The effects of school-wide social skills education with high school students

2011 ◽  
Author(s):  
Yayoi Watanabe
Keyword(s):  
High School ◽  
High School Students ◽  
Social Skills ◽  
School Students ◽  
Skills Education

Blended Social Skills Intervention for Students Identified as Emotionally and Behaviorally Disturbed

2020 ◽  
pp. 126-151
Author(s):  
Lauren R. Tidmore
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
Social Skills ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Composite Score ◽  
Social Skills Intervention ◽  
School Students ◽  
Post Test

The purpose of this study was to evaluate a nine-week blended learning social skills intervention for high school students identified as being at risk for emotional and behavioral disorders. Exploring how social skills interventions improve students' social and emotional deficits aids in the development of an engaging curriculum. This quantitative study utilized a pretest-posttest method. High school students identified as being at risk for emotional and behavioral disorders and their special educators were invited to complete the researcher-designed social skills intervention with a corresponding pre- and post-test. There were no statistically significant differences between the pre- and post-test scores for the students or the special educator. The SEARS' social-emotional domains were all found to be statistically significant predictors of the students' total composite score. Gender was found to be a significant predictor of the student's total composite score. Implications of the study include strategies for developing interventions at the high school level.

scholarly journals Relationship between Emotional Intelligence, Social Skills and Peer Harassment. A Study with High School Students

2020 ◽  
Vol 17 (12) ◽  
pp. 4208 ◽  
Author(s):  
Rubén Trigueros ◽  
Elena Sanchez-Sanchez ◽  
Isabel Mercader ◽  
José M. Aguilar-Parra ◽  
Remedios López-Liria ◽  
...  
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Students ◽  
Social Skills ◽  
Structural Equation ◽  
Negative Relationship ◽  
Equation Model ◽  
School Students ◽  
Peer Harassment ◽  
Mood Scale

The objective of this study was to analyse the relationship between emotional intelligence and social skills, and how these two variables influence bullying. In this study, 912 Spanish high school students, 471 boys and 441 girls aged 14–16 years, participated, who were administered the Spanish version of the Trait Meta Mood Scale 24, the “Bateria de socialización BAS-3” and the Peer Harassment Questionnaire. To analyse the results, a structural equation model was made. The results reflected a positive relationship between emotional intelligence and social skills (B = 0.44, p < 0.001), and a negative relationship with respect to bullying (B = −0.56, p < 0.001). In turn, social skills reflected a negative relationship with respect to bullying (B = −0.38, p < 0.001). These results reflect the need to implement educational programs focused on the development of emotional intelligence in the classroom, as a means to try to stop bullying behaviours in the classroom.

scholarly journals A Pilot Study of Social Competence Assessment Using Interaction Rating Scale Advanced

2011 ◽  
Vol 2011 ◽  
pp. 1-6 ◽  
Author(s):  
T. Anme ◽  
T. Watanabe ◽  
K. Tokutake ◽  
E. Tomisaki ◽  
Y. Mochizuki ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Social Skills ◽  
Pilot Study ◽  
Social Competence ◽  
Rating Scale ◽  
Competence Assessment ◽  
Evidence Based ◽  
School Students ◽  
Practical Evaluation

Purpose. The purpose of this paper is to clarify the validity of the Interaction Rating Scale Advanced (IRSA) as an evidence-based practical index of social skills. Methods. The participants in our study were 17 high school students. The participants completed the five-minute interaction session and were observed using the IRSA. Their teacher evaluated their social competence based on regular observation in school. Results. The results indicated the high correlation between IRSA scores and teacher's practical evaluation. IRSA can measure social competence with high validity. Conclusion. The IRSA provides further evidence of the fact that in order to study social competence development, it is important to evaluate various features of the interaction like IRSA subscales.

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