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Teses / dissertações sobre o tema "Social skills"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 1 de agosto de 2024

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1

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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2

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.
Master of Science

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3

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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4

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.
Graduate

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5

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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6

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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7

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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8

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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9

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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10

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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11

Bomb, Pinky. "Social skills and siblings in India". Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4295.

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Thesis (M.S.)--University of Missouri-Columbia, 2005.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (November 27, 2006) Includes bibliographical references.

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12

Baumann, Caroline Monica. "Social norms, skills and rational choice". Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.611759.

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13

Quaschnick, Amy J. "Creating an effective social skills intervention". Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008quaschnicka.pdf.

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14

Lacey, Jacqueline Marie. "Teaching social skills through environmental education". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1765.

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This project was designed to address the need for a curriculum that links environmental education and social skills. All of the social skills units were created to improve the students' understanding of social skills and important environmental concepts.

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15

Scharfstein, Lindsay. "Social Skills and Social Acceptance in Childhood Anxiety Disorders". Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5860.

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The present study examined the social skills and social acceptance of children with SAD (n=20), children with GAD (n=18), and typically developing (TD) children (n=20). A multimodal assessment paradigm was employed to address three study objectives: (a) to determine whether social skills deficits are unique to children with SAD or extend to children with GAD, (b) to assess whether skills vary as a function of social context (in vivo peer interaction Wii Task versus hypothetical Social Vignette Task) and (c) to examine the relationship between anxiety diagnosis and social acceptance. Parent questionnaire data indicated that both youth with SAD and GAD experienced difficulties with assertiveness, whereas children with SAD experienced a broader range of social skills difficulties. Blinded observers' ratings during the behavioral assessment social tasks indicated that compared to children with GAD and TD children, children with SAD have deficits in social behaviors and social knowledge across settings, including speech latency, a paucity of speech, few spontaneous comments, questions and exclamations, and ineffective social responses. In addition, vocal analysis revealed that children with SAD were characterized by anxious speech patterns. By comparison, children with GAD exhibited non-anxious speech patterns and did not differ significantly from TD youth on social behaviors, with the exception of fewer spontaneous comments and questions. Lastly, children with SAD were perceived as less likeable and less socially desirable by their peers than both children with GAD and TD children. Clinical implications of these findings are discussed.
Ph.D.
Doctorate
Psychology
Sciences
Psychology; Clinical Psychology

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16

Knight, Caleb. "Improving social skills in children with Asperger's syndrome : combining direct social skills training and peer mediated interventions". Thesis, University of East London, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532495.

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17

Stipelman, Brooke A. "Social skills deficit versus performance inhibition in socially anxious individuals". College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/3093.

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Thesis (M.A.) -- University of Maryland, College Park, 2005.
Thesis research directed by: Dept. of Psychology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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18

Conner, Dianna Holden. "Social skills training for individuals with schizophrenia: Evaluation of treatment outcome and acquisition of social and cognitive skills". Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4713/.

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Social and cognitive skill acquisition were evaluated in 33 (male=24, female=11) outpatients with schizophrenia or schizoaffective disorder. A social skills training treatment group (n=19) was compared to a wait-list control (n=14). Participants' mean age was 41 years, mean number of hospitalizations 10.4, and mean number of years with diagnosis 15.8. Assessment measures included WAIS-III Picture Arrangement subtest, Social Cue Recognition Test, COGLAB, WMS-III Word List subtest, and SADS-C. Results did not support the main hypotheses of improved social and cognitive skills in the treatment group. Participants with better memory and attention at pre-testing also did not show an advantage in social skills improvement. Contrary to hypotheses, the control group improved the most on some social and cognitive measures. Several supplemental hypotheses yielded the following results: lack of volunteer participation from paranoid schizophrenia individuals; evidence that schizoaffective disorder participants may be less cognitively impaired and better able to benefit from social skills training; and younger, less chronic participants with better attentional capacities may benefit most from social skills training. Findings are discussed in light of the possibility that improving social skills might not improve social and cognitive functioning, at least with the dosage of social skills training provided in this study. Limitations such as a sampling bias and small study size are also considered as possible explanations for the pattern of findings. Clinical and research implications are discussed to apply and extend the current findings.

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19

Pope, Dorothy Mae. "Social skills training for head injured adults". Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26121.

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Social Skills Training for Head Injured Adults Research has demonstrated numerous personality and behavioral disturbances resulting from head injury (Lezak,1978). It is these changes rather than the physical disabilities that create the stress, in the long term for the relatives of the head injured (MeKinley,1981). Therefore, social skills training is a important part of intervention with this population. This study evaluates a social skills training program "Stacking the Deck" (Braunling-McMorrow et al 1986) which has been modified to include structured learning assignments. This is a single case evaluation (A - Baseline, B - Treatment) with replication. The subjects are four males with severe head injuries, ages 19,22,34,and 36. Social skills were described as requiring an action or reaction within six skill areas: compliments, social interaction, politeness, criticism, social confrontation, and questions/answers. Measures include the baseline developed in the "Stacking the Deck" program, Staff Questionnaire on Social Behavior (Spence,1979) and the Social Skills Assessment Chart (Spence,1980). Results indicate that this is an effective program for social skills training with the adult head injured population.
Arts, Faculty of
Social Work, School of
Graduate

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20

Roazzi, A. "Children's cognitive skills : A social class comparison". Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235101.

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21

蕭岳殷 e Ngok-yun Siu. "Social skills training for the mentally retarded". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976712.

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22

Lau, Yuet-ying Esther. "Social skills training for patients with schizophrenia". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29725641.

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23

White, Elliott P. "Social cognition skills in borderline personality disorder". Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/12836/.

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Section A reviewed 18 empirical behavioural studies on empathy and mental state inference (MSI) skills in those meeting Borderline Personality Disorder (BPD) criteria. The review was situated within Mentalization theory (MBT), which posits a central link between such skills and complex needs presentation. Firm conclusions about BPD mentalization skills are difficult as deficits, enhanced abilities and no differences from non-patients are reported. None of the reviewed papers stimulated attachment system arousal, as warranted by mentalization theory. Economic game research was highlighted as offering value in assessing self-directed mentalization, an under-researched area. Section B sought to test MBT and other model’s claim that empathy and Mental State inference (MSI) skills are differentially degraded in Borderline Personality Disorder (BPD). 27 people meeting BPD criteria and a matched non-patient group had empathy assessed with the Reading the Mind in the Eyes Task and MSI assessed with a modified economic game. This was done before and after a novel attachment system intervention. Empathy skills were less accurate in the BPD group. Other findings including game behaviour, fairness ratings and a social cue selective prioritisation in non-patients only are discussed. The theoretical links and suggestions for clinical innovation and research development are provided.

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24

Calhoun, James. "Facilitating Social Emotional Skills in Preschool Children". ScholarWorks @ UVM, 2009. http://scholarworks.uvm.edu/graddis/39.

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There are many difficulties associated with problematic social-emotional skills in childhood. These range from poor academic performance (Brinbaum, et al., 2003; Delany-Black et al., 2002; Wallach, 1994), school suspension (Lippincott-Williams & Wilkins, 2004), school drop-out (Farmer & Farmer 1999; Gagnon, Craig, Trombley, Zhou, & Vitaro, 1995), aggression (Cicchetti & Toth, 1995), and poor peer relations (Izard et al., 2001; Schultz, Izard, & Ackerman, 2000; Schultz, Izard, Ackerman, & Youngstrom, 2001). Preschool programming provides an early opportunity to build social-emotional skills and avoid some of these adverse outcomes. The question for many school districts is how to design a preschool program format that is both consistent with best practice and fits within a feasibility framework. The goal of this research study was to provide information that could be used by school districts to guide preschool program development. The study looked at the differential outcomes on dependent measures of social-emotional functioning for children aged 3 to 5-years who participated in an 8-month preschool program (n=74). The children were in 2 treatment groups (i.e., those receiving a classroom-based social skills intervention and those receiving the classroom intervention plus a home-based intervention) and a non-treatment control group. The groups also differed in group membership. The treatment group children met a criterion such as having a diagnosis or low socio-economic status. The control group consisted of children who met these same criteria, but also had members who were invited by teachers or attended based on parent request. Therefore, the control group was more heterogeneous than either treatment group. The implications of this study for school districts developing a model for preschool programming are discussed. In addition, the limitations of this study as well as potential directions for future research are reviewed.

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25

Gower, Michael W. "Improving social skills in children with autism". Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009m/gower.pdf.

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26

Siu, Ngok-yun. "Social skills training for the mentally retarded". [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13115418.

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27

Haynes, Marie Ellen. "Urban college graduates their investments in and returns for strong quantitative skills, social capital skills, and soft skills /". Cleveland, Ohio : Cleveland State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1274706759.

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Thesis (Ph.D.)--Cleveland State University, 2010.
Abstract. Title from PDF t.p. (viewed on June 3, 2010). Includes bibliographical references (p. 162-178). Available online via the OhioLINK ETD Center and also available in print.

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28

Powell, Jamie Leigh. "Using social stories and behavior skills training involving family members to increase social skills for a child with autism". [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002936.

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29

Corso, Lisa. "Social Intelligence: Social Skills Competence and Emotional Intelligence in Gifted Adolescents". TopSCHOLAR®, 2002. http://digitalcommons.wku.edu/theses/647.

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Two schools of thought diverge into an ongoing debate as regards to the social intelligence of gifted youth. One view holds that the gifted are often maladjusted (Chronbach, 1960; Hollingworth, 1942). The contrary view is that they are more likely to be well adjusted, with overall above average social and emotional intelligence (Allen, 2000; Chesser, 2001; Kihlstrom & Cantor, 2000; Neihart, 1999). The current research is consistent with views supporting enhanced overall social and emotional intelligence of gifted youth. Some researchers have argued that emotional intelligence and social skills competence are subsets of social intelligence (Chesser, 2000; Greenspan, 1979; Kihlstrom & Cantor, 2000; Morgan, 1996; Salovey & Mayer, 1990,1993). In order to sample the domains of social intelligence in gifted adolescents, a measure of emotional intelligence (Bar-On Emotional Quotient - Inventory: Youth Version) was combined with a measure of social skills competence (Social Skills Rating Scale- Secondary Student and Parent Forms). Participants were students (n = 100) in a very selective summer program for gifted adolescents, and parent respondents (n = 76). This research addresses the following four hypotheses as regards to the relationship between social skills competence and emotional intelligence in gifted adolescents. It was hypothesized that gifted adolescents were expected to score in the above average range on emotional intelligence. Gifted adolescents scored significantly higher than norm samples on the scales of Adaptability, Stress Management and the Total EQ composite. It was also hypothesized that gifted students have above average social skills ratings. Gifted students scored significantly higher than average on all scales of the Social Skills Rating System (SSRS) Secondary Student form. Third, it was hypothesized that the constructs of emotional intelligence and social skills competence are related as regards to the self ratings of gifted adolescents. The SSRS Total Scale and all scales of Bar-On EQ-i: YV were significantly correlated. Fourth, parental ratings were consistent with the hypothesis that they would rate their adolescents as having overall average social skills. The means for overall social skills on the Total Scale and Cooperation subscale were in the average range. The Assertion subscale was found to be below average. Parent ratings were significantly above average in the areas of Responsibility and Self-Control, which may be strengths for gifted youth. A significant positive relationship was found between the composites for social skills competence and emotional intelligence. Some differences were noted between the sub-scales of these constructs, suggesting that gifted individuals may tend to have a specific profile of strengths and weaknesses in these domains. This relationship is also consistent with hierarchical theories of social intelligence maintaining that social skills and emotional skills are separate areas of related abilities. These findings suggest that social intelligence domains are important in drawing a complete profile of differential abilities in gifted students. In talent identification, it may be useful to combine measures of social skills competence and emotional intelligence with cognitive evaluations to provide a wider range of information as regards to the abilities of the gifted.

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30

McCendie, Richard R. "The role of leader's social competence in children's social skills training". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq26132.pdf.

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31

Oconnell, Alison Ann. "Using Instructions and Behavioral Skills Training to Teach Facebook Skills to Seniors". Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6339.

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The senior population is growing faster than any other population group, and life expectancy is increasing. E-mail and social media enable people of all ages to stay in touch, and find information, resources, and entertainment. Positive effects are associated with computer and internet use for older adults, but not all seniors have embraced technology and some seniors feel negatively about it. Several different methods have been used to teach seniors computer skills, including mentoring, lecturing, and providing instructions, but not many procedures have been evaluated for effectiveness. In the current study, we recruited three to five seniors, taught them to use Facebook using instructions and behavioral skills training as needed, and then tested their skills. This study investigated the effectiveness of instructions alone with supplemental behavioral skills training as necessary to improve community-dwelling seniors’ social media skills on Facebook.

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32

Cheng, Tak-foo. "The implementation of social skills training in a secondary school". Hong Kong : University of Hong Kong, 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18032928.

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33

Banks, Laura. "Social skills and ADHD behaviors in middle childhood". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0007/MQ37825.pdf.

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34

Kastuk, Donald John. "Social skills training for the traumatic brain injured". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/NQ43434.pdf.

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35

Caputo, Mara. "Autism and social skills in the inclusive setting /". Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_caput_autis.pdf.

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36

Matanga, Sive. "Determining budgeting skills of government social grant holders". Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/18454.

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The lack of budgeting skills in Government Social Grant recipients has significantly added to an inability in many of the grant recipients to address the existing poverty in their households. This situation has been exacerbated due to exploitation of social grant recipients by illegal money lenders charging excessively high interest rates trapping grant recipients in a vicious cycle of perpetuating debt. In remote rural areas poverty and lack of literacy and numeracy skills go hand in hand. Psycho-social and economic factors play a role in grant recipients’ poor budgeting and financial decision making skills, contributing to them falling into debt in the first place. Aggravating the situation is legislation that limits access to financial resources of those without employment, rendering illegal money lenders the financial entity providing finance by default. The research was conducted in a poor rural area around Tarkastad, Eastern Cape and sought to identify challenges caused by, amongst others, the lack of decent education, poverty and poor budgeting skills, all negatively influencing different social grant holders. Analysis of data from this qualitative study took place by means of a thematic classification against the background of a critical theoretical framework. The researcher believes that this study shed light on issues surrounding exploitation by illegal, unregistered money lenders and that the suggested recommendations, if implemented, may bring about a change in lending patterns and saving behaviour of communities in remote areas.

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37

Rojas, Roberto. "Social skills: group psychotherapy with chronic schizophrenic patients". Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/101632.

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The study confirms the importance of R.P. Liberman's Group training in social skills for schizophrenic patients and applied in Peru by Sotillo et al. (1991) in a public mental health institution. We applied this same experience in a private psychiatric clinic of Lima. Since the management of patients in public and private institutions are different, we carried out a study to train the staff and to adapt the program. Nine in patients with DSM III-R diagnosis of chronic schizophrenia were selected. The inclusion criteria were: basic behaviors, minimal speech repertoire and no positive symptoms. Twenty-seven behaviors, grouped in 4 areas, were assessed before and after training. Results reveal an increase in the number of social skills in 8 of the 9 sujects that participated in the study.
El presente programa corrobora la importancia del entrenamiento grupal en habilidades sociales con pacientes esquizofrénicos crónicos, desarrollado por Liberman, y aplicado en el Perú por Sotillo et al. (1991) en un instituto nacional de salud mental. Conocedores que el manejo de los pacientes psiquiátricos en una clínica privada es diferente al utilizado en los institutos del Estado, consideramos relevante aplicar este programa, que sirvió tanto para capacitar al personal de la clínica, como para adaptar este programa a una infraestructura y dinámica de atención distintas. Se seleccionó una muestra de 9 pacientes esquizofrénicos crónicos, según diagnóstico del DSM III-R, evaluados bajo criterios como: repertorio de conductas básicas, repertorio verbal mínimo y con ausencia de síntomas positivos prominentes de la enfermedad. Los resultados son presentados en base a la evaluación de 27 conductas, agrupadas en 4 áreas, que se evaluaron antes y después del entrenamiento, lo que nos permitió observar el incremento de habilidades sociales en 8 de los 9 pacientes.

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Eversole, Amy. "Social Skills Training with High-Functioning Autistic Adolescents". Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc501083/.

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Social skills training is a need among autistic adolescents. This investigation examined a social skills training program involving several teaching strategies. Specific social skills were targeted for improvement. Attempts to decrease negative social behaviors were made. Five autistic adolescents participated in the program and five were selected for the no-treatment group. Two measures were used. A survey addressing the skills targeted in the program was completed by parents and teachers before and after the program. A test conversation with a stranger and a peer was conducted with each subject before and after the program. Anecdotal information was obtained from therapists, teachers, and parents. Results provided information on the effectiveness of this social skills program. The benefits and limitations of the program were discussed.

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Leach, Nicole. "Humanistic School Culture and Social 21st Century Skills". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1333669153.

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Geary, John Michael. "Social work skills : roles of the problem solver /". The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487598303841346.

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41

Ratcliffe, Belinda Jane. "Emotion-Based Social Skills Training: Across the Spectrum". Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15495.

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Autism Spectrum Disorder (ASD) is a common neurodevelopmental condition associated with core difficulties in social skills. ASD is frequently associated with co-occurring conditions including mental health issues. Intellectual Disability (ID) is also common; however, research with children who have ASD tends to focus on children with ASD without ID (ASD/non-ID). Study 1 of this thesis investigated the association between social skills and mental health in a school-based sample of 292 children aged six to 13 with ASD. Of the sample, 217 had ASD/non-ID and 76 had ASD and co-occurring Mild ID (ASD+MID). Across the overall sample on standardised parent and teacher report questionnaires, greater mental health difficulties were associated with poorer social responsiveness and poorer social skills. Effect sizes were large. For children with ASD/non-ID social skills explained 49.7% (parent report) and 54.7% (teacher report) of mental health variance. For children with ASD+MID, social skills explained 42.1% (parent report) and 44.7% (teacher report). The study has important implications for social skills and mental health research as the results imply that improving social skills could be a way to improve mental health in children with ASD. Nevertheless, there is a dearth of evidence-based social-emotional programmes for children with ASD in ‘real life’ settings such as schools. A primary aim of the current thesis was to examine the effectiveness of Emotion-Based Social Skills Training (EBSST), a manualised social-emotional intervention designed to improve emotional competence in school-aged children with ASD. EBSST was evaluated in two separate studies. Study 2 evaluated EBSST for ASD/non-ID in 217 children (aged 7 -13 years) attending 41 mainstream primary schools in NSW Australia. One hundred and six students took part in the treatment and 111 students were in the control group. Study 3 evaluated the effectiveness of a version of EBSST for children with ASD+MID. Participants were 75 children (aged 7 -13 years) with ASD+MID. Across both Study 2 and 3, school counsellors delivered the 16 session treatment programme to groups of 3-8 students in their schools. Teachers and parents also received six sessions of EBSST in separate groups. Participants received a booster session at six months follow-up. Data on emotional competence, social skills and mental health difficulties were collected using teacher and parent informant report questionnaires in a pre-test/post-test control group design. For children with ASD/non-ID and children with ASD+MID, EBSST resulted in significantly improved teacher reported emotional competence in the treatment group compared to control, as measured by the Emotions Development Questionnaire (EDQ). The effect size was large and improvements were sustained at 6 months follow-up. For children with ASD+MID, EBSST also resulted in significantly improved parent reported emotional competence. More general measures of social skills and mental health were insensitive to change across informants. This study has important implications for students, teachers and parents and provides a valuable basis for further research and development of EBSST.

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Tocknell, Carol. "Student acquisition of social skills through teacher modelling". Thesis, Federation University Australia, 2015. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/75649.

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Doctor of Philosophy
Using the perspective of school leaders, teachers and students, this research questions whether Victorian Government schools provide opportunities, in the form of explicit teacher modelling, for the development of student social skills and social competence. The essence of this study was to determine whether students feel they can thrive at school and whether they believe there are opportunities for them to succeed. Two Victorian Government secondary schools were involved in the study and eight male and ten female students aged 12–14 years volunteered to be interviewed over the course of their first year in secondary school. Teachers and principals at the schools were also interviewed. The research found that students do not identify teachers as role models for social skills. However, school leaders believe that teachers are behaviour role models for students. Students and teachers were found to place value on positive teacher–student relationships. The variance of social-skills instruction in secondary schools and classrooms points to significant differences between intent and practice of such instruction within schools. It seems there are considerable differences in the perception of the Australian Curriculum‘s Personal and social capability domain within schools and between individual teachers‘ classrooms. This limits opportunity for students to develop social skills, as there appears to be no strategic whole-school social–emotional curriculum plan, few resources to implement such plans and no professional development for teachers in this area. This research describes the opportunities that are available for secondary students at Victorian Government schools to develop social skills and social competence. The research contributes to, and informs teacher pedagogy and contributes to knowledge on the value placed on social competence by students, teachers and school leaders. It also provides insight into the importance that students place on teacher interpersonal skills, the subsequent engagement of students with teachers and their sense of connectedness and belonging to their school.

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St, Amand Santos Monica. "Generalization of Social Skills Based on Instructional Setting". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6129.

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Children with social skills deficits in verbal and nonverbal communication can face a variety of social challenges in many aspects of their lives. Given the increasing social needs of many students in today's classrooms, there is a need for increased social skills instruction and support in public schools. Inclusion opportunities in public schools can have a positive impact on the development of social skills and can increase peer understanding and empathy for students with special needs. Although there is research in the area of inclusion and its benefits, there is little known about the impact of the instructional setting on the ability of children to generalize social skills to other school settings. Based on social development theory and social learning theory, this quantitative study used secondary data (N = 129) from 2 primary schools in Connecticut to determine whether elementary age children are more likely to generalize social skills if they are taught social skills in the general education classroom setting compared to those who are taught social skills in the resource room setting or receive no instruction in social skills controlling for natural social skills growth. The result of an ANCOVA revealed that children who were taught social skills in the general education setting were more likely to generalize social skills across settings. The results of this study contribute to positive social change by helping inform school administrators and teachers about how to best support children with social deficits in reaching their academic and social potential. The findings may also help to create an environment that is more accepting of the varying needs of students and as a result can help to create a positive school climate and increase acceptance and friendships among elementary age students that can last into adulthood.

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Bender, Cornelia Johanna Getruida. "A life skills programme for learners in the senior phase : a social work perspective". Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-11222002-110633.

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Blake, Bruce. "THE EFFECT OF VIDEO MODELING AND SOCIAL SKILL INSTRUCTIONON ON THE SOCIAL SKILLS OF ADOLESCENTS WITH HIGH FUNCTIONING AUTISM AND". Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3676.

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ABSTRACT Research conducted on video modeling has shown that these strategies are most effective when they include specific strategies to address conversation skills. Social skills research has also shown that teaching social skills to adolescents in group settings may be more effective than presenting them on an individual basis. Adolescents with Aspergers Syndrome (AS) and High functioning Autism (HFA) participated in a12-week Social Skills Training (SST) program. In addition to pre-and post-study measures, conversation skills data were collected before and after the application of the independent variable (video modeling). Follow-up interviews were also conducted with participants, secondary participants, and parents of the primary participants. After a two-week baseline phase, participants attended weekly social skills training and received the treatment of video modeling with videos found on YouTube. This established pre-existing social and conversation skills and enabled the measurement of changes over the course of the 12 week program. After post intervention data were collected, additional data were collected with participants and secondary participants, neuro-typical peers, as a measure of treatment generalization. This study proposed that presenting social skills videos found on YouTube, would be effective in increasing levels of initiation, responses and conversation skills, thereby increasing communication effectiveness and reducing social rejection by peers. Although some gains in conversational skill levels were observed by most participants in the study significant increases in conversation skill levels were not observed in both ASD only group settings or of the ASD neuro-typical mixed group setting.
Ed.D.
Department of Child, Family and Community Sciences
Education
Education EdD

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Dennis, Gregory Brent. "Social phobia and social anxiety continuous or discontinuous constructs? /". Access abstract and link to full text, 1991. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9136876.

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Baker, Jessica N. "Siblings of Individuals with Autism: Levels of Social Anxiety and Social Skills". Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/scripps_theses/258.

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Autism spectrum disorders are developmental disorders characterized by the presence of three core features: impairments in communication and social interaction, the presence of repetitive behaviors and restricted interests. Estimates from the Center for Disease Control indicate that 1 in 88 individuals in the United States will be diagnosed with an autism spectrum disorder. Siblings are especially affected by the birth of an autistic sibling because of increased stress related to living with an autistic sibling. Increased environmental stress and the genetic component of autism has led to the hypothesis that typically developing siblings may be at a risk for behavioral, emotional and social maladjustments, even in the absence of an autism spectrum disorder diagnosis. The current study sought to compare social skills and levels of social anxiety, as measured by self-report scales, of siblings of individuals with ASD to siblings of typically developing individuals across two age ranges. Results indicate that social skills and levels of social anxiety did not differ between individuals with siblings on the autism spectrum and those with typically developing siblings, for both individuals under the age of 18 and over the age of 18. The current results indicate that unaffected siblings of individuals with autism do not differ from their peers with typically developing siblings in measures of social skills, social anxiety and qualitative autistic traits. Environmental factors associated with living with an autistic sibling and the genetic component of autism does not appear to negatively affect the development of neurotypical siblings at any age.

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Shaffer, Elizabeth Ann. "Effects of Peer-Monitored Social Skills Training on Measures of Social Acceptance". Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1281660194.

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Lavery, Kristin A. "The relationship between social skills, social phobia and behavior disorders in adolescents /". View online, 1997. http://repository.eiu.edu/theses/docs/32211130738310.pdf.

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Alger, Buddy Dennis. "Social Skill Generalization with "Book in a Bag": Integrating Social Skills into the Literacy Curriculum at a School-Wide Level". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3586.

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Social skill instruction is needed in both targeted and universal contexts. This research utilized a universal social skill intervention, Book in a Bag (BIB), to increase the use of a specific social skill by all students within an elementary school, including students identified as at-risk for behavior problems. BIB was designed to integrate social skills into the curriculum by way of children's literature, specifically a read-aloud book using a direct instruction strategy. The results indicate that BIB had a positive effect on students' behavior in the classroom both for students identified and those not identified as being at-risk for behavior problems. Outcomes suggest that students used the skill across a variety of instructional, independent work, and group work settings. Teacher perceptions of the research were reported as acceptable. Teachers noted positive changes in their classroom. Implications of this research for practice include using BIB as a universal intervention to target specific social skill deficits in students, and using social skill instruction to increase positive student behavior.

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