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Journal articles on the topic 'Social skills in children'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Kaur, Manpreet. "Social Problem-Solving Skills In Children: an Exploratory Study." Journal of Advances and Scholarly Researches in Allied Education 15, no. 8 (September 1, 2018): 21–29. http://dx.doi.org/10.29070/15/57863.

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2

McKeiver, Sharon, and Alison Kneen. "Teaching Social Skills to Children." Curriculum Inquiry 22, no. 4 (1992): 363. http://dx.doi.org/10.2307/1180204.

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3

Elliott, Stephen N., and Frank M. Gresham. "Social Skills Interventions for Children." Behavior Modification 17, no. 3 (July 1993): 287–313. http://dx.doi.org/10.1177/01454455930173004.

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4

Mckeiver, Sharon, and Alison Kneen. "Teaching Social Skills to Children." Curriculum Inquiry 22, no. 4 (December 1992): 363–82. http://dx.doi.org/10.1080/03626784.1992.11075413.

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5

Marlower, Herbert A. "Social Skills Training with Children." Journal of Primary Prevention 7, no. 1 (September 1986): 49–53. http://dx.doi.org/10.1007/bf01325224.

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6

França-Freitas, Maria Luiza Pontes de, Almir Del Prette, and Zilda Aparecida Pereira Del Prette. "Social skills of gifted and talented children." Estudos de Psicologia (Natal) 19, no. 4 (December 2014): 288–95. http://dx.doi.org/10.1590/s1413-294x2014000400006.

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There is a clear lack of empirical studies about the socio-emotional characteristics of gifted and talented children, especially in the context of social skills. This study aimed to characterize the social skills of such children, identifying similarities and differences in the skill repertoire in comparison with non-gifted children. The sample contained 394 children from 8 to 12 years old, of which 269 children were identified as gifted. All participants answered the Social Skills Rating System and Socio-demographic Questionnaire. The results indicate a more elaborate social skills repertoire for gifted children in all categories with the exception of empathic skills. The implications of these results for the planning of educational programs are discussed and future research directions are identified.

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7

Bălaș-Baconschi, Cristina, and Andrada Bărbulescu. "Reducing Inappropriate Behaviors and Enhancing Social Skills in Children with ASD Through Social Stories." Educatia 21, no. 23 (December 21, 2022): 92–103. http://dx.doi.org/10.24193/ed21.2022.23.10.

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Teaching social skills is a challenging process due to the fact that each skill is difficult to motivate and reward and to the sheer number of skills that can be considered social skills and the infinite ways in which changes in the environment affect the perception of each skill. The most important step in the development of the social skills repertoire in children diagnosed with ASD consists in the occurrence of social desire. Therefore, the social environment must be implemented in a way that is attractive to the child. Many social skills are learned automatically in typical ABA/VB programs. Children with autism spectrum disorder (ASD) seem to lack a desire to search for deeper causal links in their understanding of the world. Instead, they remember predictable routines (for example, brushing their teeth) and processing information at the surface level. This leads to a fragmented and superficial understanding of the environment, although they can remember much about it. Children with ASD face difficulties in achieving social contexts in the sense of other people's behavior, because it relies on understanding their intentions. The aim of this study was to evaluate the effects of a Social Story as an intervention used to reduce maladaptive behavior and to enhance social skills in 3 children diagnosed with ASD.

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8

Diana, Lady, Dinar Sugiana Fitrayadi, and Ria Yuni Lestari. "PERAN DINAS SOSIAL DALAM MEMBENTUK LIFE SKILL ANAK JALANAN DI KOTA SERANG." Pro Patria: Jurnal Pendidikan, Kewarganegaraan, Hukum, Sosial, dan Politik 3, no. 2 (August 31, 2020): 124–40. http://dx.doi.org/10.47080/propatria.v3i2.981.

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The purpose of this study: 1) to determine the Role of the Social Service in Shaping the Life Skill of Street Children in Serang City 2) to find out the Activities carried out by the Social Service in Shaping the Life Skill of street children in the City of Serang 3) to find out the Obstacles experienced by the Social Service in forming Life Skill of street children in Serang City. The method used: descriptive method with a qualitative approach. The instruments used: observation, interviews, and documentation. Research subjects: Serang City Social Service and Street Children in Serang City. The results of this study indicate that the Role of Social Services in Shaping the Life Skill of Street Children in Serang City through self-knowledge, rational thinking skills, social skills, academic skills, and vocational skills provided by social services in training program activities aimed at street children have the skills or abilities, able, and skilled to maintain the survival and development in the future. Activities undertaken by the Social Service in Forming Life Skills of street children: hindering activities and leadership training activities. Barriers experienced by the Social Service in forming Life Skills of street children: internal and external barriers which include internal obstacles in the submission of programs and target participants, external barriers include barriers to screening / blocking street children, it is difficult to change the mindset of street children and parents who are blocking follow-up process in handling street children.

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9

Bermúdez, Karina, Valeria Aviña, Roberto Chiquet, Sarahí Olivas, and Francisco Sánchez. "Efecto del Entrenamiento en Habilidades Conductuales sobre el establecimiento de habilidades sociales en niños con autismo." ACTA COMPORTAMENTALIA 28, no. 1 (March 2, 2020): 23–36. http://dx.doi.org/10.32870/ac.v28i1.75179.

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The purpose of the present paper was to evaluate the effect of Behavioral Skill Training (BST) on social skills in children with autism. A second purpose was to evaluate the effect of different kinds of models on social skills in children with autism. Social skills were operationally defined as a contextually appropriate motor and vocal responses to a display of affect by a model. Participants included three children with autism. A multiple baseline design across participants was used. During the baseline an actor represented one of three emotions, frustration, happiness or pain. There were not programmed consequences for the responses of the participants. During the BST the instructions and model of the correct response was present in a video. The models were an adult, a child or a superhero. Following the presentation of the video an actor represented the emotion and the correct responses of the participant were recorded. Appropriate motor and vocal responses increased with the introduction of the BST. There was no difference in the motor and vocal responses when comparing the different models.

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10

Hensel, Nancy H. "Social leadership skills in young children." Roeper Review 14, no. 1 (September 1991): 4–6. http://dx.doi.org/10.1080/02783199109553370.

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11

Macdonald, Estelle, Uttom Chowdhury, Jackie Dabney, Miranda Wolpert, and Samuel M. Stein. "A social skills group for children." Emotional and Behavioural Difficulties 8, no. 1 (January 2003): 43–52. http://dx.doi.org/10.1080/13632750300507005.

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12

Cartledge, Gwendolyn, Diane Stupay, and Caroline Kaczala. "Social Skills and Social Perception of LD and Nonhandicapped Elementary-School Students." Learning Disability Quarterly 9, no. 3 (August 1986): 226–34. http://dx.doi.org/10.2307/1510468.

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Twenty-six pairs of elementary-aged LD and nonhandicapped children were assessed individually on social perception (empathy) and social skills measures. Empathy was determined by the children's responses to stories involving various emotional situations, and was defined both as their tendency to identify with the emotion another person is experiencing (empathy-1) as well as their ability to label emotions in others (empathy-2). Social skill was measured by teacher ratings of the subjects on the Social Behavior Assessment (SBA). With the exception of the Task-Related category on the SBA, statistically significant differences were not found between the two subject groups on the empathy and social skills measures. Moderate correlations between social skill and empathy were obtained only for the nonhandicapped children. Empathy−1 and −2 appeared to measure distinct skills, thus relating differently to the social skills assessed. These findings question the assumed relationship between social skill and social perception, particularly with reference to the usefulness of social perception instruction of learning disabled individuals.

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13

McGinnis, Ellen, Laurie Sauerbry, and Polly Nichols. "Skill-Streaming: Teaching Social Skills to Children with Behavioral Disorders." TEACHING Exceptional Children 17, no. 3 (March 1985): 160–67. http://dx.doi.org/10.1177/004005998501700302.

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14

Maleki, Maryam, Abbas Mardani, Minoo Mitra Chehrzad, Mostafa Dianatinasab, and Mojtaba Vaismoradi. "Social Skills in Children at Home and in Preschool." Behavioral Sciences 9, no. 7 (July 8, 2019): 74. http://dx.doi.org/10.3390/bs9070074.

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Preschool age is a crucial period for social development. Social skills acquired during this period are the basis for future life’s success. This study aimed to investigate the level of social skills in preschool children at home and in preschool and to examine the association between children’s social skills and environmental and cultural backgrounds. A cross-sectional study using a multistage cluster sampling method was conducted on 546 children studying in the preschool centers of an urban area of Iran. Data were collected through demographic and social skill questionnaires from parents and teachers. Our findings showed that the social skills of girls were more than those of boys at home. Further, the majority of children had a moderate level of social skills from the parents’ and teachers’ perspectives. There was a modest parent–teacher agreement in most domains of social skills. Moreover, a statistically significant association was reported between children’s social skill domains and the child’s birth rank, father’s age, father’s job, teacher’s age, teacher’s education, teacher’s experience, and preschool classroom in terms of the numbers of children and the type of classroom. Accordingly, the risk of problems with social skills was reported to be relatively low. Therefore, more attention should be given to the family status and the teacher’s and preschool center’s characteristics to improve social skills in children.

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15

Conner, Natalie W., and Mark W. Fraser. "Preschool Social–Emotional Skills Training." Research on Social Work Practice 21, no. 6 (May 16, 2011): 699–711. http://dx.doi.org/10.1177/1049731511408115.

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Objective: The purpose of this study was to pilot test a multicomponent program designed to prevent aggressive behavior in preschool children. The first program component was comprised of social–emotional skills training. It focused on improving the social information processing and emotional-regulation skills of children. The second component was a group-based parenting education. It focused on child development and discipline. Method: Participants, recruited from four preschools in high-risk neighborhoods within a large metropolitan area, were assigned to an intervention ( n = 31) or a waitlist comparison ( n = 36) condition. Using worker ratings and child puppet-play assessments, pretest and posttest data were collected on 14 child and caregiver/parent behaviors. Results: The gain scores of children in the intervention group differed significantly from those in the comparison group on academic competence, social competence, depression, and aggressive behavior. Caretaker gain scores differed significantly, favoring the intervention group on parental bonding, child supervision, communication, and developmental expectations. Conditioned on the limitations of the design, skills training for preschool children and their caregivers appears to promote social and academic skills.

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16

MacDonald, Megan, Catherine Lord, and Dale A. Ulrich. "The Relationship of Motor Skills and Social Communicative Skills in School-Aged Children With Autism Spectrum Disorder." Adapted Physical Activity Quarterly 30, no. 3 (July 2013): 271–82. http://dx.doi.org/10.1123/apaq.30.3.271.

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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 < .05). Children with weaker motor skills have greater social communicative skill deficits. How this relationship exists behaviorally, needs to be explored further.

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17

Hartati, Sofia, and Sandy Tegariyani Putri. "PENGEMBANGAN KETERAMPILAN SOSIAL ANAK USIA 4-5 TAHUN DALAM MODEL PEMBELAJARAN SENTRA." Perspektif Ilmu Pendidikan 22, no. XIII (October 29, 2010): 132–38. http://dx.doi.org/10.21009/pip.222.4.

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This study aims at describing the social skills of 4-5 years’ children in learning center model. The study took place at Raudhatul Athfal (RA) of Istiqlal, Central Jakarta and focused on learning social skills of 4-5 years’ children on the basics of adaptation skill, cooperative skills, sharing skill, and communication skills. As a qualitative study, the data were collected by direct observation, interviewing teacher and headmaster, and documentation. The result of the study provided the description social skills of the 4-5 years children in the four aspects predetermined before.

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18

Maleki, Maryam, Minoo Mitra Chehrzad, Ehsan Kazemnezhad Leyli, Abbas Mardani, and Mojtaba Vaismoradi. "Social Skills in Preschool Children from Teachers’ Perspectives." Children 6, no. 5 (May 1, 2019): 64. http://dx.doi.org/10.3390/children6050064.

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Preschool is one of the most important periods in a child’s life, and it can influence their social development. A lack of attention to this important life period can increase the risk of serious injuries to a child’s growth and development. The aim of this study was to examine the level of social skills in preschool children from teachers’ perspectives and investigate the relationship between social skills and the child’s environmental and cultural background. A cross-sectional study was conducted on 546 children studying in the preschool centers of Rasht city, Iran. They were selected using a multistage cluster sampling method. Data was gathered using the children’s and teachers’ demographic questionnaire and the Social Skills Rating System-Teachers (SSRS-T). Descriptive and inferential statistics were used for data analysis via SPSS software. It was found that the majority of children had moderate skills in terms of cooperation, assertion, self-control, and total social skills. Also, a statistically significant association was reported between total social skill scores and the mother’s age, mother’s education level, mother’s job, family’s income, teacher teaching experiences, and number of children in each classroom. The Iranian children were at a relatively low risk of problems with social skills. To improve children’s social skills, more attention should be paid to factors related to familial and socioeconomic status such as income, parents’ education level, maternal age, teacher’s selection for this age group, and number of children in each classroom.

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19

Kinard, E. Milling. "Perceived social skills and social competence in maltreated children." American Journal of Orthopsychiatry 69, no. 4 (1999): 465–81. http://dx.doi.org/10.1037/h0080395.

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20

Spence, Susan H. "Developments in the Assessment of Social Skills and Social Competence in Children." Behaviour Change 8, no. 4 (December 1991): 148–66. http://dx.doi.org/10.1017/s081348390000663x.

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The present paper reviews recent developments in the assessment of children's social competence and social skills. Current conceptual models of social competence and social skills are discussed and provide a basis against which assessment measures can be evaluated. Although many measures are now available, there is a lack of integration of assessment devices within a conceptually sound framework of an assessment system. Such an assessment system should distinguish between social competence and social skills, should take into account developmental, sex and cultural factors, and should assess at micro-versus macro-skill and overt versus cognitive levels of behaviour. The system should then integrate information within a cognitive-behavioural analysis, using data from a wide range of informants, from a range of settings. Greater attention to matters of reliability and validity of assessment measures is also necessary in the development of such a system.

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21

Fujiki, Martin, Bonnie Brinton, and Cindy M. Todd. "Social Skills of Children With Specific Language Impairment." Language, Speech, and Hearing Services in Schools 27, no. 3 (July 1996): 195–202. http://dx.doi.org/10.1044/0161-1461.2703.195.

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The social skills of 19 elementary school children with specific language impairment (SLI) and 19 chronological age-matched peers were examined. Children in both groups were selected from those children between the ages of 8 and 12 years. Each child with SLI was individually matched to a classmate of the same age. First, the Social Skills Rating System-Teacher Form (Gresham & Elliott, 1990) was administered to provide a general measure of social skill. Following this measure, the quantity of peer relationships was assessed in both groups using an informal picture task. This measure provided an indication of the peers with whom each child interacted while taking part in a variety of activities. The quality of peer relationships was then assessed using the Williams and Asher Loneliness Questionnaire (Williams & Asher, 1992). It was found that children with SLI differed from their peers on all three measures. These results suggested that the children with SLI had poorer social skills and fewer peer relationships, and were less satisfied with the peer relationships in which they participated when compared with their age-matched classmates.

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22

Todd, E. S. "Social Skills of Post-Institutionalized Adopted Children." AAP Grand Rounds 36, no. 1 (July 1, 2016): 7. http://dx.doi.org/10.1542/gr.36-1-7.

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23

karatepe, Başak. "Social Skills Training in Potentially Gifted Children." Journal for the Education of Gifted Young Scientists 5, no. 3 (August 15, 2017): 90–104. http://dx.doi.org/10.17478/jegys.2017.66.

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24

ADACHI, TOMOO. "Social Skills Scales for Japanese School Children :." Japanese Journal of Educational Psychology 61, no. 1 (2013): 79–94. http://dx.doi.org/10.5926/jjep.61.79.

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25

Şeyda, DEMİR. "Assessing social skills of children with autism." Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi 47, no. 2 (2014): 223–44. http://dx.doi.org/10.1501/egifak_0000001345.

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26

De Waal, F. B. M., C. Boesch, V. Horner, A. Whiten, E. Herrmann, J. Call, M. V. Hernandez-Lloreda, B. Hare, and M. Tomasello. "Comparing Social Skills of Children and Apes." Science 319, no. 5863 (February 1, 2008): 569. http://dx.doi.org/10.1126/science.319.5863.569c.

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27

Hoier, Tamara S., and John D. Cone. "Target Selection of Social Skills for Children." Behavior Modification 11, no. 2 (April 1987): 137–63. http://dx.doi.org/10.1177/01454455870112002.

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28

Daniels, A. J. "Social Skills Training for Primary Age Children." Educational Psychology in Practice 6, no. 3 (October 1990): 159–62. http://dx.doi.org/10.1080/0266736900060307.

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29

Cermak, Sharon A., and Jacqueline Rieber Aberson. "Social Skills in Children with Learning Disabilities." Occupational Therapy in Mental Health 13, no. 4 (January 6, 1998): 1–24. http://dx.doi.org/10.1300/j004v13n04_01.

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30

West, Ruth C. "Let's Teach our LD Children Social Skills." Academic Therapy 21, no. 1 (September 1985): 61–70. http://dx.doi.org/10.1177/105345128502100109.

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31

Bohlander, Amy J., Felice Orlich, and Christopher K. Varley. "Social Skills Training for Children with Autism." Pediatric Clinics of North America 59, no. 1 (February 2012): 165–74. http://dx.doi.org/10.1016/j.pcl.2011.10.001.

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32

Christiansen, Audrey. "Social and Emotional Skills Training for Children." Journal of Developmental & Behavioral Pediatrics 40, no. 9 (December 2019): 668. http://dx.doi.org/10.1097/dbp.0000000000000752.

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33

Sugiyama, Osamu, Kazuichi Yagi, Masayo Matsunaga, Yasuyuki Suzuki, Tateki Fuji-wara, and Masakazu Seino. "Social Skills of Preschool Children with Epilepsy." Epilepsia 37, s3 (March 1996): 91. http://dx.doi.org/10.1111/j.1528-1157.1996.tb01861.x.

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34

Williams, T. I. "A social skills group for autistic children." Journal of Autism and Developmental Disorders 19, no. 1 (March 1989): 143–55. http://dx.doi.org/10.1007/bf02212726.

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35

Scattone, Dorothy. "Social skills interventions for children with autism." Psychology in the Schools 44, no. 7 (August 27, 2007): 717–26. http://dx.doi.org/10.1002/pits.20260.

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36

SORAMA, Michiko, Masato ITO, and Daisuke SAEKI. "Social discounting, social dilemma, and social skills in elementary school children." Proceedings of the Annual Convention of the Japanese Psychological Association 77 (September 19, 2013): 2AM—134–2AM—134. http://dx.doi.org/10.4992/pacjpa.77.0_2am-134.

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37

Mathews, Therese L., Christopher Vatland, Ashley M. Lugo, Elizabeth A. Koenig, and Shawn P. Gilroy. "Training Peer Models to Promote Social Skills: Considerations for Practice." Focus on Autism and Other Developmental Disabilities 33, no. 3 (October 7, 2017): 160–70. http://dx.doi.org/10.1177/1088357617735814.

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Social skills training programs have increasingly enlisted same-age typical peers as instructors in the teaching of social skills to children with high-functioning autism spectrum disorder (ASD). The inclusion of peers in the teaching process has been found to be a critical component in these programs. Despite strong support for incorporating peers in social skills programs, there are few guidelines for training peers. The present study examined a treatment package to teach typical school-aged children skills to become peer models. A multiple baseline across behaviors research design was implemented using components of behavioral skills training to teach (a) initiating verbal interactions, (b) prompting for targeted skills, and (c) delivery of praise. The peer models quickly acquired the skill of initiating verbal interactions; however, posting of data, prompting, and additional contingencies were needed to maintain and generalize prompting for targeted skills and delivery of praise with novel children.

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38

Tentama, Fatwa, Dessy Pranungsari, and Nissa Tarnoto. "Pemberdayaan Komunitas Anak Jalanan Yogyakarta Melalui Bermain Peran." Jurnal Pengabdian Pada Masyarakat 2, no. 1 (June 5, 2017): 11–18. http://dx.doi.org/10.30653/002.201721.12.

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For an optimal development of the child's mother in every aspect of its development is very important. One aspect of skills that must be developed from an early age is a social skill. Most of the streets are young mothers of young children in Yogyakarta worried with the development of their social skills. The young mother does not know how to provide the appropriate stimulation to the child, especially to teach children social skills. Stimulate the child's development of social skills of children aspect then held a training play a role to the street children and of young mothers streets. Training was conducted for two days with story, discussions and role play. The purpose of this training is to improve the social skills of children so that they can adapt to their social environment. The results of the training is role playing a child's social skills to be increased after the training given by the method of playing the role. Social skills of children who increasingly include socializing in the neighborhood play when new friends, increase vocabulary, follow the rules of the game, and resolve conflicts with peers.

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39

Dekker, Karien, and Margje Kamerling. "Social skills scores." Journal for Multicultural Education 11, no. 4 (November 13, 2017): 275–86. http://dx.doi.org/10.1108/jme-09-2016-0048.

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Purpose The paper aims to examine to what extent and why parental involvement as well as characteristics of ethnic school population influence social skills scores (social position, behavioural skills) of students. Design/methodology/approach The study used the COOL5-18 database (2010) that included 553 Dutch primary schools and nearly 38,000 students in Grades two, five and eight (aged approximately 5, 8, 11, respectively). Multilevel regression analyses were used for analysis. Findings The findings indicate that parental involvement has a positive impact on the social skills scores of the students; behavioural skill scores are higher in ethnically homogeneous schools and lower in schools with a high share of non-Western ethnic minority students. There is no impact of characteristics of school population composition on social position scores. Research limitations/implications A possible disadvantage is the way in which social skills and parental involvement were measured. These measurements are possibly negatively influenced by the teacher’s judgement of the language skills of the parents. Originality/value Existing research focuses on the impact of parental involvement and the composition of ethnic school population on cognitive skills. This study shows that parental involvement has a positive impact on social skills. This study also shows that in schools with a homogeneous ethnic composition or a high share of native Dutch children, behavioural skills scores are higher, but social position scores are not impacted.

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40

Agustriana, Nesna. "PENGARUH METODE EDUTAINMENT DAN IDENTITAS DIRI TERHADAP KETERAMPILAN SOSIAL ANAK." Al Fitrah: Journal Of Early Childhood Islamic Education 2, no. 1 (July 1, 2018): 216. http://dx.doi.org/10.29300/alfitrah.v2i1.1517.

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This study aimed to determine the effect of method of edutainment and self-concept towards the children's social skills in group A. The research method used in this research is experimental method with the treatment design by level 2 x 2 with 48 children samples. Social skills research data obtained was analyzed by analysis of variance (ANOVA) two lines and, which firstly tested by requirements test analysis through normality test with Liliefors test and homogeneity test with Bartlett test. The results showed that, (1) there are differences in social skills children treated edutainment method to approach the game with the children who were given treatment methods edutainment multimedia approach, (2) there are significant interaction between method of edutainment and self-concept of the child's social skills, (3) there are differences in social skills children treated edutainment method to approach the game with the children who were given treatment methods edutainment multimedia approach to children who have a positive self-concept, (4) there are differences in social skills children treated edutainment method to approach the game with the children who were given treatment methods edutainment multimedia approach to children who have a negative self-concept. Keyword : Edutainment Methode, Social Skill, self-identity

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41

Silveira-Zaldivara, Tracey, Guil Özerk, and Kamil Özerk. "Developing Social Skills and Social Competence in Children with Autism." lnternational Electronic Journal of Elementary Education 13, no. 3 (March 1, 2021): 341–63. http://dx.doi.org/10.26822/iejee.2021.195.

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42

Scharfstein, Lindsay A., and Deborah C. Beidel. "Social Skills and Social Acceptance in Children with Anxiety Disorders." Journal of Clinical Child & Adolescent Psychology 44, no. 5 (May 12, 2014): 826–38. http://dx.doi.org/10.1080/15374416.2014.895938.

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43

Cartwright-Hatton, Sam, Nicole Tschernitz, and Helen Gomersall. "Social anxiety in children: social skills deficit, or cognitive distortion?" Behaviour Research and Therapy 43, no. 1 (January 2005): 131–41. http://dx.doi.org/10.1016/j.brat.2003.12.003.

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44

Erora, Konjengbam. "Assessment of Social Functioning among Adolescent School Children in Manipur: A Cross-sectional Study." Indian Journal of Youth & Adolescent Health 08, no. 02 (June 26, 2021): 1–7. http://dx.doi.org/10.24321/2349.2880.202106.

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Background: Globally 10-20% of adolescents experience mental health disorders. The greater part of disease being subclinical, identification has been a big challenge. Social functioning impairment is a sensitive indicator of underlying mental disorder. It forms a baseline for early identification of mental disorders. Objectives: The study plans to assess the social functioning skill and its associated factors among adolescent school children. Methods: The study was conducted among 3200 school-going adolescents studying in class 9th to 12th attending government and private schools located in Imphal-East and Bishnupur districts of Manipur recruited by stratified random sampling technique. The Child and Adolescent Social and Adaptive Functioning Scale (CASAFS), a validated tool consisting of 24 items designed to measure psychosocial functioning, was used. Descriptive and analytical statistics were generated taking p < 0.05 as level of significance. Results: A total of 25 schools were sampled with females constituting 52.3%. Overall 21.8% had good social adaptive functioning skills whereas 29.6% showed poor skills. Around 36.3% showed poor performance in ‘peer relationship domain’ and 27.1% showed poor performance in ‘self-care/ home domain’. Socio-demographic variables such as age, gender, number of siblings, and education of parents were found to be significantly associated with having ‘good social adaptive functioning skill’(p < 0.05). Conclusion: A significant proportion of adolescents face psychosocial issues in their day to day life. Improving social skills will be an effective intervention to reduce mental disorders.

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Dereli, Esra. "Examining the Permanence of the Effect of a Social Skills Training Program for the Acquisition of Social Problem-Solving Skills." Social Behavior and Personality: an international journal 37, no. 10 (November 1, 2009): 1419–27. http://dx.doi.org/10.2224/sbp.2009.37.10.1419.

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The aim of this study was to investigate the permanence of the effect of a social skills training program for children in increasing skills relating to solving social problems and understanding others' feelings during the preschool period (children aged 6 years). A total of 55 children took part in the research (35 in the experimental group and 20 in the control group). A social skills training program was taught to the children in the experimental group for 2 hours a week over 22 weeks and it was found that it significantly affected their social problem-solving skills and understanding of others' feelings. Results of posttest scores of the children and their scores after 1 year indicated that the Social Skills Training Program for Children maintains its effects.

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Ningsih, Tri Ratna, Asnar Asnar Firoj Mu’thasim, Meri Meri Pramaisila Trisilo, and Dice Agnes Ovitarika. "LIFE SKILL EDUCATIONAL MANAGEMENT MODEL FOR THE SOCIAL SKILLS OF CHILDREN WITH SPECIAL NEEDS." INTERNATIONAL JOURNAL OF NURSING AND MIDWIFERY SCIENCE (IJNMS) 7, no. 3 (December 13, 2023): 274–79. http://dx.doi.org/10.29082/ijnms/2023/vol7/iss3/541.

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Teaching life skills to children with special needs is not as easy as normal children. This research aims to determine the influence of the life skills model on the social closeness of children with special needs. The population was 37 students with a sample of 20 treatment groups and 17 control groups. This research used female respondents as SLBS PGRI Dlanggu Mojokerto students. This research is a type of quantitative research with a research design using a quasi-experiment with a pre-test and post-test control group approach. using the Wilcoxon range test statistical test. The research result is ρ 0.000, meaning it is smaller than α 0.05, H0 is rejected, meaning there is a difference between the treatment group and the control group. The life skills model has a big influence on the socialization of children with special needs. The Life Skills model with intense assistance from teachers will influence good habits in students and influence socialization with school friends and the environment.

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VARDARLI, Bade, and Mine ALADAĞ. "ÇOCUKLARIN SANAL GERÇEKLİK SOSYAL-DUYGUSAL ÖĞRENME BECERİLERİ PROGRAMINA İLİŞKİN GÖRÜŞLERİ." Uluslararası Anadolu Sosyal Bilimler Dergisi 6, no. 4 (December 31, 2022): 1217–39. http://dx.doi.org/10.47525/ulasbid.1165884.

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The purpose of this case study is to introduce Virtual Reality Social–Emotional Learning Skills Programme developed for Children (VRSELCHILD) and to reveal how children experience, perceive and react the two main components of VRSELCHILD including psychoeducation program and the software. The spread of virtual reality in recent years has accelerated the emergence of applications developed for children. For example, a child with high social anxiety will be anxious as in real life when exposed to vitrual reailty scenarios in order to better cope with the avoidance social environments. On the other hand, knowing that the virtual environment is not real allows the child to act more courageously and repeat the supported skill as often as desired. Thus, the child is better prepared for real life experience. VRSELCHILD, designed to support children's SEL skills, consists of two basic contents: "Psychoeducation Program" and "Software".This study recruited seven children (females = 4, males=3) aged between 9 and 10 years. VRSELCHILD was implemented individually with seven children during nine weeks. Researcher conducted semi-structured individual interviews with children after the implementation. Observations of counselor/researcher were also recorded via a researcher diary. The data obtained from the interviews and diaries was analyzed through descriptive analysis. The findings showed that VRSELCHILD supports the development of children’s social-emotional skills and children enjoyed learning the skills with such a programme. It has been seen that psychoeducation program, software, counselor and gamification effect dimensions within the scope of VRSELCHILD have important contributions to this development. The findings of the study are discussed regarding the effectiveness, benefits and side effects aspects of VRSELCHILD. Recommendations are provided for further program developers as well as researchers and practitioners.

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Doyle, Anna-Beth, Flavia Ceschin, Odile Tessier, and Peter Doehring. "The Relation of Age and Social Class Factors in Children's Social Pretend Play to Cognitive and Symbolic Ability." International Journal of Behavioral Development 14, no. 4 (December 1991): 395–410. http://dx.doi.org/10.1177/016502549101400403.

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The relation of social class differences in the social pretend play of five- to seven-year-old children to their cognitive skills was examined. The amount and symbolic features of social pretend play were noted in small-group freeplay sessions. Conservation, verbal symbol substitution, and role-playing skills were assessed individually as measures of cognitive symbolic skill. Middle class children engaged in more social pretend play, their pretend episodes lasted longer, and their conservation and verbal symbol substitution skills were greater. However, amount and duration of social pretend play were unrelated to conservation and verbal symbolic skills, and on the whole did not increase with age. These results provide no evidence that social class differences in social pretend play in the late preschool and early elementary school years reflect differing cognitive abilities, and have implications for pretend play training studies at this age.

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Donohue, Mary V. "Social Profile: Assessment of Validity and Reliability with Preschool Children." Canadian Journal of Occupational Therapy 72, no. 3 (June 2005): 164–75. http://dx.doi.org/10.1177/000841740507200304.

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Background. The Social Profile evaluates the social participation levels of children in activity groups and is based on the concepts of group social participation, interaction behavioural skills, and process factors. The 7 factors for each of the group levels in the Social Profile are cooperation, norms, roles, communication, activity behaviour, power and attraction. Purpose. This study evaluates the validity and reliability of the Social Profile. Method. A panel of eleven judges examined the content of the Social Profile and their recommendations were incorporated. Two occupational therapy observers measured group skills in 15 preschool groups of typically developing children. Results. Cluster analysis of the study data indicated distinctions between skill clusters of social participation levels. Factor analysis confirmed these theoretical and clinical field component factors as distinct behaviours. Clinical Implications. The Social Profile has the potential to be used with a wide range of children to assess and treat their social skill deficits. Occupational therapy students and clinicians can use the assessment for training and to expand their observational abilities for evaluating social skills.

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Choi, Dong Hwa, and Sham'ah Md-Yunus. "Integration of a social skills training: a case study of children with low social skills." Education 3-13 39, no. 3 (June 2011): 249–64. http://dx.doi.org/10.1080/03004270903501590.

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