Bibliografías temáticas / Social skills

Índice

Artículos de revistas
Tesis
Libros
Capítulos de libros
Actas de conferencias
Informes

Literatura académica sobre el tema "Social skills"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 29 de marzo de 2025

Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros

Elija tipo de fuente:

Consulte las listas temáticas de artículos, libros, tesis, actas de conferencias y otras fuentes académicas sobre el tema "Social skills".

Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.

También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.

Artículos de revistas sobre el tema "Social skills"

Acot, Karen Faith G. "Kindergarten Social Skills". International Journal of Research Publication and Reviews 5, n.º 8 (agosto de 2024): 1944–65. http://dx.doi.org/10.55248/gengpi.5.0824.2130.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Resumen

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.

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Resumen

<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>

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Resumen

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.

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

Más fuentes

Tesis sobre el tema "Social skills"

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

Texto completo

Resumen

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.

Los estilos APA, Harvard, Vancouver, ISO, etc.

Hannesdottir, Dagmar Kristin. "Social Skills among Socially Anxious Children in Iceland". Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/32635.

Texto completo

Resumen

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.
Master of Science

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Resumen

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.
Graduate

Los estilos APA, Harvard, Vancouver, ISO, etc.

Gray, James. "Classroom disruption and social skills". Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.711592.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Resumen

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).

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

Más fuentes

Libros sobre el tema "Social skills"

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

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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

Buscar texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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

Buscar texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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

Buscar texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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

Buscar texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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

Buscar texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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

Buscar texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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

Buscar texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

Más fuentes

Capítulos de libros sobre el tema "Social skills"

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

Actas de conferencias sobre el tema "Social skills"

Baldera Chapoñan, Yanelita Misell, Edith Mirella Colunche Quintana, Karla Nicole Carranza Bustamante, Milagros Naomy Sánchez Peredo, Yuliana Rege Huamán Mendoza, María Marcela Vallejos Villanueva y Janira Isabel Kino Saravia. "LINK BETWEEN EMPATHY AND SOCIAL SKILLS IN KINDERGARTEN CHILDREN". En 17th annual International Conference of Education, Research and Innovation, 7790. IATED, 2024. https://doi.org/10.21125/iceri.2024.1902.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

Informes sobre el tema "Social skills"

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.

Texto completo

Resumen

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.

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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

Texto completo

Resumen

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.

Los estilos APA, Harvard, Vancouver, ISO, etc.

Suarez Enciso, Sonia, Hyeri Mel Yang y Gabriela Chacon Ugarte. Skills for Life Series: Digital Skills. Inter-American Development Bank, agosto de 2024. http://dx.doi.org/10.18235/0013099.

Texto completo

Resumen

Digital skills encompass the ability to safely and effectively access, manage, evaluate, and create information using digital technologies. These skills are critical for modern life, enabling individuals to engage with technology in a critical, collaborative, and creative manner. Essential for economic growth, employability, and social inclusion, digital skills can reduce inequalities, providing marginalized groups with access to education and resources. However, data indicates that people in Latin America and the Caribbean (LAC) often lack these skills, with disparities evident by gender and age. Integrating these skills into curricula and ensuring teachers are proficient with digital technologies are crucial steps towards students digital skills development. Various initiatives in LAC, such as Enuma School in Nicaragua, Digital Platform for Indigenous Languages in Peru, Laboratoria, and Ceibal in Uruguay, are efforts to promote digital skills across diverse contexts. Measuring digital skills involves self-reported instruments and performance-based tests, such as PIAAC, ICILS, and PISA. Online platforms like the EU's competence assessment and Guia Edutec offer additional resources for skill evaluation and development. Digital skills are pivotal not only for personal and professional growth but also for fostering a more inclusive and equitable society.

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

Crawford, Claire. The role of education and skills in driving social mobility. The IFS, octubre de 2012. http://dx.doi.org/10.1920/ps.ifs.2024.0858.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

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.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

Crawford, Claire. The role of education and skills in driving social mobility: an overview. The IFS, junio de 2012. http://dx.doi.org/10.1920/ps.ifs.2024.0888.

Texto completo

Los estilos APA, Harvard, Vancouver, ISO, etc.

Ofrecemos descuentos en todos los planes premium para autores cuyas obras están incluidas en selecciones literarias temáticas. ¡Contáctenos para obtener un código promocional único!