Social skills training for primary school children: A 1-year follow-up study

2008 ◽  
Vol 33 (5) ◽  
pp. 378-383 ◽  
Author(s):  
MG SAWYER ◽  
C MACMULLIN ◽  
B GRAETZ ◽  
JA SAID ◽  
JJ CLARK ◽  
...  
Keyword(s):  
Social Skills ◽  
Primary School ◽  
School Children ◽  
Social Skills Training ◽  
Skills Training ◽  
Primary School Children ◽  
Follow Up Study

Evaluation of the Sheidow Park social problem solving program for primary school children: a field study

1996 ◽  
Vol 6 (1) ◽  
pp. 61-72
Author(s):  
Jordana K. Bayer ◽  
Rosalyn Shute ◽  
Colin MacMullin
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Social Competence ◽  
Primary School ◽  
School Children ◽  
Social Problem ◽  
Social Skills Training ◽  
Skills Training ◽  
Social Problem Solving ◽  
Primary School Children

Research has demonstrated links between children's poor peer relations and various forms of child and adult psychosocial maladjustment. Social skills training programs have been developed to increase children's social competence and reduce the risk for later problems. The Sheidow Park Social Problem Solving Program is a curriculum based cognitive social skills training program, designed for Australian primary school children. The present research evaluated the effects of this program on a variety of dimensions of children's social competence. Subjects were Reception/Year 1 children in two classes of a South Australian suburban primary school. The teacher of one class implemented the social skills program, while the other class experienced no formal social skills intervention. The results indicated that the various measures of social competence employed were relatively independent of one another, supporting the need for a comprehensive range of measures in social skills training research. The Sheidow Park program demonstrated a significant effect on children's sense of social self-competence and the degree to which they perceived a variety of challenging social situations as difficult to deal with. However, the program had no effect on teacher and peer ratings of children's social competence or on children's satisfaction with their wider social network. The findings are explained within the context of attribution and cognitive dissonance theories, and the strengths and limitations of both the Sheidow Park program and the present research are discussed. Suggestions for future research and modifications to the program are made.

scholarly journals Associations of Physical Activity and Sedentary Behavior with Academic Skills – A Follow-Up Study among Primary School Children

PLoS ONE ◽  
2014 ◽  
Vol 9 (9) ◽  
pp. e107031 ◽  
Author(s):  
Eero A. Haapala ◽  
Anna-Maija Poikkeus ◽  
Katriina Kukkonen-Harjula ◽  
Tuomo Tompuri ◽  
Niina Lintu ◽  
...  
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Sedentary Behavior ◽  
School Children ◽  
Academic Skills ◽  
Primary School Children ◽  
Follow Up Study

scholarly journals Myopic Shift and Outdoor Activity among Primary School Children: One-Year Follow-Up Study in Beijing

PLoS ONE ◽  
2013 ◽  
Vol 8 (9) ◽  
pp. e75260 ◽  
Author(s):  
Yin Guo ◽  
Li Juan Liu ◽  
Liang Xu ◽  
Ping Tang ◽  
Yan Yun Lv ◽  
...  
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Outdoor Activity ◽  
Follow Up Study ◽  
Myopic Shift ◽  
One Year

MODEL OF PEER-MEDIATED SOCIAL SKILLS INTERVENTION FOR CHILDREN WITH SPECIAL NEEDS IN INCLUSIVE PRIMARY SCHOOLS

2018 ◽  
Author(s):  
Marlina - Marlina
Keyword(s):  
Social Skills ◽  
Primary School ◽  
Special Needs ◽  
Primary Schools ◽  
Social Skills Training ◽  
Skills Training ◽  
Training Model ◽  
Children With Special Needs ◽  
Social Skills Intervention ◽  
Normal Children

This research is aimed at investigating a model of social skills training for children with special needs in inclusive primary school. The study is used at research and development. The training model involves the normal children as training mediators, the so-called peer-mediated social skills intervention (PMSSI), PMSSI model is developed into seven steps. The results of the development are: (1) PMSSI model is appropriate to meet the needs of children with special needs and normal children as social skills training; (2) PMSSI model has the steps description of social skills training which are organized, hierarchical, and clear; (3) PMSSI model is useful for classroom teachers and special educator teachers in inclusive primary school; and (4) PMSSI model is efficient in terms of cost but not of time. Based on the results of the development, there are two suggestions: (1) the need for training the trainers on the use of PMSSI model before being applied in inclusive primary school, and (2) the implementation of social skills training should be done integratedly in academic activities or in a playgroup setting.

scholarly journals Classroom Standing Desks and Time-Series Variation in Sedentary Behavior and Physical Activity among Primary School Children

2019 ◽  
Vol 16 (11) ◽  
pp. 1892 ◽  
Author(s):  
Tetsuhiro Kidokoro ◽  
Yasuo Shimizu ◽  
Kanako Edamoto ◽  
Michael Annear
Keyword(s):  
Physical Activity ◽  
Time Series ◽  
Primary School ◽  
Sedentary Behavior ◽  
School Children ◽  
Primary School Children ◽  
Control Group ◽  
School Time ◽  
Intensity Physical Activity

The purpose of the present study was to examine the effects of height-adjustable standing desks on time-series variation in sedentary behavior (SB) among primary school children. Thirty-eight children aged 11–12 years (22 boys and 16 girls) from two classes at a primary school in Nagano, Japan, participated in this study. One class was allocated as the intervention group and provided with individual standing desks for 6 months, and the other was allocated as the control group. Time spent in SB, light-intensity physical activity (LPA), and moderate-to-vigorous-intensity physical activity (MVPA) was measured using accelerometers (ActiGraph) at baseline and follow-up. Time spent in SB was significantly lower by 18.3 min/day on average in the intervention class at follow-up (interaction effects: F(1, 36) = 4.95, p = 0.035, η2 = 0.082). This was accompanied by a significant increase in time spent in MVPA (+19.9 min/day on average). Our time-series analysis showed significant decreases in SB during school time, while no change in SB was found during non-school time. This result indicates that the use of standing desks promotes an overall reduction in SB with no compensatory increase during non-school time.

Bizzy Break! The Effect of a Classroom-Based Activity Break on In-School Physical Activity Levels of Primary School Children

2013 ◽  
Vol 25 (2) ◽  
pp. 300-307 ◽  
Author(s):  
Elaine Murtagh ◽  
Maureen Mulvihill ◽  
Oonagh Markey
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Intervention Group ◽  
Primary School Children ◽  
Control Group ◽  
Step Counts ◽  
Significant Difference

The school has been identified as a key setting to promote physical activity. The purpose of this study was to evaluate the effect of a classroom-based activity break on in-school step counts of primary school children. Data for 90 children (49 boys, 41 girls, 9.3 ± 1.4 years) from three Irish primary schools is presented. In each school one class was randomly assigned as the intervention group and another as controls. Children’s step counts were measured for five consecutive days during school hours at baseline and follow-up. Teachers of the intervention classes led a 10 min activity break in the classroom each day (Bizzy Break!). Mean daily in-school steps for the intervention at baseline and follow-up were 5351 and 5054. Corresponding values for the control group were 5469 and 4246. There was a significant difference in the change in daily steps from baseline to follow-up between groups (p < .05). There was no evidence that girls and boys responded differently to the intervention (p > .05). Children participating in a daily 10 min classroom-based activity break undertake more physical activity during school hours than controls.

Sign in / Sign up

Export Citation Format

Share Document