Bibliografías temáticas / Social skills

Literatura académica sobre el tema "Social skills"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 5 de marzo de 2023

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Artículos de revistas sobre el tema "Social skills"

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Jenkins, Richard. "Social Skills, Social Research Skills, Sociological Skills: Teaching Reflexivity?" Teaching Sociology 23, n.º 1 (enero de 1995): 16. http://dx.doi.org/10.2307/1319369.

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Canter, Sandra. "Social skills". British Journal of Clinical Psychology 33, n.º 2 (mayo de 1994): 241–42. http://dx.doi.org/10.1111/j.2044-8260.1994.tb01118.x.

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Keefe, Charlotte Hendrick. "Social Skills". Academic Therapy 23, n.º 4 (marzo de 1988): 367–73. http://dx.doi.org/10.1177/105345128802300406.

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Dekker, Karien y Margje Kamerling. "Social skills scores". Journal for Multicultural Education 11, n.º 4 (13 de noviembre de 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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Marks, Susan Unok, Carl Schrader, Mark Levine, Chris Hagie, Trish Longaker, Maggie Morales y Iris Peters. "Social Skills for Social Ills". TEACHING Exceptional Children 32, n.º 2 (noviembre de 1999): 56–61. http://dx.doi.org/10.1177/004005999903200208.

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Watanabe, Yayoi y Eriko Harada. "Social Skills Training". Proceedings of the Annual Convention of the Japanese Psychological Association 82 (25 de septiembre de 2018): TWS—008—TWS—008. http://dx.doi.org/10.4992/pacjpa.82.0_tws-008.

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Carter, Jane y George Sugai. "Teaching Social Skills". TEACHING Exceptional Children 20, n.º 3 (marzo de 1988): 68–71. http://dx.doi.org/10.1177/004005998802000321.

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Trower, P. "Social skills training." BMJ 294, n.º 6573 (14 de marzo de 1987): 663–64. http://dx.doi.org/10.1136/bmj.294.6573.663-a.

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Pray, Bruce S., Cathy W. Hall y Robert P. Markley. "Social Skills Training". Remedial and Special Education 13, n.º 5 (septiembre de 1992): 43–49. http://dx.doi.org/10.1177/074193259201300507.

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Kelly, Alex. "Developing social skills". Tizard Learning Disability Review 22, n.º 3 (3 de julio de 2017): 159–63. http://dx.doi.org/10.1108/tldr-04-2017-0020.

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Purpose The purpose of this paper is to discuss the different features of social skills and outline a hierarchy of social skills model. Design/methodology/approach This paper draws on clinical work over 25 years and presents the results of research using a hierarchical approach to developing social skills. Findings Social skills interventions delivered according to a hierarchy of social skills (self-awareness and self-esteem; body language; conversational skills; friendship skills; assertiveness) are effective in improving social skills. Practical implications Effective assessment should determine which skills to start with. Intervention should involve the environment, peers and a variety of direct instructional approaches to maximise the potential for success and generalisation into everyday life. Originality/value This paper provides an overview of social skills and social competence, stresses the importance of good assessment to target the start point for intervention and emphasises the need to involve others to maximise success and generalisation.
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Tesis sobre el tema "Social skills"

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Koehler, Shannon. "Social Skills Training for Adolescent Youth: Measurement of Skill Acquisition". Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4103.

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Abstract This study evaluated the effectiveness of a classroom based training in teaching social skills to four adolescent females between the ages of 13–17 years old and residing in foster care. The training took place over a three week period, one night a week, for three hours at a time and utilized a Behavioral Skills Training format. The assessments were conducted via role play scenarios; pre- and posttraining. The results show each participant demonstrated an overall increase in skills from pretraining to posttraining indicating that youth in foster care were capable of learning the skills taught.
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Hannesdottir, Dagmar Kristin. "Social Skills among Socially Anxious Children in Iceland". Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/32635.

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The primary purpose of this study was to examine the nature of social skills in socially anxious children from a social learning theory perspective. The reasons why socially anxious children often perform poorly in social situations have not yet been fully resolved. Is it due to lack of social skills or are these children too inhibited and nervous in social situations to exhibit the skills they possess? Ninety-two elementary and middle school children (age 10-14 years) in Kopavogur, Iceland participated in the study and completed questionnaires on social phobia and anxiety, social skills, assertiveness, and self-efficacy and outcome expectancy in social situations with friends and strangers. Based on how socially anxious they reported to be on the Social Phobia and Anxiety Inventory for Children (SPAI-C), 59 children were selected for further study. Results showed that socially anxious children reported being less socially skilled, less assertive with strangers than with friends, and lower in self-efficacy and outcome expectancy than children in a normal comparison group. However, the socially anxious children were not rated as less skilled by parents or teachers than the other children. Implications for the assessment and treatment of children and adolescents with social anxiety are discussed.
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Thompson, Jessica Anne. "Social Skills Training with Typically Developing Adolescents: Measurement of Skill Acquisition". [Tampa, Fla.] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002325.

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Sherman, Elisabeth Mary Suzanne. "Neuropsychological correlates of social skills". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. https://dspace.library.uvic.ca//handle/1828/9778.

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Case studies and a small number of group studies in the neuropsychological literature on adults and children with brain dysfunction suggest that certain cognitive skills are important determinants of social skills. However, standardised measures of social skills designed expressly to measure this construct have not been used previously in the neuropsychological field. The goal of this study was to determine neuropsychological correlates of social skills in children referred for neuropsychological assessment, and compare the findings to the cognitive skills identified in social information processing models from developmental and clinical psychology. In younger children (6 to 9 years), only a measure of conceptual ability was related to social skills. However, from a clinical standpoint, differences in conceptual skills between socially impaired and socially skilled children were minimal. In older children (10 to 13 years), sustained attention and verbal reasoning were strong, unique predictors of social skills. However, only differences in sustained attention between socially skilled and unskilled children were clinically significant. Results were discussed with regards to 1) social information processing models, 2) the effect of age on the cognitive correlates of social skills; and 3) the relationship between insight and social skills.
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Gray, James. "Classroom disruption and social skills". Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711592.

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Stuart, Michael F. "Social perception and social skills in the classroom". Thesis, Queen's University Belfast, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335443.

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Yucel, Deniz. "Number of Siblings, Social Skills, and Social Capital". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1322578334.

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Gadalla, Saleh. "The Effectiveness of Social Skills Training to Enhance Social Skills of Children with Autism in Libya". Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/93ca63e9-7cbb-4ee5-89d1-b377deaacc08.

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Context: This study aimed to investigate the efficacy of a training programme for enhancing the social skills of children in Libya who have autism. This study takes into account the fact that there are similar services in Libya that are addressing the social and educational needs of children with autism however these remain in the early stages of development and are making little progress, largely because of the lack of robust knowledge and understanding that exists around autism by policy makers, the general public and organisations. Consequently, this study is intended to act as a basis for gaining a greater understanding about how such services could be more effectively developed in Libya. This study is particularly unique in that it gives considerable attention to the cultural specifications to see if such programmes can be implemented and adapted to fit the needs of families in Libya. Libya has been chosen as the site for this research for three main reasons: first of all because it is my country of origin and therefore holds a special place in my heart; second because it is an interesting context manifesting the various barriers and challenges to social change due to myths and misunderstandings; and third because I know many children whose life chances and opportunities have been reduced only because their guardians, carers and other professionals did not understand their conditions and did not see their abilities. As a Libyan, I want to contribute to this field of knowledge and practice to ensure that children will have access to equal opportunities to their non-autistic counterparts. Objective: The aim of this study was to determine whether the training programme, which was designed by the researcher, is effective in improving the social skills in children with autism in Libya. Method: Data was collected from two questionnaires and programme evaluation sheets (SST). The sample comprised of thirty-four children with autism, aged between ten and fifteen years of age. The children were divided into two groups of thirteen; one as the experimental group and the other as the control group. The programme ran for eighteen weeks. The researcher assessed the children’s social skills before, during and after it was completed. During the first twelve weeks (or the implementation stage), the researcher met the children for 30 minutes three times a day. Results: At the start of the training programme (pre-test stage), there were no statistically significant differences in the mean scores of social skills between the experimental and the control groups in the pre-test stage. As the training went on, the mean scores increased and showed statistical significance (post-test stage) between the experimental and the control group in the direction of the experimental group. After 8 weeks of terminating the training and in the follow up measurement of the experimental group’s social skills, there was a statistically significant difference between the experimental and the control group in their respective social skills in the direction of the experimental group. Conclusion: It was concluded, therefore, that the training programme had significantly improved the social skills of children with autism in Libya and it should be implemented on a wider basis. Training programmes from other parts of the world can be made culturally relevant and effective with appropriate adaptations. Key Limitations: This study was conducted on a small sample group (34 children in total) in only one part of Libya (Benghazi). Further, the sample group was of a particular age group (under 15 years).
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Alexander, Melissa Grace Fraser. "Social skills and sports (S³) program : developing the social skills of young adult Special Olympics athletes". Diss., Connect to online resource - MSU authorized users, 2008. http://www.oregonpdf.org/index.cfm.

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Quaschnick, Amy J. "Creating an effective social skills intervention". Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005quaschnicka.pdf.

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Libros sobre el tema "Social skills"

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Kelly, Alex. Social Skills. Abingdon, Oxon; New York, NY: Routledge, 2019. |: Routledge, 2018. http://dx.doi.org/10.4324/9781315173405.

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Ferrara, Miranda Herbert y Michele P. LaMeau. Social skills. Farmington Hills, Mich: Gale, Cengage Learning, 2016.

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Handicap, British Institute of Mental. Social skills & social training. Kidderminster: BIMH, 1986.

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Csapo, Marg. Teaching social skills. 2a ed. Vancouver, B.C: Centre for Human Development and Research, 1987.

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Del Prette, Zilda A. P. y Almir Del Prette. Social Competence and Social Skills. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70127-7.

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Elliott, Stephen N. Social skills intervention guide: Practical strategies for social skills training. Circle Pines, Minn: American Guidance Service, 1991.

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Job Corps (U.S.), ed. Facilitator's skill packet: Social skills training, Job Corps. [Washington, D.C.?]: The Corps, 1991.

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Holmes, Rachel y Iain Buchanan. Adventures in Social Skills. Abingdon, Oxon; New York, NY: Routledge, 2021. | Series: Adventures in social skills: Routledge, 2021. http://dx.doi.org/10.4324/9781003052180.

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Linda, Elksnin, ed. Teaching occupational social skills. Austin, Tex: PRO-ED, 1998.

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Gleadall, David. Social and vocational skills. Edinburgh: Holmes McDougall, 1988.

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Capítulos de libros sobre el tema "Social skills"

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Del Prette, Zilda A. P. y Almir Del Prette. "Social Skills". En Social Competence and Social Skills, 3–15. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70127-7_1.

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Little, Steven G., Angeleque Akin-Little, Margaret Gopaul y Tom Nicholson. "Social Skills". En Handbook of Intellectual Disabilities, 685–97. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20843-1_37.

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Watkins, Laci, Michelle Kuhn, Mark F. O’Reilly, Russell Lang, Jeff Sigafoos y Giulio E. Lancioni. "Social Skills". En Evidence-Based Practices in Behavioral Health, 493–509. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26583-4_18.

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Mesibov, Gary B., Victoria Shea, Eric Schopler, Lynn Adams, Elif Merkler, Sloane Burgess, Matt Mosconi, S. Michael Chapman, Christine Tanner y Mary E. Van Bourgondien. "Social Skills". En The Teacch Approach to Autism Spectrum Disorders, 91–103. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-0-306-48647-0_7.

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de Moura, Tayse Conter y Bruna Cardoso Gerhardt. "Social Skills". En Encyclopedia of Evolutionary Psychological Science, 1–2. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-16999-6_2539-1.

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Marchetti, Allen G. y Vincent A. Campbell. "Social Skills". En Handbook of Behavior Modification with the Mentally Retarded, 333–55. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-2501-5_13.

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Kinnaman, Joanna E. Strong y Alan S. Bellack. "Social Skills". En Cognitive Behavior Therapy, 251–72. Hoboken, New Jersey: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118470886.ch10.

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Gresham, Frank M. "Social Skills". En Handbook of Behavior Therapy in Education, 523–46. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4613-0905-5_20.

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Kemp, Kalli. "Social Skills". En Curricula for Teaching Students with Autism Spectrum Disorder, 71–92. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69983-7_4.

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Walrath, Robert. "Social Skills". En Encyclopedia of Child Behavior and Development, 1404–5. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2709.

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Actas de conferencias sobre el tema "Social skills"

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Tanaka, Hiroki, Sakriani Sakti, Graham Neubig, Tomoki Toda, Hideki Negoro, Hidemi Iwasaka y Satoshi Nakamura. "Automated Social Skills Trainer". En IUI'15: IUI'15 20th International Conference on Intelligent User Interfaces. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2678025.2701368.

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Ishii, Norio, Yuri Suzuki, Hironobu Fujiyoshi y Takashi Fujii. "Fostering UML Modeling Skills and Social Skills through Programming Education". En 2010 23rd IEEE Conference on Software Engineering Education and Training. IEEE, 2010. http://dx.doi.org/10.1109/cseet.2010.20.

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Ionescu, Claudiu Eduard. "Emotional Intelligence, Emotional Skills And Social Skills At School Age". En Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.227.

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Boujarwah, Fatima, Gregory Abowd y Rosa Arriaga. "Socially computed scripts to support social problem solving skills". En the 2012 ACM annual conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2207676.2208343.

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Kerr, Steven J., Helen R. Neale y Sue V. G. Cobb. "Virtual environments for social skills training". En the fifth international ACM conference. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/638249.638269.

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de Sá, Marco, Luís Carriço, Joana Neca, Nádia Fernandes, Pedro Feiteira, Ricardo Pereira, Pedro Bernardo, João Faria y Isabel Sá. "Ubiquitous geo-referenced social skills therapy". En the 12th ACM international conference adjunct papers. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1864431.1864456.

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Wiguna, Indra, Adang Suherman, Amung Ma’mun, Tite Juliantine, Lutfi Nur, Oom Omin y Adi Maulana. "Vocational High School Students’ Social Skills". En 4th International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200214.106.

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Caetano, Nídia, David López y Jose Cabré. "Learning sustainability and social compromise skills". En the 3rd International Conference. New York, New York, USA: ACM Press, 2015. http://dx.doi.org/10.1145/2808580.2808660.

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Slovák, Petr, Ran Gilad-Bachrach y Geraldine Fitzpatrick. "Designing Social and Emotional Skills Training". En CHI '15: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2702123.2702385.

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Vankova, Katerina. "SOCIAL SKILLS OF PRE-SCHOOL CHILDREN". En 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2365.

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Informes sobre el tema "Social skills"

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Alan, Sule. Skills for Life: Social Skills for Inter-Ethnic Cohesion. Inter-American Development Bank, abril de 2021. http://dx.doi.org/10.18235/0003207.

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Social skills are essential to building empowered and cohesive communities in ethnic diversity. In a world with massive population movements and growing anti-immigrant sentiments, schools stand out as important platforms to instill key social skills into our children to build inter-ethnic cohesion. Achieving this requires the implementation of rigorously tested educational actions. This brief provides the evaluation results of a particular educational program that was implemented in a high-stakes context where the ethnic composition of schools changed abruptly due to a massive refugee influx. The program significantly lowered peer violence and ethnic segregation in schools, and improved prosociality in children.
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Weidmann, Ben y David Deming. Team Players: How Social Skills Improve Group Performance. Cambridge, MA: National Bureau of Economic Research, mayo de 2020. http://dx.doi.org/10.3386/w27071.

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Kowalska, Katarzyna, Elżbieta Szczygieł, Paulina Szyja y Renata Śliwa. Green skills in the field of Social Economy. Wydawnictwo Naukowe Uniwersytetu Pedagogicznego w Krakowie, 2022. http://dx.doi.org/10.24917/9788380848924.

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Deming, David. The Growing Importance of Social Skills in the Labor Market. Cambridge, MA: National Bureau of Economic Research, agosto de 2015. http://dx.doi.org/10.3386/w21473.

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Wolvin, Andrew y JungKyu Rhys Lim. Skills for Life: Listening. Inter-American Development Bank, julio de 2022. http://dx.doi.org/10.18235/0004351.

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As we face the ravages of COVID-19, climate change, economic disparities, and social injustice, the world needs listening skills more than ever. Listening skills are one of the core life skills that are critical in life, work, and school. Listening skills enable children to access information, develop other skills, such as empathy, and critical thinking, and have better academic performances and lives. Listening skills are one of the most desired and needed in workplaces. In this brief, we explain the importance of listening skills and listening processes. Then, we review how policymakers can help develop listening skills. Lastly, we review how policymakers can measure and assess listening skills.
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Wang, Hong, Na Hu, Jiabao Chai, Wenqian Huang, Xuanzi Zhou y Ying Li. The efficacy of social skills training (SST) and social cognition and interaction training (SCIT) for negative symptoms: A meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, febrero de 2023. http://dx.doi.org/10.37766/inplasy2023.2.0030.

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Tremaine, Elizabeth. Profiles of School Readiness and Implications for Children's Development of Academic, Social, and Engagement Skills. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.5903.

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Alexander, Dicks, Levels Mark y van der Velden Rolf. From school to where? How social class, skills, aspirations, and resilience explain unsuccessful school-to-work transitions. Maastricht University, Graduate School of Business and Economics, 2020. http://dx.doi.org/10.26481/umagsb.2020013.

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Alexander, Dicks, Levels Mark y van der Velden Rolf. From school to where? How social class, skills, aspirations, and resilience explain unsuccessful school-to-work transitions. Research Centre for Education and the Labour Market, 2020. http://dx.doi.org/10.26481/umaror.2020005.

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Wong, Melanie, Tania Beekmans, Fuatino Taliaoa y Liam M. Oades. Effectiveness of the Breaking Ground Programme in Transforming Parenting Skills and Practice. Unitec ePress, noviembre de 2021. http://dx.doi.org/10.34074/rsrp.093.

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The Breaking Ground programme was an 18-month pilot programme to support families and parents in a mana-enhancing process while developing parenting skills and practices, focused on intensive family intervention. Practitioners worked alongside families who were on a trajectory towards having their children placed in state care, with the goal of preventing entry to such care. This research uses a case-study methodology with data collected through interviews with social workers and families involved in the programme. The aims of this research were: 1) to examine the effectiveness of social workers working with families on the Breaking Ground programme; and 2) to examine the effectiveness of social workers providing cultural support for the families on the programme.
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