Bibliografías temáticas / Social skills

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Literatura académica sobre el tema "Social skills"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 1 de agosto de 2024

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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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Qamaria, Rezki Suci. "Penerapan Social Skills Training (SST) untuk Meningkatkan Social Skill Performance pada Anak". Happiness: Journal of Psychology and Islamic Science 7, n.º 1 (30 de junio de 2023): 25–38. http://dx.doi.org/10.30762/happiness.v7i1.1136.

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As social beings, everyone is required to be able to adjust in the social environment. But in fact, there are individuals who have difficulty adjusting because they have social skills deficits. Deficits of social skills can be measured using the social skills rating system (SSRS) which refers to the theory of Gresham and Elliott which explains that there are three aspects that can be used as a reference for measuring social skills, namely the ability to cooperate, assertive behavior, and the ability to control oneself. Based on these conditions, researchers conducted experimental research to determine the effectiveness of Social Skills Training (SST) as an effort to overcome social skill deficits owned by individuals. This study involved a 7-year-old boy who was studying at an elementary school. Based on the results of the SSRS measurement, the child has a deficit in social skills. The method used in this research is a single case experimental design (DEKT), with pre-test and post-test applied to the subject. The result is Social Skills. The training was able to improve the subject's social skills. The increase that occurred included all three aspects of social skills, namely the subject had shown the ability to work together with his peers, was able to convey what he wanted, thought, and felt, and was able to control himself when he was in an unpleasant situation. Overall, the subject's social skills after the SST intervention were in the high category.
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Naraswari, Ida Ayu Made Diah, Kadek Suranata y Ni Ketut Suarni. "Social-Skill Training to Improve Social-Skills of Student with Hearing Impairment". Jurnal EDUCATIO: Jurnal Pendidikan Indonesia 9, n.º 1 (29 de julio de 2023): 431. http://dx.doi.org/10.29210/1202323005.

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<span>This study aims to describe the implementation of social skills training to improve social skills of students with hearing impairment. Subject in this study was a female student with hearing impairment who showed deficits in several aspects of social skills which caused her to experience difficulties in establishing social relationships. the intervention was carried out through the SST method which focused on developing three components of social skills, namely 1) creating positive interactions, (2) making friendship, and (3) recognizing one's emotions and ways to manage negative ones. 30 items of SSQ are used to measured social skills score before and after the intervention. Furthermore, observations were also used to described behavioral targets related to social skills that had been achieved through social skills training. The results of this study found that there was an increase in SSQ scores before and after the intervention was carried out, as well as changes in behavioral targets related to the aspects of social skills. The results of this study have implications for the implementation of guidance and counseling services in schools, especially in providing interventions for students with special needs.</span>
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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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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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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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Gleadall, David. Social and vocational skills. Edinburgh: Holmes McDougall, 1988.

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

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Fontana, David. Social skills at work. Leicester: British Psychological Society, 1990.

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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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Green, Crystal y Clara García-Millán. Spotlight: Social & Emotional Learnin. HundrED, noviembre de 2021. http://dx.doi.org/10.58261/cqtm5329.

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The COVID-19 pandemic has renewed a global discussion of the importance of schools and teachers for supporting children social and emotional learning. Policymakers, school administrators, and teachers are working to reconceptualise approaches to teaching and learning that help students develop skills for setting goals, managing behaviour, and building relationships, within and beyond the classroom. In order for education systems to truly develop the broad set of competencies young people need to thrive socially, academically, and professionally, students need to develop a range of social and emotional skills. Social and emotional skills help us to handle our impulses, manage and speak about emotions, and build healthy relationships. After the mass trauma caused by the pandemic, we all need these skills more than ever. But how can we increase social and emotional skills in children throughout the globe in a systematic way? HundrED and The LEGO Foundation have partnered in this Spotlight project to identify impactful and scalable solutions that help parents and educators support the development of children’s social and emotional skills.
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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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Aghion, Philippe, Antonin Bergeaud, Richard Blundell y Rachel Griffith. Social skills and the individual wage growth of less educated workers. The IFS, septiembre de 2023. http://dx.doi.org/10.1920/wp.ifs.2023.2523.

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Aghion, Philippe, Richard Blundell, Rachel Griffith y Antonin Bergeaud. Social skills and the individual wage growth of less educated workers. The IFS, marzo de 2024. http://dx.doi.org/10.1920/wp.ifs.2024.0824.

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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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Hsu, Yun-Hsiang. Policies for Enhancing Productivity with New Skills. Asian Productivity Organization, octubre de 2023. http://dx.doi.org/10.61145/cmue6726.

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Digital transformation presents huge opportunities but also poses serious challenges for governments. This research, based on data and evidence from 11 APO member economies, identifies navigational policy frameworks and recommendations for equipping labor forces with future-ready skills while focusing on four key areas: education and training; labor market regulation; social protection; and social dialog.
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10

Hsu, Yun-Hsiang. Policies for Enhancing Productivity with New Skills. Asian Productivity Organization, octubre de 2023. http://dx.doi.org/10.61145/absy5223.

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Resumen
Digital transformation presents huge opportunities but also poses serious challenges for governments. This research, based on data and evidence from 11 APO member economies, identifies navigational policy frameworks and recommendations for equipping labor forces with future-ready skills while focusing on four key areas: education and training; labor market regulation; social protection; and social dialog.
Los estilos APA, Harvard, Vancouver, ISO, etc.
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