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Artículos de revistas sobre el tema "Social skills"

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

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

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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12

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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13

Taylor, A. Sean, Carla A. Peterson, Paula McMurray-Schwarz y Terrie Sue Guillou. "Social Skills Interventions". Young Exceptional Children 5, n.º 4 (julio de 2002): 19–26. http://dx.doi.org/10.1177/109625060200500403.

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14

Mikami, Amori Yee, Mary Jia y Jennifer Jiwon Na. "Social Skills Training". Child and Adolescent Psychiatric Clinics of North America 23, n.º 4 (octubre de 2014): 775–88. http://dx.doi.org/10.1016/j.chc.2014.05.007.

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15

Agran, Martin, Carolyn Hughes, Colleen A. Thoma y LaRon A. Scott. "Employment Social Skills". Career Development and Transition for Exceptional Individuals 39, n.º 2 (19 de agosto de 2014): 111–20. http://dx.doi.org/10.1177/2165143414546741.

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16

Halbinger, Maria Anna y Toke Reichstein. "Entrepreneurs' social skills". Academy of Management Proceedings 2015, n.º 1 (enero de 2015): 14550. http://dx.doi.org/10.5465/ambpp.2015.14550abstract.

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17

Muir, W. M. "Social skills programmes". British Journal of Special Education 10, n.º 1 (31 de mayo de 2007): 40. http://dx.doi.org/10.1111/j.1467-8578.1983.tb00141.x.

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18

Westby, Carol. "Explore Social Skills". Word of Mouth 27, n.º 3 (diciembre de 2015): 11–12. http://dx.doi.org/10.1177/1048395015616379c.

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19

Cartledge, Gwendolyn, Diane Stupay y Caroline Kaczala. "Social Skills and Social Perception of LD and Nonhandicapped Elementary-School Students". Learning Disability Quarterly 9, n.º 3 (agosto de 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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20

Segrin, Chris. "Young adults’ social skills are independent of their parents’ social skills". Communication Research Reports 11, n.º 1 (junio de 1994): 5–12. http://dx.doi.org/10.1080/08824099409359935.

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21

Riggio, Ronald E. y Yass Sotoodeh. "Social Skills and Birth Order". Psychological Reports 64, n.º 1 (febrero de 1989): 211–17. http://dx.doi.org/10.2466/pr0.1989.64.1.211.

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This study examined differences in bask dimensions of social skill among birth orders. 205 undergraduate students completed a questionnaire that asked about family sibling structure and family income along with a standardized, self-report measure of social skills/social competence, the Social Skills Inventory. Analyses indicated no significant birth-order effects on any of the social skills dimensions, even when controlling for factors of age spacing, subjects' sex, family income, and family size.
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22

Wittenberg, Mitchell T. y Harry T. Reis. "Loneliness, Social Skills, and Social Perception". Personality and Social Psychology Bulletin 12, n.º 1 (marzo de 1986): 121–30. http://dx.doi.org/10.1177/0146167286121012.

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23

Γουγουλάκης, Πέτρος. "Social skills, social capital and education". Επιστήμη και Κοινωνία: Επιθεώρηση Πολιτικής και Ηθικής Θεωρίας 29 (7 de agosto de 2015): 37. http://dx.doi.org/10.12681/sas.864.

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Πλαίσιο αναφοράς του λόγου του παρόντος κειμένου αποτελεί η επίκαιρη θεωρητική και πολιτική συζήτηση περί ικανοτήτων τις οποίες θα πρέπει να καλλιεργήσουν, μέσα από διαδικασίες δια βίου μάθησης, τα μέλη μιας σύγχρονης κοινωνίας ώστε να μπορέσουν να αντεπεξέλθουν στις προκλήσεις και απαιτήσεις πραγματικοτήτων όπως η (οικονομική) παγκοσμιοποίηση, η πληροφορική επανάσταση και η πολυπολιτισμικότητα ως απόρροια του νέου χαρακτήρα των μεταναστευτικών ρευμάτων. Ενδεικτική είναι και η σύσταση του Συμβουλίου της Ευρωπαϊκής Ένωσης και του Ευρωπαϊκού Κοινοβουλίου σχετικά με την καλλιέργεια βασικών ικανοτήτων για τη δια βίου μάθηση, ανάμεσα στις οποίες συμπεριλαμβά- νονται ‘οι κοινωνικές ικανότητες και οι ικανότητες που σχετίζονται με την ιδιότητα του πολίτη’. Στο πρώτο μέρος του κειμένου εισάγονται οι έννοιες ικανότητα-ικανότητες και κοινωνικό κεφάλαιο. Η πρώτη εξετάζεται κριτικά μέσα από το πρίσμα της συλλογικής μάθησης και η δεύτερη μέσω των δεικτών της, δηλαδή της εμπιστοσύνης, της συνεργασίας και της επικοινωνίας. Στο δεύτερο μέρος παρουσιάζεται ένας πρώτος προβληματισμός σχετικά με τον ρόλο και τη συμβολή της (εκ)παίδευσης στη δημιουργία κοινωνικού κεφαλαίου. Το ευρύτερο ερώτημα στο οποίο εστιάζει η διερεύνηση διατυπώνεται ως εξής: για ποιον λόγο προβάλλεται επιτακτικά η ανάπτυξη των κοινωνικών ικανοτήτων στις μέρες μας και ποιος ο ρόλος της εκπαίδευσης στη δημιουργία κοινωνικού κεφαλαίου;
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24

TSUCHIYA, Yukino y Kenji ENDO. "The Influence of NVC Skills Training on Social Skill". Proceedings of the Annual Convention of the Japanese Psychological Association 76 (11 de septiembre de 2012): 1AMB31. http://dx.doi.org/10.4992/pacjpa.76.0_1amb31.

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25

Gomes, Adriano José da Silva, Juliana Francisca Cecato, José Montiel, José Eduardo Martinelli y Gleiber Couto Santos. "Influence of Social Skills in educational processes". Perspectivas Médicas 25, n.º 1 (1 de abril de 2014): 20–26. http://dx.doi.org/10.6006/perspectmed.20140103.5720327683.

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26

Goel, Tarika. "Social and Emotional Skills Development for ADHD". International Journal of Science and Research (IJSR) 12, n.º 11 (5 de noviembre de 2023): 644–49. http://dx.doi.org/10.21275/sr231107104742.

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27

Ma'rifah, Siti Ainul y Effy Wardati Maryam. "Social Support, Social Skills, and Social Adjustment among New Santriwati". Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling 8, n.º 2 (21 de diciembre de 2022): 139. http://dx.doi.org/10.26858/jppk.v8i2.41521.

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This study aims to examine the relationship between social support, social skills, and social adjustment among new santriwati at Pesantren Bidayatul Hidayah in Mojokerto. This study was a correlational quantitative research. The subjects of this study were new santriwati at Pesantren Bidayatul Hidayah Mojokerto with a total population of 123 santriwati. Data were collected using Social Support Scale, Social Skill Scale, and Social Adjustment Scale with the reliability of 0.798 each. Based on the results of multiple regression analysis of 123 subjects, it was found that there is a relationship between social support, social skills, and social adjustment among new santriwati with the Sig. F count of 35.541 with the level of Sig. F of 0.000. The F count value was greater than the F table of 3.07 and the Sig. F value was lower than 0.05. 35.541 the level of Sig. F of 0.000. The F count value was greater than the F table of 3.07 and the Sig. F value was lower than 0.05.
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28

TAKAHASHI, YUSUKE, KENSUKE OKADA, TAKAHIRO HOSHINO y TOKIE ANME. "Social Skills of Preschoolers". Japanese Journal of Educational Psychology 56, n.º 1 (2008): 81–92. http://dx.doi.org/10.5926/jjep1953.56.1_81.

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29

Carter, Jane y George Sugai. "Social Skills Curriculum Analysis". TEACHING Exceptional Children 22, n.º 1 (septiembre de 1989): 36–39. http://dx.doi.org/10.1177/004005998902200108.

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30

Gresham, Frank. "Social Skills Intervention Guide". Special Services in the Schools 8, n.º 1 (29 de diciembre de 1993): 137–58. http://dx.doi.org/10.1300/j008v08n01_07.

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31

Sullivan, Kathleen A. y John S. Wodarski. "Life and Social Skills". Journal of Evidence-Based Social Work 3, n.º 2 (25 de julio de 2006): 67–89. http://dx.doi.org/10.1300/j394v03n02_04.

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32

Judith, A. Hall. "Social Skills for Professionals". Contemporary Psychology: A Journal of Reviews 33, n.º 1 (enero de 1988): 68–69. http://dx.doi.org/10.1037/025310.

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33

Lambert, Monica A. y Cynthia Sue Hubert. "The Social Skills Game". Intervention in School and Clinic 36, n.º 4 (marzo de 2001): 232–33. http://dx.doi.org/10.1177/105345120103600408.

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34

LYSAKER, PAUL H., MORRIS D. BELL, WAYNE S. ZITO y STEPHEN M. BIOTY. "Social Skills at Work". Journal of Nervous and Mental Disease 183, n.º 11 (noviembre de 1995): 688–92. http://dx.doi.org/10.1097/00005053-199511000-00003.

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35

Westby, Carol. "Evaluating Social-Emotional Skills". Word of Mouth 23, n.º 3 (21 de noviembre de 2011): 12–13. http://dx.doi.org/10.1177/1048395011428422c.

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36

Jayasinghe, Migel. "Social skills at work". Behaviour Research and Therapy 30, n.º 2 (marzo de 1992): 202–3. http://dx.doi.org/10.1016/0005-7967(92)90148-a.

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37

Perkins, Elizabeth R. "Social skills at work". Nurse Education Today 11, n.º 3 (junio de 1991): 241. http://dx.doi.org/10.1016/0260-6917(91)90072-i.

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38

Riggio, Ronald E., Joan Tucker y David Coffaro. "Social skills and empathy". Personality and Individual Differences 10, n.º 1 (enero de 1989): 93–99. http://dx.doi.org/10.1016/0191-8869(89)90184-0.

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39

Argyle, Michael y Luo Lu. "Happiness and social skills". Personality and Individual Differences 11, n.º 12 (enero de 1990): 1255–61. http://dx.doi.org/10.1016/0191-8869(90)90152-h.

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40

Scourfield, Jane, Peter McGuffin y Anita Thapar. "Genes and social skills". BioEssays 19, n.º 12 (diciembre de 1997): 1125–27. http://dx.doi.org/10.1002/bies.950191212.

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41

Radley, Keith C., Evan H. Dart, Kate A. Helbig, Stefanie R. Schrieber y Mary E. Ware. "Building Social Skills: An Investigation of a LEGO-Centered Social Skills Intervention". Advances in Neurodevelopmental Disorders 4, n.º 2 (24 de enero de 2020): 134–45. http://dx.doi.org/10.1007/s41252-020-00149-8.

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42

Bălaș-Baconschi, Cristina y Andrada Bărbulescu. "Reducing Inappropriate Behaviors and Enhancing Social Skills in Children with ASD Through Social Stories". Educatia 21, n.º 23 (21 de diciembre de 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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43

Dogan, Rebecca K., Melissa L. King, Anthony T. Fischetti, Candice M. Lake, Therese L. Mathews y William J. Warzak. "Parent-implemented behavioral skills training of social skills". Journal of Applied Behavior Analysis 50, n.º 4 (20 de septiembre de 2017): 805–18. http://dx.doi.org/10.1002/jaba.411.

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44

Simons, Ronald L. "Generic Social Work Skills in Social Administration:". Administration in Social Work 11, n.º 3-4 (7 de marzo de 1988): 241–54. http://dx.doi.org/10.1300/j147v11n03_22.

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Storey, Keith. "Social Validation Issues in Social Skills Assessment". International Journal of Disability, Development and Education 43, n.º 2 (enero de 1996): 167–74. http://dx.doi.org/10.1080/0156655960430206.

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46

Madjar, Nir, Elena Chubarov, Gil Zalsman, Mark Weiser y Gal Shoval. "Social skills, executive functioning and social engagement". Schizophrenia Research: Cognition 17 (septiembre de 2019): 100137. http://dx.doi.org/10.1016/j.scog.2019.100137.

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47

Riggio, Ronald E., Kristin P. Watring y Barbara Throckmorton. "Social skills, social support, and psychosocial adjustment". Personality and Individual Differences 15, n.º 3 (septiembre de 1993): 275–80. http://dx.doi.org/10.1016/0191-8869(93)90217-q.

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48

Falk, Diane S. y Phyllis G. Ross. "Teaching Social Work Writing". Journal of Baccalaureate Social Work 6, n.º 2 (1 de marzo de 2001): 125–41. http://dx.doi.org/10.18084/1084-7219.6.2.125.

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This article presents an approach to teaching social work writing within the core social work curriculum. Writing is recognized as being critical to effective professional practice and as an essential social work skill. Writing is also presented as a strategy for teaching social work knowledge, values, and skills. The authors share what they have learned and developed on the basis of their own teaching experiences with baccalaureate social work students. They identify nine purposes of social work writing, linking assignments with each purpose and discussing how the assignments can be used to teach social work writing skills concurrently with other core social work skills.
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49

Segrin, Chris, Melissa McNelis y Paulina Swiatkowski. "Social Skills, Social Support, and Psychological Distress: A Test of the Social Skills Deficit Vulnerability Model". Human Communication Research 42, n.º 1 (9 de octubre de 2015): 122–37. http://dx.doi.org/10.1111/hcre.12070.

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50

Kira, Yugo, Akiko Ogata y Yuka Kamite. "Relation Between Pan-Situational Social Skills and Situation-Specific Social Skills in Adolescents". Japanese Journal of Educational Psychology 68, n.º 1 (30 de marzo de 2020): 11–22. http://dx.doi.org/10.5926/jjep.68.11.

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