Social Skill

ABSTRACT: Many programs have been developed to help schools enhance students' health and reduce the prevalence of drug use, violence, and high-risk sexual behaviors. How should educators choose among these? This article describes selection criteria based on theory, research, and best educational practice that identify key social and emotional learning (SEL) competencies and program features. The SEL competencies for students include 17 skills and attitudes organized into four groups: awareness of self and others; positive attitudes and values; responsible decision making; and social interaction skills. The 11 program features critical to the success of school-based SEL programs emphasize curriculum design, coordination with larger systems, educator preparation and support, and program evaluation. Developed by the Collaborative to Advance Social and Emotional Learning (CASEL), the SEL framework can be used to guide selection of research-based prevention programs that address health, substance abuse, violence prevention, sexuality, character, and social skills.

While school-based prevention programs often target deficits in individual children's social skills in order to limit their aggression or exposure to peer victimization, there is increasing evidence that school-wide and classroom-level factors can affect the success of these programs. We describe the WITS Primary Program which takes a community development approach for the prevention of victimization. It was designed for kindergarten to grade 3 students, and aims to create responsive communities for the prevention of peer victimization by engaging the support of parents, teachers, school counselors, older student, and emergency services personnel. Evidence supporting the program's feasibility and effectiveness are reported. The prevention of peer victimization and bullying may require targeted programs with demonstrated support from many adults in young children's social networks.

Children on the autistic spectrum display significant social deficits that negatively impact daily functioning and may lead to serious mental health problems. Research on the effectiveness of school based social skills programs and students with Autism Spectrum Disorder (ASD), specifically children identified with Asperger Disorder (AS) and high functioning Autism (HFA), has yielded limited positive outcomes. This study evaluated the effectiveness of a school based social skills program, the Social Skills Improvement System (SSIS), over a 7 month period with six 8 grade middle school students who had been identified with autism or a social disability. Outcome data and program evaluation data were used to identify program modifications and implementation factors needed to adapt this program to meet the unique needs of these adolescents and promote skill generalization. The Social Skills Rating Scale (SSRS) was administered to parents, students, and teachers before and near the end of...

Title: The Interpersonal Difficulty Scale for Adolescents: (EDIA): Factorial structure and reliability. Abstract: This main aim of this research was to analyze the factor structure and reliability of the Escala de Dificultad In- terpersonal para Adolescentes (EDIA), a new self-report devel- oped to assess interpersonal difficulty in adolescence. The questionnaire was applied to a random sample of 841 high school

In addition to repeated reexperiencing of the event, the delayed effects of severe psychological trauma, i.e., post traumatic stress disorder (PTSD), present a paradoxical mix of symptoms. There is enhancement of the self-preservative catecholamine states; anger and fear with a contrasting sense of meaninglessness and a blunting of the emotional responses of the attachment behavior so critical for species preservation. Hormonally, there is a striking separation of the catecholamine response, which stays elevated and that of the hypothalamo-pituitary-adrenal (HPA) axis, which may remain at normal levels. Pathophysiologically, the reexperiencing of the trauma and the arousal may be associated with dysfunction of the locus coeruleus, amygdala and hippocampal systems. This article explores the consequences of an additional dysfunction: a dissociation of the hemispheres that appears to be responsible for the alexithymic avoidance and failure of the cortisol response that so often follow severe psychological trauma. There is neurophysiological evidence that the left and right hemispheres subserve different emotional sets that correspond to “control” and “appraisal,” i.e., very approximately to the self and species preservative behavioral complexes, respectively. Several studies point to physiological dissociation of hemispheric functions during alexithymia. This raises the question: What has been lost if in this condition the right side no longer fully contributes to integrated cerebral function? Right hemispheric damaged children lose critical social skills and in adults the related sense of familiarity critical for bonding is lost. Such losses of social sensibilities may account for the lack of empathy and difficulties with bonding found in sociopathy and borderline personality: conditions now believed to result from repeated psychological trauma during development. On the other hand, systems that promote right hemispheric contributions provide solacing access to a “Higher Power.” They also appear to protect against socially disordered behavior, substance abuse, the failure of the HPA axis and some aspects of the pathophysiology of chronic disease.

The purpose of the present study was to determine whether there was a significant difference in measure of socialization between visually impaired student-athletes and non-athletes. We compared the social skills of Iranian visually impaired student-athletes (n = 51) and visually impaired student non-athletes (n = 56) with ages ranging from 13 to 19 years enrolled in academic year 2009–2010. Socialization was measured with the Social Maturity Scale (Weitzman, 1949). The results indicate that the two examined groups differ in regards to socialization and that the visually impaired student-athletes scored significantly higher than the visually impaired student non-athletes on the socialization test, proving the notion that participation in sports results in better improvements in socializations. If officials and parents encourage sports participation in visually impaired individuals, they will have a better opportunity of having more social skills in life.

... Embed Social Skills Instruction in Inclusive Settings NICOLE S. FENTY, MELISSA A. MILLER, AND ANDREA LAMPI 2 0 W AYS T O . . . Robin H. Lock, Dept. ... Know-ing when and why a behavior is likely to occur is critical to developing prevention efforts (O'Neill et al., 1997). ...

This study investigated how and when teachers used music in preschool classrooms throughout the day. Direct classroom observations were conducted to determine preschool teachers' use of music in four Head Start classrooms and one private preschool classroom ...

Although the perception of emotion in individuals is an important social skill, very little is known about how emotion is determined from a crowd of individuals. We investigated the perception of emotion in scenes of crowds populated by dynamic characters each expressing an emotion. Facial expressions were masked in these characters and emotion was conveyed using body motion and posture only. We systematically varied the proportion of characters in each scene depicting one of two emotions and participants were required to categorise the overall emotion of the crowd. In Experiment 1, we found that the perception of emotions in a crowd is efficient even with relatively brief exposures of the crowd stimuli. Furthermore, the emotion of a crowd was generally determined by the relative proportions of characters conveying it, although we also found that some emotions dominated perception. In Experiment 2, we found that an increase in crowd size was not associated with a relative decrease in the efficiency with which the emotion was categorised. Our findings suggest that body motion is an important social cue in perceiving the emotion of crowds and have implications for our understanding of how we perceive social information from groups.