scholarly journals Social skills training for high school students: Scale development and efficacy evaluation

2017 ◽  
Vol 29 (Special_issue) ◽  
pp. 139-149
Author(s):  
Takahiro Oguri
Keyword(s):  
High School ◽  
High School Students ◽  
Social Skills ◽  
Scale Development ◽  
Social Skills Training ◽  
Skills Training ◽  
Efficacy Evaluation ◽  
School Students

Social Skills Training of LD Adolescents: A Generalization Study

1982 ◽  
Vol 5 (4) ◽  
pp. 409-414 ◽  
Author(s):  
Jean B. Schumaker ◽  
Edwin S. Ellis
Keyword(s):  
High School Students ◽  
Social Skills ◽  
Natural Environment ◽  
High Performance ◽  
Social Skills Training ◽  
Skills Training ◽  
Role Playing ◽  
Natural Setting ◽  
School Students ◽  
Before And After

The purpose of this study was to determine the reliability of role playing as a device for assessing generalization of social skills training and to determine the extent to which LD adolescents generalize specific social skills to the natural setting following training. LD high-school students' social skills were observed in two types of situations before and after training: (a) contrived (but unobtrusive) situations in the subjects' natural environment, and (b) novel role-playing situations. Results suggested that LD adolescents do not automatically generalize recently learned social skills to novel role-playing situations and the natural environment. Also, high performance in a novel role-playing situation does not necessarily mean that a student will show a correspondingly high performance in the natural environment. Consequently, it appears that learning disabled adolescents must be trained to generalize newly learned social skills, and that generalization of newly learned social skills should be measured in the learner's natural environment.

The Impact of Social Skills Training on the Self-concepts of Gifted High School Students

1997 ◽  
Vol 8 (4) ◽  
pp. 179-188 ◽  
Author(s):  
Jennifer J. Clark ◽  
David N. Dixon
Keyword(s):  
High School ◽  
High School Students ◽  
Social Skills ◽  
Skills Training ◽  
Self Concept ◽  
Future Research ◽  
Social Self ◽  
School Students ◽  
Post Test ◽  
The Impact

In an exploratory outcome study, the social self-concepts of four gifted high school students attending a rigorous residential program were examined as they participated in a social skills workshop. Subjects participated in a pre-test measurement of their global self-concept using the Marsh Self-Description Questionnaire III which differentiates between social self-concept and academic self-concept. The subjects then participated in a three-week social skills workshop that was patterned after the Culcross and Jenkins-Friedman (1988) model. A post-test self-concept measurement was gathered Contrary to the hypothesis, the subjects did not demonstrate an increase in their social self-concepts. Implications of this study and suggestions for future research are presented.

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