroom management skills and inclusion students' social skills and problem behaviors. Relational screening model was used as the research method. Study group consisted of 42 pre-school teachers working in Kocaeli…

Change and predictors of change in social skills of nursing home residents with dementia.

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Chappell, Neena L; Kadlec, Helena; Reid, Colin

2014-02-01

Social skills are of primary importance for those with dementia and their care providers, yet we know little about the extent to which basic social skills can be maintained over time and the predictors of change. A total of 18 nursing homes with 149 newly admitted residents with moderate to severe dementia, 195 direct care staff, and 135 family members, in British Columbia, Canada, contributed data on change in social skills from admission to 6 months and 1 year later. Three-quarters of residents maintained or improved their basic social skills during both the time periods. Decline was explained primarily by cognitive status at the time of admission, notably present orientation. However, staff-to-resident communication becomes more important over time. Social skills appear to present an opportunity to maintain interaction with these residents. The findings also suggest that a focus on the present orientation before and following admission and on staff-to-resident communication may be beneficial.

Social skills to homosexuals: Program toward Inlusion

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Yanais Gutiérrez Jorge

2015-09-01

Full Text Available Male homosexuality in Cuba has been se gregated by means of discrimination what , may hinde r the social interation of this people. The research has carried out problems with the self - esteem , the knowledge of the assertive rights, the preparation to confront the conflicts in the interpersonal rel ationships, the correct use of the extraverbal language and the capacity to vary and to sustain approaches depending on the circumstances . This investigation propose to carry out a Sociocultural Animation Program to develop social skills in 25 male homosex uals in our province as a way to get their social insertion .

Music therapy: An effective approach in improving social skills of children with autism.

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Ghasemtabar, Seyyed Nabiollah; Hosseini, Mahbubeh; Fayyaz, Irandokht; Arab, Saeid; Naghashian, Hamed; Poudineh, Zahra

2015-01-01

The existing methodological weakness in conducted researches concerning music therapy (MT) for children with autism led to ambiguity and confusion in this scope of studies. The aim of the present research is to identify the effectiveness of MT method in improving social skills of children with autism and its stability, as well. In the form of a clinical trial study with design of pretest/posttest/follow-up with control group, among the children with autism in community of Tehran city, on the basis of childhood autism rating scale, 27 children with mild to moderate autism were chosen and were divided into two groups of experiment (n = 13), and control (n = 14). Social skills' level of both groups was measured and recorded with the help of social skills rating system scale. The children of the experiment group participated in MT programs of Orff-Schulwerk for 45 days in 12 sessions (two sessions of 1-h/week), whereas the control group received no intervention. The data were analyzed with Statistic Package For Social Science (SPSS) software t-test and analysis of covariance was used to compare groups. In posttest, the results of covariance analysis showed a significant increase in social skills' scores of the experiment group (P social skills of children with autism.

Social Skills Group Training in High-Functioning Autism: A Qualitative Responder Study

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Choque Olsson, Nora; Rautio, Daniel; Asztalos, Jenny; Stoetzer, Ulrich; Bölte, Sven

2016-01-01

Systematic reviews show some evidence for the efficacy of group-based social skills group training in children and adolescents with autism spectrum disorder, but more rigorous research is needed to endorse generalizability. In addition, little is known about the perspectives of autistic individuals participating in social skills group training.…

Reciprocal Relations between Student-Teacher Conflict, Children's Social Skills and Externalizing Behavior

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Skalická, Vera; Stenseng, Frode; Wichstrøm, Lars

2015-01-01

Research suggests that the relation between student-teacher conflict and children's externalizing behavior might be reciprocal, and possibly also between student-teacher conflict and children's social skills. Because children with externalizing behavior also tend to display low levels of social skills, we do not know if one or both of these…

Bibliometric analysis about the scientific production on the Social Skills Field

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Eliane Colepicolo

2015-05-01

Full Text Available Objective. This research consisted to contribute to the systematization of the theoretical and practical field of Social Skills, here called Social Skills Field (SSF. Method. A survey of a representative sample of CHS publications metadata extracted from the 15 scientific and technical literature databases in Psychology available in the CAPES Journals Portal was conducted. After treatment and refinement, this sample resulted in a corpus of metadata 25,409 scientific articles, which is a set of metadata publications, from fields such as author, title, subject, abstract, among others. The corpus of metadata stored in a database allowed the creation of a series of data crossing, resulting in bibliometric indicators. Results. As a result, we have: the SS Corpus, published on the Internet, which enables the inclusion of new metadata and the recovery of almost all scientific articles of the field; 2 bibliometric indicators in CHS, which may offer subsidies for the development and expansion of the field. Conclusions. Bibliometric indicators of the CHS show a representative production growth of social skills in the 1970s. Research on SS is mainly conducted by researchers from the United States, Brazil, United Kingdon and Denmark. The main subject studied are "social skills", "interpersonal relations", "social competence", "empathy", "assertividade", "assertiveness", "children", "adult", "college students"; and the major journals are: Journal of Personality and Social Psychology; Psychological Reports; Journal of Autism and Developmental Disorders and Child Development.

The interventions in social skills: review and analysis from a health point of view

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Ana Betina Lacunza

2015-07-01

Full Text Available The literature indicates that social skills are acquired through learning. On many occasions, the inhibition of social behavior or the aggressive manifestations can minimize the opportunities of children and/ or adolescents to relate using assertive behavior. For these social deficits, the interventions turn out to be effective, teaching and training more effective skills, which can give more possibilities to learn, to mature and to be happy. The aim of work was to analyze the particularities that the designs of intervention in social skills. Both conceptual and methodological aspects were reviewed, and intervention experiences within the infant and juvenile population were described. We work with a review of empirical papers, from Latin America, published between 2005-2011. It was found that the designs showed changes in the social skills of the participants, particularly in those with social deficits. As a conclusion, the contribution of these empirical experiences in the development of social healthy behavior is highlighted.

The Combined Use of Video Modeling and Social Stories in Teaching Social Skills for Individuals with Intellectual Disability

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Gül, Seray Olçay

2016-01-01

There are many studies in the literature in which individuals with intellectual disabilities exhibit social skills deficits and which show the need for teaching these skills systematically. This study aims to investigate the effects of an intervention package of consisting computer-presented video modeling and Social Stories on individuals with…

Social skills: a factor of protection against eating disorders in adolescentes.

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Uzunian, Laura Giron; Vitalle, Maria Sylvia de Souza

2015-11-01

The purpose of this study is to provide a review of the literature on the relationship between eating disorders and social skills in adolescents. A search was made on the Medline, SciELO and Lilacs databases, for items combining the terms 'eating disorders', 'anorexia nervosa', 'bulimia nervosa' and 'food behavior', with the terms 'social psychology' and 'social isolation', and with the keywords 'social competence', 'social skill' and 'interpersonal relations'. The following were included: studies on adolescents; in Portuguese, English and Spanish; published in the years 2007 through 2012. The search resulted in 63 articles, and 50 were included in this review. The majority of the studies were made in Brazil and the United States. Of the total, 43 were original articles. The studies aimed to understand how emotional state could influence the establishment of eating disorders, interpersonal relationships and peer relationship. The articles also discussed the influence of the media and of society in this process. Based on the analysis of the studies, it was observed that the greater an adolescent's repertory of social skills, the greater his or her factor of protection against the development of eating disorders.

SOCIAL COMPETENCE AND PSYCHOLOGICAL VULNERABILITY: THE MEDIATING ROLE OF FLOURISHING.

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Uysal, Recep

2015-10-01

This study examined whether flourishing mediated the social competence and psychological vulnerability. Participants were 259 university students (147 women, 112 men; M age = 21.3 yr., SD = 1.7) who completed the Turkish versions of the Perceived Social Competence Scale, the Flourishing Scale, and the Psychological Vulnerability Scale. Mediation models were tested using the bootstrapping method to examine indirect effects. Consistent with the hypotheses, the results indicated a positive relationship between social competence and flourishing, and a negative relationship between social competence and psychological vulnerability. Results of the bootstrapping method revealed that flourishing significantly mediated the relationship between social competence and psychological vulnerability. The significance and limitations of the results were discussed.

Do parents' social skills influence their chidren's sociability?

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Okumura, Tsunao; Usui, Emiko

2010-01-01

This paper examines the effect of parents' social skills on children's sociability, using the U.S. National Longitudinal Survey of Youth 1979 (NLSY79). This survey, like some other national surveys, lacks detailed information on parents; to remedy this deficiency, we construct a measure of parents' sociability skills based on their occupational characteristics from the Dictionary of Occupational Titles (DOT). The sociability relationship varies across parents and children by gender, but remai...

Do Parents' Social Skills Influence Their Children's Sociability?

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Okumura, Tsunao; Usui, Emiko

2010-01-01

This paper examines the effect of parents' social skills on children's sociability, using the U.S. National Longitudinal Survey of Youth 1979 (NLSY79). This survey, like some other national surveys, lacks detailed information on parents; to remedy this deficiency, we construct a measure of parents' "sociability" skills based on their occupational characteristics from the Dictionary of Occupational Titles (DOT). The sociability relationship varies across parents and children by gender, but rem...

Smart Social Networking: 21st Century Teaching and Learning Skills

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Helen B. Boholano

2017-06-01

Full Text Available Education in the 21st century highlights globalization and internationalization. Preservice teachers in the 21st century are technology savvy. To effectively engage and teach generation Z students, preservice teachers will help the educational system meet this requirement. The educational systems must be outfitted with a prerequisite of ICT resources both hardware and software, and curricula must be designed to promote a collaborative learner-centered environment to which students will relate and respond. This study determines the 21st century skills possessed by the pre-service teachers in terms of social networking. Pre-service teachers use computers in very advanced ways, but educators must remember that they still need guidance to use technology safely and effectively. Through social media the pre-service teachers can use a multitude of applications, including Web 2.0, for their projects. Smart social networking requires critical-thinking skills and the ability to integrate and evaluate real-world scenarios and authentic learning skills for validation.

Skills for social and academic success: a school-based intervention for social anxiety disorder in adolescents.

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Fisher, Paige H; Masia-Warner, Carrie; Klein, Rachel G

2004-12-01

This paper describes Skills for Academic and Social Success (SASS), a cognitive-behavioral, school-based intervention for adolescents with social anxiety disorder. Clinic-based treatment studies for socially anxious youth are reviewed, and a strong rationale for transporting empirically-based interventions into schools, such as SASS, is provided. The SASS program consists of 12, 40-min group sessions that emphasize social skills and in-vivo exposure. In addition to group sessions, students are seen individually at least twice and participate in 4 weekend social events with prosocial peers from their high schools. Meetings with teachers provide information about social anxiety and facilitate classroom exposures for socially anxious participants. Parents attend 2 psychoeducational meetings about social anxiety, its treatment, and approaches for managing their child's anxiety. Initial findings regarding the program's effectiveness are presented. We conclude by discussing the challenges involved in implementing treatment protocols in schools and provide suggestions to address these issues.

Group social skills interventions for adults with high-functioning autism spectrum disorders: A systematic review.

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Spain, Debbie; Blainey, Sarah H

2015-10-01

Autism spectrum disorders are characterised by impairments in communication and social interaction. Social skills interventions have been found to ameliorate socio-communication deficits in children and adolescents with autism spectrum disorders. Little is known about the effectiveness of social skills interventions for adults with high-functioning autism spectrum disorders (hf-ASD) - a clinical population who can present with more subtle core deficits, but comparable levels of impairment and secondary difficulties. A systematic review was undertaken to investigate the effectiveness of social skills interventions for adults with high-functioning autism spectrum disorders. Five studies met the pre-specified review inclusion criteria: two quasi-experimental comparative trials and three single-arm interventions. There was a degree of variation in the structure, duration and content of the social skills interventions delivered, as well as several methodological limitations associated with included studies. Nevertheless, narrative analysis tentatively indicates that group social skills interventions may be effective for enhancing social knowledge and understanding, improving social functioning, reducing loneliness and potentially alleviating co-morbid psychiatric symptoms. © The Author(s) 2015.

The influence of maltreatment history and out-of-home-care on children's language and social skills.

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Lum, Jarrad A G; Powell, Martine; Snow, Pamela C

2018-02-01

This study examined the extent to which maltreatment history and the characteristics of out-of-home care correlated with the language and social skills of maltreated children. Participants in this study were 82 maltreated children aged between 5 and 12 years of age. All children were residing with state-designated carers in out-of-home-care. The children were presented with standardised tests assessing language and social skills. Results showed that the sample performed significantly below the normative mean on both tests. Correlation analyses showed social skills, but not language skills were correlated with aspects of maltreatment history. The education level of the state-designated carer/s was correlated with the children's language skills; higher education level was associated with higher language skills. The study provides evidence that at the group level, language and social skills are poor in maltreated children. However, gains in language skills might be made via the out-of-home-care environment. Improvements in the social skills of maltreated children may require additional support. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

The Effects of "Second Step" and Inclusion on Special Education Students' Social Skills

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Machado, Andrea Kathleen

2017-01-01

Many students lack social skills that hinder their success in school; students in special education are even more at risk. Social-emotional curricula have been developed to help build these social skills school-wide. Most research on the effects of social-emotional curricula has been conducted on general education students. The first purpose of…

Employment barriers, skills, and aspirations among unemployed job seekers with and without social anxiety disorder.

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Himle, Joseph A; Weaver, Addie; Bybee, Deborah; O'Donnell, Lisa; Vlnka, Sarah; Laviolette, Wayne; Steinberger, Edward; Golenberg, Zipora; Levine, Debra Siegel

2014-07-01

The literature has consistently demonstrated that social anxiety disorder has substantial negative impacts on occupational functioning. However, to date, no empirical work has focused on understanding the specific nature of vocational problems among persons with social anxiety disorder. This study examined the association between perceived barriers to employment, employment skills, and job aspirations and social anxiety among adults seeking vocational rehabilitation services. Data from intake assessments (June 2010-December 2011) of 265 low-income, unemployed adults who initiated vocational rehabilitation services in urban Michigan were examined to assess perceived barriers to employment, employment skills, job aspirations, and demographic characteristics among participants who did or did not screen positive for social anxiety disorder. Bivariate and multiple logistic regression analyses were performed. After adjustment for other factors, the multiple logistic regression analysis revealed that perceiving more employment barriers involving experience and skills, reporting fewer skills related to occupations requiring social skills, and having less education were significantly associated with social anxiety disorder. Participants who screened positive for social anxiety disorder were significantly less likely to aspire to social jobs. Employment-related characteristics that were likely to have an impact on occupational functioning were significantly different between persons with and without social anxiety problems. Identifying these differences in employment barriers, skills, and job aspirations revealed important information for designing psychosocial interventions for treatment of social anxiety disorder. The findings underscored the need for vocational services professionals to assess and address social anxiety among their clients.

The comparison of social skill levels of team sports athletes and individual sport athletes

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Fatma Çepikkurt

2017-06-01

Full Text Available Aim: The study is to compare the level of social skills scores of undergraduate students at Mersin University School of Physical Education and Sports according to sport types, gender and class levels. Material and Methods: To test the main hypothesis, a total of 112 student- athletes (47 female and 65 male, performing individual and team sports from the Mersin University School of Physical Education and Sports were involved in this study. Data were collected by ‘Social Skills Inventory” developed by Riggio (1986, 1989 and adapted to Turkish by Yüksel (1998. Results: T -test results showed that the mean scores of 6 sub-dimensions of social skills scale does not change with regard to types of sports. But, there were significant differences of mean scores of social control changes with respect to gender and this score was higher for female athletes compared to male counterparts. Moreover, the results of Kruskal Wallis Analysis indicated that there was a significant difference in all sub dimensions except emotional awareness subscale compared to class level. First year students had the highest scores in terms of emotional expressivity, emotional control, social expressivity, social awareness, and social control. Conclusion: It could be stated that women are more successful in social skills, although the level of social skills of student-athletes does not differ according to sport.

Social inhibition as a mediator of neuroticism and depression in the elderly

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Wongpakaran Nahathai

2012-08-01

Full Text Available Abstract Background A number of factors, such as demographics, cognitive function, personality and interpersonal relationship play a role in late-life depression. This study investigates the influence of social inhibition on the inverse emotional stability (neuroticism and depressive symptoms found in elderly Thai people. Methods In total, 123 elderly Thais aged 60 years of age or older were tested using the 64-item Inventory of Interpersonal Problems, Symptom Checklist-90, and the 16 Personality Factors Questionnaire. Hierarchical regression and path analyses were performed in order to identify the relationships among these variables. Results The age of the participants ranged from 60 to 93 years old (mean = 71.7; SD = 6.2, and out of the group, 51.2% were male, 56.1% were married and 61.8% were on a low income. The average number of years spent in education among the participants was 7.6 (SD = 5.1. The variables found to be significantly associated with depression were age, intellect, social inhibition and possession of inverse emotional stability (neuroticism. Low levels of emotional stability were most strongly associated with depressive symptoms (standardized regression coefficients −0.29, but this effect was found to be reduced (mediated, to −0.26 by social inhibition. In total, 30% of the total variance could be explained by this model, and there was an excellent statistical fit. Conclusions The variables found to be significantly associated with depression were a younger age, as well as lower levels of intellectual skill, social inhibition and inversed emotional stability (neuroticism. It was found that a lack of emotional stability is, along with a younger age, the strongest predictor of depressive symptoms, but can be mediated by social inhibition.

Commentary on Social Skills Training Curricula for Individuals with ASD: Social Interaction, Authenticity, and Stigma

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Bottema-Beutel, Kristen; Park, Haerin; Kim, So Yoon

2018-01-01

By teaching social rules thought to be necessary for social competence, social skills training (SST) curricula aim to improve indicators of well-being for individuals with autism spectrum disorder (ASD), such as the attainment of meaningful friendships. However, several recent meta-analyses indicate that SST curricula may fall short of these…

Social Networking Among Youth and Their Communication and Conflict Resolution Skills

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Mistry DR; Verma M; Vyas SN; Kantharia SL

2014-01-01

Introduction: New digital media have dramatically altered the communication landscape, especially for youth. “Indian web users spend 26 minutes online each day”. This study is concerned with effect of social networking on youth regarding potential risk, safety, wellbeing & skill development because they are still maturing & forming the ability to attain & implement communication & conflict resolution skill on interpersonal level. Aim & objective: To explore the impact of social networking on ...

A Replication and Extension of the PEERS® for Young Adults Social Skills Intervention: Examining Effects on Social Skills and Social Anxiety in Young Adults with Autism Spectrum Disorder

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McVey, Alana J.; Dolan, Bridget K.; Willar, Kirsten S.; Pleiss, Sheryl; Karst, Jeffrey S.; Casnar, Christina L.; Caiozzo, Christina; Vogt, Elisabeth M.; Gordon, Nakia S.; Van Hecke, Amy Vaughan

2016-01-01

Young adults with ASD experience difficulties with social skills, empathy, loneliness, and social anxiety. One intervention, "PEERS® for Young Adults," shows promise in addressing these challenges. The present study replicated and extended the original study by recruiting a larger sample (N = 56), employing a gold standard ASD assessment…

Social Skills in Preschool Children with Unilateral and Mild Bilateral Hearing Loss

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Laugen, Nina J.; Jacobsen, Karl H.; Rieffe, Carolien; Wichstrøm, Lars

2017-01-01

Hearing loss may represent a risk for developing social skills difficulties; however, little is known about the potential risk resulting from unilateral or mild bilateral hearing loss (UMHL). We compared the social skills of 14 children with UMHL and 21 children with moderate to severe hearing loss (MSHL) with those of 123 children with typical…

Social Skills Training for Adolescents with Asperger's Syndrome Using a Consultation Model

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Minihan, Aileen; Kinsella, William; Honan, Rita

2011-01-01

A case study design was used to evaluate the effectiveness of behavioural consultation as a method for improving the social skills of adolescents with Asperger's syndrome. Two case studies were conducted. In each study, two teachers implemented a social skills programme with two to three adolescents with Asperger's syndrome in a group setting with…

Teaching Social Skills and Assertiveness to Students with Disabilities

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Moffett, Aaron; Alexander, Melissa G. F.; Dummer, Gail M.

2006-01-01

This article discusses teaching social skills and assertiveness to students with disabilities. The National Association for Sport and Physical Education (NASPE) content standards for physical education emphasize teaching responsible personal and social behaviors to students of all abilities, to help them develop an understanding of and respect for…

Social Studies Teacher Candidates' Views on Historical Thinking Skills

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Ozmen, Cengiz

2015-01-01

Current study aimed to present Social Studies teacher candidates' views on historical thinking skills. Study was conducted using qualitative design and working group was composed of a total of 121 teacher candidates (62 females and 59 males) attending Social Studies Teaching Department of Karadeniz Technical University and Adiyaman University…

Warming the Emotional Climate of the Classroom: Can Teachers’ Social-Emotional Skills Change?

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Shane T. Harvey

2016-11-01

Full Text Available Emotional skills underpin what teachers do. However, relatively few studies have investigated whether these skills can be formally learnt by teachers and the benefits enhancing teachers’ social-emotional skills may have on students. The current research aimed to develop an intervention to improve teachers’ social-emotional skills in the classroom and to assess changes in teachers’ emotional teaching practices and their emotional awareness in the classroom, as well as changes in students’ social-emotional behavior in relation to changes their teachers may have made. Twenty-seven teachers of Year 3-8 (8-13 year old students participated in an emotional skills intervention, which took place over three months. The findings yielded mixed results. In line with predictions, decreases in teachers’ undesirable relating and setting limits were found. However, no relationships between teacher changes and students’ pro-social behavior and emotion were found. However, students of teachers who improved compared to those who did not on observed emotional practices, reported significant differences in their teachers’ leadership, helpfulness/friendliness, understanding, student responsibility/freedom, student admonishing and strictness.

Mediating effects of resistance training skill competency on health-related fitness and physical activity: the ATLAS cluster randomised controlled trial.

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Smith, Jordan J; Morgan, Philip J; Plotnikoff, Ronald C; Stodden, David F; Lubans, David R

2016-01-01

The purpose of this study was to examine the mediating effect of resistance training skill competency on percentage of body fat, muscular fitness and physical activity among a sample of adolescent boys participating in a school-based obesity prevention intervention. Participants were 361 adolescent boys taking part in the Active Teen Leaders Avoiding Screen-time (ATLAS) cluster randomised controlled trial: a school-based program targeting the health behaviours of economically disadvantaged adolescent males considered "at-risk" of obesity. Body fat percentage (bioelectrical impedance), muscular fitness (hand grip dynamometry and push-ups), physical activity (accelerometry) and resistance training skill competency were assessed at baseline and post-intervention (i.e., 8 months). Three separate multi-level mediation models were analysed to investigate the potential mediating effects of resistance training skill competency on each of the study outcomes using a product-of-coefficients test. Analyses followed the intention-to-treat principle. The intervention had a significant impact on the resistance training skill competency of the boys, and improvements in skill competency significantly mediated the effect of the intervention on percentage of body fat and the combined muscular fitness score. No significant mediated effects were found for physical activity. Improving resistance training skill competency may be an effective strategy for achieving improvements in body composition and muscular fitness in adolescent boys.

Social capital and health in China: exploring the mediating role of lifestyle.

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Xue, Xindong; Cheng, Mingmei

2017-11-06

Although social capital as a key determinant of health has been well established in various studies, little is known about how lifestyle factors mediate this relationship. Understanding the cross-relationships between social capital, health, and lifestyle factors is important if health promotion policies are to be effective. The purpose of this study is to explore whether different dimensions of social capital and lifestyle factors are related, and whether lifestyle factors mediate the association between social capital and self-rated health (SRH) and psychological well-being (PWB) in China. This study used nationally representative data from the 2014 China Family Panel Studies (n = 28,916). The data reported on three dimensions of individual-level social capital: social trust, social relationship and Chinese Communist Party (CCP) membership. Health was assessed using SRH and PWB. Five lifestyle indicators were recorded: healthy diet, physical activity, smoking, sleeping, and non-overweight status. Logistic regression was used to examine the associations between social capital and lifestyle factors, and whether there was a mediating role of lifestyle. Odds ratios relating health status to social capital were reported before and after adjustment for lifestyle factors. Mediation analysis was then used to calculate the total, direct and indirect effects of social capital on SRH and PWB. The results show that social trust was significantly associated with all five lifestyle factors. Social relationship was significantly associated with four of the five: healthy diet, physical activity, sleeping and non-overweight. CCP membership was only significantly associated with two lifestyle factors: physical activity and non-overweight. Social trust and social relationship were significantly related to both SRH and PWB. CCP membership was only significantly related to SRH. Mediation analysis found modest evidence that lifestyle factors influenced the relationship between all

Social capital and health in China: exploring the mediating role of lifestyle

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Xindong Xue

2017-11-01

Full Text Available Abstract Background Although social capital as a key determinant of health has been well established in various studies, little is known about how lifestyle factors mediate this relationship. Understanding the cross-relationships between social capital, health, and lifestyle factors is important if health promotion policies are to be effective. The purpose of this study is to explore whether different dimensions of social capital and lifestyle factors are related, and whether lifestyle factors mediate the association between social capital and self-rated health (SRH and psychological well-being (PWB in China. Methods This study used nationally representative data from the 2014 China Family Panel Studies (n = 28,916. The data reported on three dimensions of individual-level social capital: social trust, social relationship and Chinese Communist Party (CCP membership. Health was assessed using SRH and PWB. Five lifestyle indicators were recorded: healthy diet, physical activity, smoking, sleeping, and non-overweight status. Logistic regression was used to examine the associations between social capital and lifestyle factors, and whether there was a mediating role of lifestyle. Odds ratios relating health status to social capital were reported before and after adjustment for lifestyle factors. Mediation analysis was then used to calculate the total, direct and indirect effects of social capital on SRH and PWB. Results The results show that social trust was significantly associated with all five lifestyle factors. Social relationship was significantly associated with four of the five: healthy diet, physical activity, sleeping and non-overweight. CCP membership was only significantly associated with two lifestyle factors: physical activity and non-overweight. Social trust and social relationship were significantly related to both SRH and PWB. CCP membership was only significantly related to SRH. Mediation analysis found modest evidence that

Formation of social and household skills in children with hand defects.

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Klimon, Nataly; Koryukov, Alexander; Loseva, Nina; Starobina, Elena

2015-08-01

The aim of this study was to consider the peculiarities of forming social and household skills, and the criteria for their evaluation, as well as an assessment of functional capacity, in children with hand defects both before and after surgical treatment and rehabilitation courses using a system of games. We elaborated and implemented a program of social rehabilitation of preschool children with congenital and acquired hand defects for the development of their functional capabilities and the formation of social and household skills after surgical treatment and prosthetics using play therapy methods. As part of this work, 140 preschool children aged 3-7 years underwent social rehabilitation. Most of the children had congenital hand defects-122 children (87 %): 96 children (79 %) with ectrodactylia, adactylia, hypoplasia, aplasia, hand splitting, club hand, or partial gigantism; 26 children (21 %) with congenital syndactylism and constricted bonds and 18 children (13 %) with acquired defects (burn deformity, amputation). 110 children (79 %) had reached the stage of surgical correction; 30 children (21 %) reached the stage of prosthetics. Most of the children participating in the experiment (78 children, 56 %) had defects of fingers on one hand. The program aimed at solving specific rehabilitation tasks: formation and improvement of all possible types of grip under the existing defect including those after surgery and prosthetics; development of tactile sensations in fingers; development of fine motor skills; increase in range of motion in all joints of the damaged hand; development of attention and concentration; formation of social and household skills appropriate to age; and development of the ability to achieve the set task. Analysis of the level of social and household skills of children with hand defects undergoing rehabilitation treatment at the hospital depending on the age prior to medical and social rehabilitation showed that preschool children with

Mindfulness Facets, Social Anxiety, and Drinking to Cope with Social Anxiety: Testing Mediators of Drinking Problems.

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Clerkin, Elise M; Sarfan, Laurel D; Parsons, E Marie; Magee, Joshua C

2017-02-01

This cross-sectional study tested social anxiety symptoms, trait mindfulness, and drinking to cope with social anxiety as potential predictors and/or serial mediators of drinking problems. A community-based sample of individuals with co-occurring social anxiety symptoms and alcohol dependence were recruited. Participants ( N = 105) completed measures of social anxiety, drinking to cope with social anxiety, and alcohol use and problems. As well, participants completed the Five Facet Mindfulness Questionnaire , which assesses mindfulness facets of accepting without judgment, acting with awareness, not reacting to one's internal experiences, observing and attending to experiences, and labeling and describing. As predicted, the relationship between social anxiety symptoms and drinking problems was mediated by social anxiety coping motives across each of the models. Further, the relationship between specific mindfulness facets (acting with awareness, accepting without judgment, and describe) and drinking problems was serially mediated by social anxiety symptoms and drinking to cope with social anxiety. This research builds upon existing studies that have largely been conducted with college students to evaluate potential mediators driving drinking problems. Specifically, individuals who are less able to act with awareness, accept without judgment, and describe their internal experiences may experience heightened social anxiety and drinking to cope with that anxiety, which could ultimately result in greater alcohol-related problems.

The association between social skills deficits and family history of mood disorder in bipolar I disorder.

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Fernandes, Francy B F; Rocca, Cristiana C; Gigante, Alexandre D; Dottori-Silva, Paola R; Gerchmann, Luciana; Rossini, Danielle; Sato, Rodrigo; Lafer, Beny; Nery, Fabiano G

2018-03-26

To compare social skills and related executive functions among bipolar disorder (BD) patients with a family history of mood disorders (FHMD), BD patients with no FHMD and healthy control (HCs). We evaluated 20 euthymic patients with FHMD, 17 euthymic patients without FHMD, and 31 HCs using the Social Skills Inventory (SSI) and a neuropsychological battery evaluating executive function, inhibitory control, verbal fluency and estimated intelligence. Both BD groups had lower SSI scores than controls. Scores for one subfactor of the social skills questionnaire, conversational skills and social performance, were significantly lower among patients with FHMD than among patients without FHMD (p = 0.019). Both groups of BD patients exhibited significant deficits in initiation/inhibition, but only BD patients with FHMD had deficits in verbal fluency, both compared to HC. There were no associations between social skills questionnaire scores and measures of cognitive function. Euthymic BD patients have lower social skills and executive function performance than HC. The presence of FHMD among BD patients is specifically associated with deficits in conversational and social performance skills, in addition to deficits in verbal fluency. Both characteristics might be associated with a common genetically determined pathophysiological substrate.

A comparison of two group-delivered social skills programs for young children with autism.

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Kroeger, K A; Schultz, Janet R; Newsom, Crighton

2007-05-01

A social skills group intervention was developed and evaluated for young children with autism. Twenty-five 4- to 6-year-old (diagnosed) children were assigned to one of two kinds of social skills groups: the direct teaching group or the play activities group. The direct teaching group used a video-modeling format to teach play and social skills over the course of the intervention, while the play activities group engaged in unstructured play during the sessions. Groups met for 5 weeks, three times per week, 1 h each time. Data were derived and coded from videotapes of pre- and post-treatment unstructured play sessions. Findings indicated that while members of both groups increased prosocial behaviors, the direct teaching group made more gains in social skills.

Examining of social skill levels of university students in terms of certain Variables

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Sevim GÜLLÜ

2017-08-01

Full Text Available Aim: The purpose of this study is to examine the relationship between certain demographic variables and social skill levels of university students. Material and Methods: There were 100 participants (n=51 female, n=49 male in the study group who were the students at the department of Sport Sciences Faculty of Istanbul University in the 2015-2016 academic year. Of the study group 28 participants were between 18-20 years old, 27 participants were between 21-23 years old, 23 participants were between 24-26 years old and 22 participants were above 27 years old. After the demographic information of the participants was formed, the Social Skill Scale was applied which was developed by Matson, Rotarory and Hessel (1983 and adopted to Turkish. In order to measure their social skill levels, the reliability analysis of that scale was done. Cronbach Alpha value is 0.777; about the subscales, the results were found as such; positive social behaviour subscale 0.924, negative social behaviour subscale 0.904. Significance level was accepted as p<0.05. Results: Gender, age, class, whether or not to play sports with a licence, education level of parents, how many years they have been doing sports, and the level of social skills and subscales of their students were not significantly different. Conclusion: As a result; the demographic variables examined within our study did not make a difference in the level of social skills of the participants.

Longitudinal Relationship between Social Skills and Academic Achievement in a Gender Perspective

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Gustavsen, Ann Margareth

2017-01-01

Previous studies found that girls have higher academic achievement than boys in most school subjects. Teachers' grading of academic achievement seems to be based not only on students' knowledge but also their social skills, and teachers tend to assess girls as having better social skills than boys. The main aim of this study was to examine through…

Group Counseling: Techniques for Teaching Social Skills to Students with Special Needs

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Stephens, Derk; Jain, Sachin; Kim, Kioh

2010-01-01

This paper examines literature that supports the use of group counseling techniques in the school setting to teach social skills to children and adolescents with special needs. From the review of this literature it was found that group counseling is a very effective way of addressing a variety of social skills problems that can be displayed by…

Efficacy of the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP) Primary Version

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DiPerna, James Clyde; Lei, Puiwa; Bellinger, Jillian; Cheng, Weiyi

2015-01-01

A multisite cluster randomized trial was conducted to examine the effects of the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP; Elliott & Gresham, 2007) on students' classroom social behavior. The final sample included 432 students across 38 second grade classrooms. Social skills and problem behaviors were measured…

Brief Report: A Pilot Summer Robotics Camp to Reduce Social Anxiety and Improve Social/Vocational Skills in Adolescents with ASD.

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Kaboski, Juhi R; Diehl, Joshua John; Beriont, Jane; Crowell, Charles R; Villano, Michael; Wier, Kristin; Tang, Karen

2015-12-01

This pilot study evaluated a novel intervention designed to reduce social anxiety and improve social/vocational skills for adolescents with autism spectrum disorder (ASD). The intervention utilized a shared interest in robotics among participants to facilitate natural social interaction between individuals with ASD and typically developing (TD) peers. Eight individuals with ASD and eight TD peers ages 12-17 participated in a weeklong robotics camp, during which they learned robotic facts, actively programmed an interactive robot, and learned "career" skills. The ASD group showed a significant decrease in social anxiety and both groups showed an increase in robotics knowledge, although neither group showed a significant increase in social skills. These initial findings suggest that this approach is promising and warrants further study.

Effects of peer-mediated instruction to teach use of speech-generating devices to students with autism in social game routines.

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Trottier, Nadine; Kamp, Lorraine; Mirenda, Pat

2011-03-01

Supporting social interactions between students with autism spectrum disorders (ASDs) and their typically developing peers presents many challenges. The purpose of this study was to investigate the effects of a peer-mediated intervention designed to teach two students with ASD to use speech-generating devices (SGDs) to engage in interactions with peers in a social context at school. Six peer confederates (three from each student with ASD's general education classroom) were taught to support SGD use during game activities. A multiple baseline design was used to examine the relationship between peer-mediated instruction and an increase in total communicative acts (CAs) by the two students with ASD. Results provide evidence that the confederates acquired the skills needed to support SGD use by students with ASD. The results also suggest that the intervention was effective at increasing total appropriate CAs by students with ASD. In addition, social validity ratings by all of the confederates were positive. Results are discussed regarding educational implications, limitations, and future research.

Impacto de la ansiedad social, las habilidades sociales y la cibervictimización en la comunicación online (Impact of Social Anxiety, Social Skills and Cyberbullying on Online Communication

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Raúl Navarro

2012-12-01

Full Text Available The present research examined online communication behaviour in a sample of preadolescents (10-12 years, n= 812. In addition, we examined the effect of social anxiety, social skills and experiences of cyberbullying on online communication behaviour. Online communication measures included items related to time online, platforms used, relationships and motives to go online. Social anxiety was assessed using the Social Anxiety Scale of Children Revised, social skills were measured using the Matson Questionnaire subscale and cyberbullying using the Victimization Scale via Internet. The results show that the group with high social skills and low levels of anxiety spend more time communicating online and use instant messages to talk to friends. In contrast, the online behaviour of the group with high levels of anxiety and low social skills are more motivated to communicate online by their desire to make new friends. Cybervictims spend more time online, use chat rooms and communicate more with strangers than those who do not suffer cyberbullying. These findings suggest that the Internet offers opportunities to maintain and extend social networks but also exposes young people to online risks.

The Influence of Treatment Motivation on Outcomes of Social Skills Training for Juvenile Delinquents.

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van der Stouwe, Trudy; Asscher, Jessica J; Hoeve, Machteld; van der Laan, Peter H; Stams, Geert Jan J M

2018-01-01

This study examined the influence of treatment motivation on posttreatment effectiveness of an outpatient, individual social skills training for juvenile delinquents imposed as a penal sanction. Propensity score matching was used to match a control group of juveniles receiving treatment as usual ( n = 108 of total N = 354) to a treatment group of juveniles receiving Tools4U, a social skills training with a parental component ( N = 115). Treatment motivation was examined as a moderator and predictor of treatment effects on impulsivity, social perspective-taking, social problem-solving, lack of critical reasoning, developmental task-related skills, and parenting skills. Treatment effects were mostly consistent across juveniles with different levels of treatment motivation. Only one moderating effect was found on active tackling (i.e., actively addressing problems), and predictive effects were found on seeking social support, cognitive empathy, hostile intent attribution, and self-centeredness. Implications for further research are discussed.

The Influence of Treatment Motivation on Outcomes of Social Skills Training for Juvenile Delinquents

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van der Stouwe, Trudy; Asscher, Jessica J.; Hoeve, Machteld; van der Laan, Peter H.; Stams, Geert Jan J. M.

2016-01-01

This study examined the influence of treatment motivation on posttreatment effectiveness of an outpatient, individual social skills training for juvenile delinquents imposed as a penal sanction. Propensity score matching was used to match a control group of juveniles receiving treatment as usual (n = 108 of total N = 354) to a treatment group of juveniles receiving Tools4U, a social skills training with a parental component (N = 115). Treatment motivation was examined as a moderator and predictor of treatment effects on impulsivity, social perspective-taking, social problem-solving, lack of critical reasoning, developmental task-related skills, and parenting skills. Treatment effects were mostly consistent across juveniles with different levels of treatment motivation. Only one moderating effect was found on active tackling (i.e., actively addressing problems), and predictive effects were found on seeking social support, cognitive empathy, hostile intent attribution, and self-centeredness. Implications for further research are discussed. PMID:27225504

Rural Dilemmas in School-to-Work Transition: Low Skill Jobs, High Social Demands.

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Danzig, Arnold

1996-01-01

Thirty-three employers in rural Arizona were interviewed concerning employer expectations, workplace opportunities, authority patterns, rewards, and social interaction at work regarding entry level workers directly out of high school. Available work was low skill with few rewards, yet demanded strong social skills and work ethic. Discusses…

Predicting Treatment Success in Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA Program for the Education and Enrichment of Relational Skills

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Chang, Ya-Chih; Laugeson, Elizabeth A.; Gantman, Alexander; Ellingsen, Ruth; Frankel, Fred; Dillon, Ashley R.

2014-01-01

This study seeks to examine the predictors of positive social skills outcomes from the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills, an evidence-based parent-assisted social skills program for high-functioning middle school and high school adolescents with autism spectrum disorders. The…

Comparing Student and Teacher Perceptions of the Importance of Social Skills in a Self-Contained Setting

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Morgan, Joseph John; Dobbins, Nicole; Hsiao, Yun-Ju; Brown, Nancy; Higgins, Kyle

2015-01-01

Implementation of social skills deemed appropriate for use in school is important for student success. Students with emotional and behavioral disorders often fail to use these social skills, requiring intervention to facilitate their use. Results related to social skills interventions have been mixed; one suggested reason for this is the lack of…

(Social) Cognitive skills and social information processing in children with mild to borderline intellectual disabilities

NARCIS (Netherlands)

van Nieuwenhuijzen, M.; Vriens, A.

2012-01-01

The purpose of this study was to examine the unique contributions of (social) cognitive skills such as inhibition, working memory, perspective taking, facial emotion recognition, and interpretation of situations to the variance in social information processing in children with mild to borderline

Moving Away from Social Work and Half Way Back Again: New Research on Skills in Probation

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Raynor, Peter; Vanstone, Maurice

2016-01-01

Research on social work in the criminal justice system was well represented in the social work literature until the 1990s. Since then, changes in the organisation, training and research base of probation practice, particularly in England and Wales, have all contributed to a separation between probation research and the mainstream social work research literature. However, recent probation research, by focusing on individual practice skills and on the quality of relationships, is producing findings which resonate with traditional social work concerns. The study presented here, based on analysis of videotaped interviews between probation staff and the people they are supervising, shows what skills are used and the effects of skilled supervision. People supervised by more skilled staff were significantly less likely to be reconvicted over a two-year follow-up, and the most effective supervisors combined good relationship skills with a range of ‘structuring’ or change-promoting skills. In effect, this can be regarded as a test of the impact of social work skills used by probation staff and suggests that a closer relationship between mainstream social work research and probation research could be productive for both. PMID:27559218

Effect of a classroom-based intervention on the social skills of pupils with intellectual disability in Southwest Nigeria.

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Adeniyi, Yetunde C; Omigbodun, Olayinka O

2016-01-01

Studies have demonstrated that social skill interventions and classroom supports are effective for pupils with intellectual disability. Such interventions have been demonstrated to reduce the risk of developing mental disorders, majority of which have their onset during the period of youth. Most young people with intellectual disability in low-resource settings do not have access to interventions that would enable or enhance their participation in society. The aim of this study was to investigate the effect of a social skills training for pupils with intellectual disability attending a special school in Southwest Nigeria. Thirty pupils with mild to moderate intellectual disability participated in the study. Utilising the Explore social skills curriculum, teachers were trained to give lessons to the participants 3-4 times a week for 8 weeks in their classrooms. Social skills level of participants was assessed with the Matson evaluation of social skills for individuals with severe retardation (MESSIER) at baseline and immediately after the intervention. Paired t tests, Wilcoxon signed-rank test, Mann-Whitney U test and the Kruskal-Wallis Test were used to assess for pre and post intervention changes in social skills scores and analysis of changes in social skills across socio-demographic variables at p social skills impairment, 2 (6.7 %) had none or minimal impairments and 10 (30 %) had severe impairments. At the end of the intervention, there was a 20 % reduction in the number of participants in the severe social skills impairment category and 13.3 % increase in the number of participants in the 'none or minimal' social skills category. The mean pre and post- intervention total social skills scores were 126.63 ± 17.91 and 135.97 ± 20.81 respectively with a mean difference of 9.34 (t = 3.71; p = 0.001). The social skills of pupils with intellectual disability who participated in this study improved significantly during the 8 weeks the Explore social

The Role of Social Support in Mediating Stress and Depression

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Prashanth Talwar

2017-05-01

Full Text Available As important as it is to fully comprehend the relationship between stress and depression among university students, it is also vital to ascertain the role of perceived social support as an essential psychosocial factor for effectively delimiting the deleterious impact of stress exposure. As such, the current study aimed to examine whether perceived social support functioned as a mediating factor in the relationship between stress and depression among university students. Data was collected from undergraduate students of a public university in Sarawak, Malaysia. Information on demographics, depression, stress and perceived social support were collated through self-report questionnaires. Results revealed significant gender differences for perceived social support, wherein female students reported lower levels of social support compared to their counterparts. Mediation analysis portrayed that the association between stress and depression was partially accounted for, by the mediating role of perceived social support.

Video Modeling to Teach Social Safety Skills to Young Adults with Intellectual Disability

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Spivey, Corrine E.; Mechling, Linda C.

2016-01-01

This study evaluated the effectiveness of video modeling with a constant time delay procedure to teach social safety skills to three young women with intellectual disability. A multiple probe design across three social safety skills (responding to strangers who: requested personal information; requested money; and entered the participant's…

Social Competence in Childhood Brain Tumor Survivors: Feasibility and Preliminary Outcomes of a Peer-Mediated Intervention

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Devine, Katie A.; Bukowski, William M.; Sahler, Olle Jane Z.; Ohman-Strickland, Pamela; Smith, Tristram H.; Lown, E. Anne; Patenaude, Andrea Farkas; Korones, David N.; Noll, Robert B.

2016-01-01

Objective Evaluate the acceptability, feasibility, and preliminary outcomes of a peer-mediated intervention to improve social competence of brain tumor survivors and classmates. Methods Twelve childhood brain tumor survivors and 217 classroom peers in intervention (n = 8) or comparison (n = 4) classrooms completed measures of social acceptance and reputation at two time points in the year. The intervention (5–8 sessions over 4–6 weeks) taught peer leaders skills for engaging classmates. Individual and classroom outcomes were analyzed with ANCOVA. Results Recruitment rates of families of brain tumor survivors (81%) and schools (100%) were adequate. Peer leaders reported satisfaction with the intervention. Preliminary outcome data trended toward some benefit in increasing the number of friend nominations for survivors of brain tumors but no changes in other peer-reported metrics. Preliminary results also suggested some positive effects on classroom levels of victimization and rejection. Conclusions A peer-mediated intervention was acceptable to families of brain tumor survivors and feasible to implement in schools. Findings warrant a larger trial to evaluate improvements for children with brain tumors and their peers. PMID:27355881

Social Skills Questionnaire for Argentinean College Students (SSQ-U) Development and Validation.

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Morán, Valeria E; Olaz, Fabián O; Del Prette, Zilda A P

2015-11-27

In this paper we present a new instrument called Social Skills Questionnaire for Argentinean College Students (SSQ-U). Based on the adapted version of the Social Skills Inventory - Del Prette (SSI-Del Prette) (Olaz, Medrano, Greco, & Del Prette, 2009), we wrote new items for the scale, and carried out psychometric analysis to assess the validity and reliability of the instrument. In the first study, we collected evidence based on test content through expert judges who evaluated the quality and the relevance of the items. In the second and third studies, we provided validity evidence based on the internal structure of the instrument using exploratory (n = 1067) and confirmatory (n = 661) factor analysis. Results suggested a five-factor structure consistent with the dimensions of social skills, as proposed by Kelly (2002). The fit indexes corresponding to the obtained model were adequate, and composite reliability coefficients of each factor were excellent (above .75). Finally, in the fourth study, we provided evidence of convergent and discriminant validity. The obtained results allow us to conclude that the SSQ-U is the first valid and reliable instrument for measuring social skills in Argentinean college students.

Improvement in social deficits in autism spectrum disorders using a theatre-based, peer-mediated intervention.

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Corbett, Blythe A; Swain, Deanna M; Coke, Catherine; Simon, David; Newsom, Cassandra; Houchins-Juarez, Nea; Jenson, Ashley; Wang, Lily; Song, Yanna

2014-02-01

Social Emotional NeuroScience Endocrinology Theatre is a novel intervention program aimed at improving reciprocal social interaction in youth with autism spectrum disorder (ASD) using behavioral strategies and theatrical techniques in a peer-mediated model. Previous research using a 3-month model showed improvement in face perception, social interaction, and reductions in stress. The current study assessed a 2-week summer camp model. Typically developing peers were trained and paired with ASD youth (8-17 years). Social perception and interaction skills were measured before and after treatment using neuropsychological and parental measures. Behavioral coding by reliable, independent raters was conducted within the treatment context (theatre) and outside the setting (playground). Salivary cortisol levels to assess physiological arousal were measured across contexts (home, theatre, and playground). A pretest-posttest design for within-group comparisons was used, and prespecified pairwise comparisons were achieved using a nonparametric Wilcoxon signed-rank test. Significant differences were observed in face processing, social awareness, and social cognition (P < 0.05). Duration of interaction with familiar peers increased significantly over the course of treatment (P < 0.05), while engagement with novel peers outside the treatment setting remained stable. Cortisol levels rose on the first day of camp compared with home values yet declined by the end of treatment and further reduced during posttreatment play with peers. Results corroborate previous findings that the peer-mediated theatre program contributes to improvement in core social deficits in ASD using a short-term, summer camp treatment model. Future studies will explore treatment length and peer familiarity to optimize and generalize gains. © 2013 International Society for Autism Research, Wiley Periodicals, Inc.

Emotional intelligence and social skills on self-efficacy in Secondary Education students. Are there gender differences?

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Salavera, Carlos; Usán, Pablo; Jarie, Laurane

2017-10-01

Self-efficacy affects our students' academic results, which may be related to people's social skills and emotional intelligence. This study included 1402 (50.71% males) Secondary Education Spanish students (12-17 years), and analysed the relation of self-efficacy with emotional intelligence and social skills. It showed how these constructs were related, and how the self-efficacy perceived by students varied according to their social skills and emotional intelligence. Gender did not influence self-efficacy, social skills and emotional intelligence. These variables showed similar correlation indices in females and males. Self-efficacy was related with social skills and emotional intelligence in Secondary Education students, but this relation was not gender-sensitive. More studies and research are needed to study and describe these variables according to gender from other perspectives. One proposal is to investigate the association between gender identity and self-efficacy and social skills and emotional intelligence to better understand how these constructs participate in adolescent development. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Does Classmate Ability Influence Students' Social Skills?

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Gottfried, Michael A.

2015-01-01

Empirically, the link between classmate ability and individual-level student achievement has been established. And yet, within the scope of this body of literature, there is a dearth of studies examining if a relationship also persists between classmate ability and non-achievement outcomes--that is, social skills. This article fills this research…

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE PAIR CHECKS PEMECAHAN MASALAH UNTUK MENINGKATKAN SOCIAL SKILL SISWA

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R. Lestari

2012-07-01

Full Text Available Tujuan penelitian tindakan kelas ini untuk mengetahui pengaruh proses pembelajaran dengan menggunakan model pembelajaran kooperatif tipe Pair Checks pemecahan masalah terhadap peningkatan social skill siswa. Pada proses penerapan model pembelajaran kooperatif tipe Pair Checks pemecahan masalah siswa dibagi dalam kelompok-kelompok dan satu kelompok terdiri dari dua orang. Setiap kelompok berdiskusi untuk menyelesaikan suatu masalah, kemudian hasil diskusi kelompok akan dicek oleh pasangan dari kelompok lain. Metode Penelitian yang digunakan adalah penelitian tindakan kelas yang dilaksanakan dua siklus. Metode pengumpulan data menggunakan tes dan angket skala sikap, sedangkan teknik analisis data menggunakan teknik analisis data kuantitatif. Social Skill siswa dari siklus I ke siklus II mengalami peningkatan. Hal ini didapatkan dari data angket skala sikap siklus I ke siklus II ketuntasan klasikalnya meningkat dan sebagian besar siswa sudah memiliki social skill yang baik. Hasil belajar kognitif siswa juga mengalami peningkatan. Model pembelajaran kooperatif tipe Pair Checks pemecahan masalah dapat meningkatkan social skill siswa.This two cycles-action research aimed to know learning process applying cooperative learning model-pair checks problem solving type and improvement of student’s social skills. The process of the model was as follows: deviding students into some groups consisting of two students, solving problem by each group and checking result of the discussion by other groups. Data collection method used was test and the use of attitude scale questionnaire, while technique of data analysis used was quantitative data analysis technique. The data analysis result showed that there was an increase of student’s social skill and students’ achievement from cycle one to two. It is concluded that cooperative learning model-pair checks problem solving type can enhance student’s social skills

Social Skill Development and Academic Competence in Children with and without Intellectual Disability

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Murphy, Marina

2017-01-01

Social skills and academic competence are key factors influencing children's development and functioning across early childhood and through adolescence. There is a great need to understand the longitudinal patterns of growth in social and academic skills in order to further inform intervention, particularly for at-risk groups such as individuals…

Relations of Preschoolers' Visual-Motor and Object Manipulation Skills With Executive Function and Social Behavior.

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MacDonald, Megan; Lipscomb, Shannon; McClelland, Megan M; Duncan, Rob; Becker, Derek; Anderson, Kim; Kile, Molly

2016-12-01

The purpose of this article was to examine specific linkages between early visual-motor integration skills and executive function, as well as between early object manipulation skills and social behaviors in the classroom during the preschool year. Ninety-two children aged 3 to 5 years old (M age  = 4.31 years) were recruited to participate. Comprehensive measures of visual-motor integration skills, object manipulation skills, executive function, and social behaviors were administered in the fall and spring of the preschool year. Our findings indicated that children who had better visual-motor integration skills in the fall had better executive function scores (B = 0.47 [0.20], p gender, Head Start status, and site location, but not after controlling for children's baseline levels of executive function. In addition, children who demonstrated better object manipulation skills in the fall showed significantly stronger social behavior in their classrooms (as rated by teachers) in the spring, including more self-control (B - 0.03 [0.00], p social behavior in the fall and other covariates. Children's visual-motor integration and object manipulation skills in the fall have modest to moderate relations with executive function and social behaviors later in the preschool year. These findings have implications for early learning initiatives and school readiness.

Social Skills in Youth With Spina Bifida: A Longitudinal Multimethod Investigation Comparing Biopsychosocial Predictors.

Science.gov (United States)

Holbein, Christina E; Peugh, James L; Holmbeck, Grayson N

2017-11-01

To examine the relative contributions of neuropsychological (attention and executive function), family (cohesion and conflict), and health (body mass index, lesion level, gross motor function) domains on social skills over time in youth with spina bifida (SB). In all, 140 youth with SB (T1 mean age = 11.43 years) and their families participated in the study at baseline with an additional visit 2 years later. Study variables were assessed with multiple methods (questionnaire, medical chart review, observation, neuropsychological tests) and reporters (parents, teachers). Multivariate hierarchical linear regressions determined the predictive power of the three domains for T2 social skills. Neuropsychological variables accounted for significant variance in mother- and father-reported T2 social skills. Neither family nor health variables contributed significantly to later social skills when other domains were included in the model. Neuropsychological factors are particularly important for social skill development in youth with SB. Findings can inform screening and intervention practices. © The Author 2017. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

The effects of inquiry-based science on the social and communicative skills of students with low-incidence disabilities

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D'Angelo, Heather Hopkins

This research utilized inquiry based science as a vehicle to implement and maintain social skills training for secondary students, ages 14 to 20, with low-incidence disabilities in a self-contained classroom. This three year action research study examined the effects of an inquiry based science curriculum on the level and quantity of social skills used by students with one or more of the following challenges: significant learning disability (functioning more than two grade levels below grade level), emotional/social disability, mental retardation, Autism, and/or varying degrees of brain damage. Through the use of video recording, the students in the study were analyzed based on the level of social interaction and the amount of socialization that took place during inquiry based science. The skills sought were based on the social and communication skills earmarked in the students' weekly social skills training class and their Individualized Education Plans (IEP). Based on previous research in social skills training it has been determined that where social skills training is lacking are in the areas of transfer and maintenance of skills. Due to the natural social behavior that must take place in inquiry based science this group of students were found to exhibit gains in (1) quantity of social interactions on topic; (2) developing higher levels of social interactions (sharing, taking other's suggestions, listening and responding appropriately, etc.); and (3) maintenance of social skills taught outside of formal social skills training. These gains were seen overall in the amount of student involvement during inquiry based science verses teacher involvement. Such increases are depicted through students' verbal exchanges, excerpts from field notes, and student reflections. The findings of this research is expected to guide special educators, administrators and directors of curriculum as to how to better create curriculum for this specific population where social skills

Some children with autism have latent social skills that can be tested

Czech Academy of Sciences Publication Activity Database

Hrdlička, M.; Urbánek, Tomáš; Vacová, M.; Beranová, Š.; Dudová, I.

2017-01-01

Roč. 13, March (2017), s. 827-833 ISSN 1178-2021 Institutional support: RVO:68081740 Keywords : autism * latent social skills * Autism Diagnostic Interview – Revised * Autism Diagnostic Observation Schedule * prediction Subject RIV: AN - Psychology OBOR OECD: Psychology (including human - machine relations) Impact factor: 2.198, year: 2016 https://www.dovepress.com/some-children-with- autism -have-latent-social-skills-that-can-be-tested-peer-reviewed-article-NDT

Some children with autism have latent social skills that can be tested

Czech Academy of Sciences Publication Activity Database

Hrdlička, M.; Urbánek, Tomáš; Vacová, M.; Beranová, Š.; Dudová, I.

2017-01-01

Roč. 13, March (2017), s. 827-833 ISSN 1178-2021 Institutional support: RVO:68081740 Keywords : autism * latent social skills * Autism Diagnostic Interview – Revised * Autism Diagnostic Observation Schedule * prediction Subject RIV: AN - Psychology OBOR OECD: Psychology (including human - machine relations) Impact factor: 2.198, year: 2016 https://www.dovepress.com/some-children-with-autism-have-latent- social -skills-that-can-be-tested-peer-reviewed-article-NDT

Developmental Pathways to Integrated Social Skills: The Roles of Parenting and Early Intervention

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Ayoub, Catherine; Vallotton, Claire D.; Mastergeorge, Ann M.

2011-01-01

Dynamic skill theory was utilized to explain the multiple mechanisms and mediating processes influencing development of self-regulatory and language skills in children at 14, 24, and 36 months of age. Relations were found between family risks, parenting-related stresses, and parent-child interactions that contribute either independently or through…

Metacognition-oriented social skills training for individuals with long-term schizophrenia: methodology and clinical illustration.

Science.gov (United States)

Ottavi, Paolo; D'Alia, Daria; Lysaker, Paul; Kent, Jerillyn; Popolo, Raffaele; Salvatore, Giampaolo; Dimaggio, Giancarlo

2014-01-01

There is much evidence indicating the presence of social deficits in schizophrenia and the detrimental effect of these deficits on global functioning in this population. As a result, social skills training (SST) has emerged as a legitimate psychosocial treatment, although effectiveness research has revealed small effect sizes and limited generalizability regarding the benefits of this treatment. In light of the strong evidence of metacognitive deficits in schizophrenia and the importance of metacognition to successful social functioning, we propose a novel therapeutic intervention wherein metacognitive remediation is integrated into SST: metacognition-oriented social skills training (MOSST). In the current paper, we present MOSST, an adapted SST programme wherein clients are also encouraged to have mindful contact with their own thoughts and to better consider and understand the mental states of others as well as the connection between mental states and behaviour. We present a case wherein an individual with schizophrenia successfully completed the MOSST programme. We outline directions for future research, starting with the logical next step of empirically testing the efficacy of MOSST. Currently social skills training is considered to be the elected psychosocial treatment for people affected by schizophrenia, although evidence indicates limited benefits. People with schizophrenia have metacognitive deficits, which interfere with proper social functioning. A metacognitive-oriented social skills training (MOSST) intervention has been developed by the authors.A treatment such as MOSST, which integrates social skills training and metacognitive training, promises to improve social skills through improving the metacognition. Copyright © 2013 John Wiley & Sons, Ltd.

Assessment of the Prosocial Behaviors of Young Children with Regard to Social Development, Social Skills, Parental Acceptance-Rejection and Peer Relationships

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Gulay, Hulya

2011-01-01

The aim of the study was prosocial behaviors of 5-6 years old children were investigated with regard to parental acceptance-rejection, peer relationships, general social development and social skills. The participants of the study included 277 5-6-year-old Turkish children and their parents. The Child Behavior Scale, Social Skills Form, Marmara…

Social-Emotional Correlates of Early Stage Social Information Processing Skills in Children With and Without Autism Spectrum Disorder.

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Russo-Ponsaran, Nicole M; McKown, Clark; Johnson, Jason K; Allen, Adelaide W; Evans-Smith, Bernadette; Fogg, Louis

2015-10-01

Difficulty processing social information is a defining feature of autism spectrum disorder (ASD). Yet the failure of children with ASD to process social information effectively is poorly understood. Using Crick and Dodge's model of social information processing (SIP), this study examined the relationship between social-emotional (SE) skills of pragmatic language, theory of mind, and emotion recognition on the one hand, and early stage SIP skills of problem identification and goal generation on the other. The study included a sample of school-aged children with and without ASD. SIP was assessed using hypothetical social situations in the context of a semistructured scenario-based interview. Pragmatic language, theory of mind, and emotion recognition were measured using direct assessments. Social thinking differences between children with and without ASD are largely differences of quantity (overall lower performance in ASD), not discrepancies in cognitive processing patterns. These data support theoretical models of the relationship between SE skills and SIP. Findings have implications for understanding the mechanisms giving rise to SIP deficits in ASD and may ultimately inform treatment development for children with ASD. © 2015 International Society for Autism Research, Wiley Periodicals, Inc.

Group Social Skills Interventions for Adults with High-Functioning Autism Spectrum Disorders: A Systematic Review

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Spain, Debbie; Blainey, Sarah H.

2015-01-01

Autism spectrum disorders are characterised by impairments in communication and social interaction. Social skills interventions have been found to ameliorate socio-communication deficits in children and adolescents with autism spectrum disorders. Little is known about the effectiveness of social skills interventions for adults with…

Comparative study of social skills observation of twin with and without visual impairment

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Carolina Severino Lopes da Costa

2012-03-01

Full Text Available The general aim was to describe and characterize the social performances of two identical twins aged ten years old: one blind and one sighted. The data were obtained by filming the children during free situations. According to a protocol for observing the free situations, the films were assessed so that the children’s performances enabled to infer the categories of social skills. The results showed that the sighted child presented a wider and more refined repertoire of social skills in relation to her sister. From the data, it is possible to conclude, in this case, that blind and sighted children have distinct social skills repertories, and the existing differences can be related to the blind variable as well as to the differences in the way the environment stimulates the children.

Attentional control mediates the effect of social anxiety on positive affect☆

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Morrison, Amanda S.; Heimberg, Richard G.

2015-01-01

The goal of the present studies was to examine whether attentional control, a self-regulatory attentional mechanism, mediates the effect of social anxiety on positive affect. We tested this mediation in two studies using undergraduate students selected to represent a broad range of severity of social anxiety. Self-report assessments of social anxiety, attentional control, and positive affect were collected in a cross-sectional design (Study 1) and in a longitudinal design with three assessment points (Study 2). Results of both studies supported the hypothesized mediational model. Specifically, social anxiety was inversely related to attentional control, which itself positively predicted positive affect. This mediation remained significant even when statistically controlling for the effects of depression. Additionally, the hypothesized model provided superior model fit to theoretically-grounded equivalent models in both studies. Implications of these findings for understanding diminished positive affect in social anxiety are discussed. PMID:23254261

Parents Perceive Improvements in Socio-emotional Functioning in Adolescents with ASD Following Social Skills Treatment.

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N Lordo, Danielle; Bertolin, Madison; L Sudikoff, Eliana; Keith, Cierra; Braddock, Barbara; Kaufman, David A S

2017-01-01

The current study examined the effectiveness of a social skills treatment (PEERS) for improving socio-emotional competencies in a sample of high-functioning adolescents with ASD. Neuropsychological and self- and parent-report measures assessing social, emotional, and behavioral functioning were administered before and after treatment. Following social skills treatment, adolescents with ASD exhibited decreased aggression, anxiety, and withdrawal, as well as improvements in emotional responsiveness, adaptability, leadership, and participation in activities of daily living, though no change was found in affect recognition abilities. These findings suggest that PEERS social skills treatment improves particular aspects of emotional, behavioral, and social functioning that may be necessary for developing and maintaining quality peer relationships and remediating social isolation in adolescents with ASD.

Teaching Social Communication Skills Using a Cool versus Not Cool Procedure plus Role-Playing and a Social Skills Taxonomy

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Leaf, Justin B.; Taubman, Mitchell; Milne, Christine; Dale, Stephanie; Leaf, Jeremy; Townley-Cochran, Donna; Tsuji, Kathleen; Kassardjian, Alyne; Alcalay, Aditt; Leaf, Ronald; McEachin, John

2016-01-01

We utilized a cool versus not cool procedure plus role-playing to teach social communication skills to three individuals diagnosed with autism spectrum disorder. The cool versus not cool procedure plus role-playing consisted of the researcher randomly demonstrating the behavior correctly (cool) two times and the behavior incorrectly (not cool) two…

An Evaluation of Behavioral Skills Training for Teaching Caregivers How to Support Social Skill Development in Their Child with Autism Spectrum Disorder.

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Hassan, Mahfuz; Simpson, Andrea; Danaher, Katey; Haesen, James; Makela, Tanya; Thomson, Kendra

2018-06-01

Limited research has explored how to best train caregivers to support their child with autism spectrum disorder (ASD) despite caregivers being well suited to promote generalization and maintenance of their child's skills in the natural environment. Children with ASD have been shown to benefit from social skill training, which is not always conducted in the natural context. This research examined the efficacy of behavioral skills training (BST) with, and without in situ training (IST), for teaching caregivers how to also use BST to support their child's context-specific social skills. Although caregivers met mastery criterion within BST sessions, their skills did not generalize to the natural environment until IST was introduced. The implications of the findings are discussed.

The role of life skills promotion in substance abuse prevention: a mediation analysis.

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Bühler, Anneke; Schröder, Elke; Silbereisen, Rainer K

2008-08-01

Research has shown that life skills programs are the most effective single activity in school-based substance abuse prevention. However, little is known about the processes through which they are effective. This study examines whether an evidence-based prevention program targeting general competence is effective through the promotion of knowledge about life skills and enhanced related behaviors. Based on a sample of 442 fifth graders participating in a quasi-experimental prevention study, as expected, mediation analyses revealed that increased knowledge about life skills paralleled an increase in students' distant attitudes toward alcohol and nicotine use. Unexpectedly, behaviors manifesting enhanced life skills were found not only among program participants who remained experimental/non-smokers or stopped smoking but also among smokers. In general, findings suggest that favorable prevention outcomes may be influenced through building knowledge about general life skills. The notion of uniform mechanisms of effectiveness in prevention programs is discussed.

Improvements in fundamental movement skill competency mediate the effect of the SCORES intervention on physical activity and cardiorespiratory fitness in children.

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Cohen, Kristen E; Morgan, Philip J; Plotnikoff, Ronald C; Barnett, Lisa M; Lubans, David R

2015-01-01

Numerous studies have identified a positive association between fundamental movement skill (FMS) competency and physical activity in children; however, the causal pathways have not been established. The aim of this study is to determine if changes in FMS competency mediated the effect of the Supporting Children's Outcomes using Rewards, Exercise and Skills (SCORES) intervention on physical activity and cardiorespiratory fitness in children. Eight primary schools (25 classes) and 460 children (aged 8.5 ± 0.6, 54% girls) were randomised to the SCORES intervention or control group for the 12-month study. The outcomes were accelerometer-determined moderate-to-vigorous physical activity (MVPA) and cardiorespiratory fitness. The hypothesised mediators were actual FMS competency and perceived sport competence. Mediation analyses were conducted using multilevel linear analysis in MPlus. From the original sample, 138 (30.0%) and 370 (80.4%) children provided useable physical activity and cardiorespiratory fitness data at post-test assessments. There were significant treatment effects for locomotor skills and overall FMSs. Changes in MVPA were associated with changes in object-control skills, overall FMSs and perceived competence. The overall FMSs had a significant mediating effect on MVPA (AB = 2.09, CI = 0.01-4.55). Overall FMSs (AB = 1.19, CI = 0.002-2.79) and locomotor skills (AB = 0.74, CI = 0.01-1.69) had a significant mediating effect on cardiorespiratory fitness. The results of this study conclude that actual but not perceived movement skill competency mediated the effect of the SCORES intervention on physical activity and cardiorespiratory fitness.

THE RELATIONSHIP BETWEEN SOCIAL SKILLS AND PSYCHOSOCIAL FUNCTIONING IN EARLY ADOLESCENCE

NARCIS (Netherlands)

BIJSTRA, JO; BOSMA, HA; JACKSON, S

This study discusses the relationship between adolescents' social skills and four indicators of psycho-social functioning, viz. self-esteem, well-being, coping and social support. A total of 660 adolescents, 13-15 years of age, responded to a series of self-report measures which referred to these

Social skills in children with intellectual disabilities with and without autism

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de Bildt, A; Serra, M; Luteijn, E; Kraijer, D; Sytema, S; Minderaa, R

Background Social skills were studied in 363 children with mild intellectual disabilities (ID) and 147 with moderate ID with and without autism (age 4 through 18). The objective was to investigate the value of the Children's Social Behaviour Questionnaire (CSBQ), as a measure of subtle social

Guidelines for Assessing Job-Related Social Skills of Mildly Handicapped Students.

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Bullis, Michael; Foss, Gilbert

1986-01-01

Effective assessment of job-related social skills of mildly handicapped workers should consider three components of social competence: context, cognition, and performance. A comprehensive profile of social competence is best obtained through use of several assessment tools, such as: rating scales; role play; problem-solving tests; applied…

d-Cycloserine enhances durability of social skills training in autism spectrum disorder.

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Wink, Logan K; Minshawi, Noha F; Shaffer, Rebecca C; Plawecki, Martin H; Posey, David J; Horn, Paul S; Adams, Ryan; Pedapati, Ernest V; Schaefer, Tori L; McDougle, Christopher J; Swiezy, Naomi B; Erickson, Craig A

2017-01-01

d-Cycloserine (DCS) enhances extinction learning across species, but it has proven challenging to identify consistent benefit of DCS when added to therapeutic interventions. We conducted a placebo-controlled trial of DCS to potentiate social skills training in autism spectrum disorder (ASD) but found substantial improvement in both the DCS and placebo groups at the conclusion of active treatment. Here, we assess the impact of DCS 11 weeks following active treatment to evaluate the impact of DCS on treatment response durability. Study participants included 60 outpatient youth with ASD, ages 5-11 years, all with IQ above 70, and significantly impaired social functioning who completed a 10-week active treatment phase during which they received weekly single doses of 50 mg of DCS or placebo administered 30 min prior to group social skills training. Following the 10-week active treatment phase, blinded follow-up assessments occurred at week 11 and week 22. The primary outcome measure for our durability of treatment evaluation was the parent-rated social responsiveness scale (SRS) total raw score at week 22. Analysis of the SRS total raw score demonstrated significant decrease for the DCS group compared to the placebo group ( p  = 0.042) indicating greater maintenance of treatment effect in the DCS group. DCS was well tolerated, with irritability being the most frequently reported adverse effect in both groups. The findings of this study suggest that DCS may help youth with ASD to maintain skills gained during sort-term social skills training. Larger-scale studies with longer follow-up will be necessary to further understand the long-term impact of DCS paired with structured social skills training. ClinicalTrials.gov, NCT01086475.