Criteria Used to Define and Evaluate Socially competent Behavior Among Women

1986 ◽  
Vol 10 (2) ◽  
pp. 183-196 ◽  
Author(s):  
Eileen D. Gambrill ◽  
Cheryl A. Richey
Keyword(s):  
Social Skills ◽  
Social Behavior ◽  
Social Skills Training ◽  
Training Programs ◽  
Skills Training ◽  
Nonverbal Behaviors ◽  
Process View ◽  
Definition Of ◽  
The Relationship ◽  
Verbal And Nonverbal Behaviors

Criteria used to evaluate socially competent behavior of women are described and critiqued. Many definitions of social competence do not employ a process view of social behavior in which individual goals and values as well as specific verbal and nonverbal behaviors are considered. This may result in the imposition of artificial goals on consumers of assertion and social skills training programs and the neglect of individual goals. The relationship between the definition of competence used and the assessment methods relied on is discussed. The advantages of focusing on specific goals are noted and a checklist that consumers can use to review the content of training programs is provided.

Evaluation of a Videodisc-Based Social Skills Training Program

1989 ◽  
Vol 10 (2) ◽  
pp. 86-98 ◽  
Author(s):  
Ron Thorkildsen ◽  
Julie Fodor-Davis ◽  
David Morgan
Keyword(s):  
Elementary School ◽  
Social Skills ◽  
Social Behavior ◽  
Training Program ◽  
Social Skills Training ◽  
Social Behaviors ◽  
Skills Training ◽  
Self Esteem ◽  
Control Group ◽  
Experimental Group

The study helped determine the effectiveness of a videodisc-based social skills training program for mildly handicapped elementary school children. The program teaches children how to use appropriate phrasing, intonation, and body language in such social interactions as getting involved and being positive The videodisc is used to present examples of appropriate and inappropriate social behaviors, and models to imitate in subsequent role-playing activities. Six elementary school resource rooms, each containing five mildly handicapped students, were randomly assigned to participate in the program (experimental group) or to continue their regular resource room program (control group). Data on the student's social behavior, acceptance by nonhandicapped peers, self-esteem, and treatment implementation were collected over a 4-month period. Experimental group students scored significantly higher on a posttraining measure of peer acceptance and postchecklist of social skills than did control group students. No treatment effect was found for a postchecklist of social behaviors not covered in the program or on a postmeasure on self-esteem. The social behavior of the students in natural school settings was directly observed for 16 weeks. Treatment group students made a greater improvement than did control group students, but the difference was not statistically significant It was concluded that both the videodisc instruction and the peer tutoring were important to the success of the program. Videodisc program design considerations are also discussed.

Enhancing the Motivation and Skills Needed to Overcome Interpersonal Problems

1982 ◽  
Vol 5 (4) ◽  
pp. 438-446 ◽  
Author(s):  
Howard S. Adelman ◽  
Linda Taylor
Keyword(s):  
Social Skills ◽  
Social Skills Training ◽  
Training Programs ◽  
Interpersonal Problems ◽  
Skills Training ◽  
Interpersonal Functioning ◽  
Primary Focus

Lack of systematic emphasis on motivational considerations is discussed as a major reason for limited generalization and maintenance of skills learned in social-skills training programs. In this connection, motivation is explored as a primary focus of interventions designed to help individuals overcome interpersonal problems. Specifically, it is suggested that strategies to improve skills for interpersonal functioning are best accomplished in interaction with systematic strategies to enhance motivation for avoiding and overcoming interpersonal problems.

Methodological Adaptations in Assertiveness Training Programs Designed for the Blind

1983 ◽  
Vol 53 (3_suppl) ◽  
pp. 1281-1282 ◽  
Author(s):  
Douglas H. Ruben
Keyword(s):  
Social Skills ◽  
Social Skills Training ◽  
Training Programs ◽  
Skills Training ◽  
Assertiveness Training ◽  
Training Package

The current research applies an “alternative” social skills training package with revisions in assertiveness for congenital and adventitious blind rehabilitation students. A series of 5 units covering philosophic concepts of blindness and practical techniques for an assertive repertoire comprised 2 assertiveness courses, each lasting 4 weeks ( Ns = 7, 6). Methodological revisions mainly included more auditory and gestural manipulations.

Entraînement Aux Habiletés Sociales et Prévention en Milieu Scolaire

1984 ◽  
Vol 3 (2) ◽  
pp. 79-90 ◽  
Author(s):  
Nicole Royer
Keyword(s):  
Mental Health ◽  
Academic Achievement ◽  
Social Skills ◽  
Social Adjustment ◽  
Social Life ◽  
Social Skills Training ◽  
Training Programs ◽  
Skills Training ◽  
Milieu Scolaire

Between preschool years and adolescence, social life among peers requires different skills (cognitive, emotional and behavioral). Promoting the adequate skills according to age levels may lead to social adjustment, which is a mental health core dimension. Furthermore, it may lead to improved academic achievement. Many social skills training programs from varied orientations have been implemented: the main characteristics of a few of them are presented, followed by a discussion concerning conditions that could facilitate the implementation of such a program and its effects.

scholarly journals SOCIAL SKILLS TRAINING IN FLIGHT SCHOOLS: A PROACTIVE TOOL FOR MANAGEMENT THREATS AND RISKS

2013 ◽  
Vol 4 (1) ◽  
pp. 89-104
Author(s):  
Ana Maria Vieira
Keyword(s):  
Social Skills ◽  
Social Skills Training ◽  
Interpersonal Skills ◽  
Safety Management ◽  
Training Programs ◽  
Skills Training ◽  
Management Systems ◽  
Safety Management Systems ◽  
Interpersonal Situations ◽  
And Training

Safety Management Systems in aviation generate training programs that develop skills needed to perform safety functions. The objective of this study is to show that, in groups, individuals need to have interpersonal skills and, in particular, ability to communicate with others, to listen, and to influence. It is for this reason that Social Skills Training is important in Aviation. Professionals trained in social skills are more likely to identify threats and risks caused by interpersonal situations, be assertive, and take appropriate action. As a contribution, this paper suggests a set of policies, procedures and practices for educating and training future professionals who will work in aviation safety.

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