scholarly journals The efficacy of a training program for social skills in reducing addictive Internet behaviors among Palestinian university students

2021 ◽  
Vol 34 (1) ◽  
Author(s):  
Saida Affouneh ◽  
Fayez Azez Mahamid ◽  
Denise Ziya Berte ◽  
Ali Z. Shaqour ◽  
Marouf Shayeb
Keyword(s):  
Social Skills ◽  
University Students ◽  
Training Program ◽  
Internet Use ◽  
Leisure Activities ◽  
Social Contact ◽  
Skills Training ◽  
Control Group ◽  
Addictive Behaviors ◽  
Wait List

Abstract Background For youth in geopolitically at-risk environments, such as Palestine, the issues related to Internet overuse and addictions are complex. Youth residing in the occupied territories of Palestine as in other highly militarized zones have high levels of environmental stressors (e.g., militarization, poverty, lack of employment opportunities, cultural pressures, etc.) and few chemical or social outlets such as alcohol, intoxicants, and leisure activities. As such, the easily accessible and unrestricted opportunities for stress-reducing social contact of social media can lead easily to excessive and maladaptive Internet use. Therefore, interventions directly aimed at awareness and education on how to manage Internet use are critical for addressing these issues in high risk populations. Aims The purpose of the current study was to test the efficacy of a time-limited group training program aimed at improving social skills and reducing addictive Internet behaviors among university students. Methods and results The sample consisted of 30 university students who self-reported high scores on an Internet addiction scale. Participants were randomly assigned to either wait list or treatment group (15 in each condition). Results demonstrated that using a social skills training program over an 8-week period improved the level of social skills and reduced addictive Internet behaviors significantly in those who experienced the intervention when compared with a wait list control group. Conclusions These findings support the implementation of time limited training programs targeting social skills and addictive patterns of Internet use with university students identified with high levels of Internet addictive behaviors.

scholarly journals Impact of the TEAM Wheels eHealth manual wheelchair training program: Study protocol for a randomized controlled trial

PLoS ONE ◽  
2021 ◽  
Vol 16 (10) ◽  
pp. e0258509
Author(s):  
Ed Giesbrecht ◽  
Julie Faieta ◽  
Krista Best ◽  
François Routhier ◽  
William C. Miller ◽  
...  
Keyword(s):  
Training Program ◽  
Controlled Trial ◽  
Community Setting ◽  
Skills Training ◽  
Control Group ◽  
Wait List ◽  
Manual Wheelchair ◽  
And Performance ◽  
One Year ◽  
Home Training

Background Variable, and typically inadequate, delivery of skills training following manual wheelchair (MWC) provision has a detrimental impact on user mobility and participation. Traditional in-person delivery of training by rehabilitation therapists has diminished due to cost, travel time, and most recently social distancing restrictions due to COVID-19. Effective alternative training approaches include eHealth home training applications and interactive peer-led training using experienced and proficient MWC users. An innovative TEAM Wheels program integrates app-based self-training and teleconference peer-led training using a computer tablet platform. Objective This protocol outlines implementation and evaluation of the TEAM Wheels training program in a randomized control trial using a wait-list control group. Setting The study will be implemented in a community setting in three Canadian cities. Participants Individuals ≥ 18 years of age within one year of transitioning to use of a MWC. Intervention Using a computer tablet, participants engage in three peer-led teleconference training sessions and 75–150 minutes of weekly practice using a video-based training application over 4 weeks. Peer trainers individualize the participants’ training plans and monitor their tablet-based training activity online. Control group participants also receive the intervention following a 1-month wait-list period and data collection. Measurements Outcomes assessing participation; skill capacity and performance; self-efficacy; mobility; and quality of life will be measured at baseline and post-treatment, and at 6-month follow-up for the treatment group. Impact statement We anticipate that TEAM Wheels will be successfully carried out at all sites and participants will demonstrate statistically significant improvement in the outcome measures compared with the control group.

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.

The effects of an emotional intelligence skills training program on the consistent anger levels of Turkish university students

2009 ◽  
Vol 37 (4) ◽  
pp. 565-576 ◽  
Author(s):  
Müge Yilmaz
Keyword(s):  
Emotional Intelligence ◽  
University Students ◽  
Training Program ◽  
Skill Training ◽  
Skills Training ◽  
Control Group ◽  
Study Group ◽  
Skill Training Program ◽  
Significant Difference

The effect of an emotional intelligence skill training program on the levels of consistent anger of university students was investigated in 32 volunteers. A pretest, posttest model with a control group as study design was used and 16 individuals made up the study group and 16 individuals were in the control group. Levels of consistent anger were assessed by the State Trait Anger Scale (Spielberger, Jacobs, Russell, & Crane, 1983, adapted by Özer, 1994). In the data analysis, Mann-Whitney U Test, Wilcoxon Matched-Pairs Signed Ranks Test, and One-Way ANOVA for Repeated Measures were used. Results indicate that the level of consistent anger of those who attended the 12-session emotional intelligence skill training program was lower than for those who did not attend this program (p < .001). In the follow-up study conducted 3 months later with the study group, there was no significant difference between consistent anger posttest scores and follow-up test scores. The data gathered indicate that an emotional intelligence skill training program may lower the levels of consistent anger for university students. Students whose consistent anger level is high would benefit from psychological counseling.

Yet Another Social Skills Training Program for Children: Why?

PsycCRITIQUES ◽  
2011 ◽  
Vol 56 (48) ◽  
Author(s):  
Georgette Yetter ◽  
Catherine Laterza
Keyword(s):  
Social Skills ◽  
Training Program ◽  
Social Skills Training ◽  
Skills Training

scholarly journals Differences in Adolescents With Down Syndrome and Asperger in a Social Skills Training Program

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110088
Author(s):  
María Auxiliadora Robles-Bello ◽  
David Sánchez-Teruel ◽  
Nieves Valalencia-Naranjo ◽  
Francisca Barba Colmenero
Keyword(s):  
Down Syndrome ◽  
Social Skills ◽  
Training Program ◽  
Social Skills Training ◽  
Asperger's Syndrome ◽  
Asperger’S Syndrome ◽  
Skills Training ◽  
Learning Potential ◽  
The Social ◽  
Study Results

Background/Objective: Researchers have traditionally reported that individuals with Down syndrome possess a strength in their social development, yet the opposite occurs with Asperger’s syndrome. Based on this premise, we sought to assess effectiveness of the social skills training program. Method: Thirty adolescents aged 11 to 14 years with Down syndrome and Asperger’s syndrome participated in the study. Results: Significant differences between both groups were detected in the posttreatment measures and a connection was found between adolescents’ learning potential and the benefits gained. Conclusions: The training program is effective at improving the social skills under evaluation in adolescents with Down syndrome; however, this benefit is greater among adolescents with Asperger’s syndrome.

scholarly journals Problematic Internet Use among University Students and Its Relationship with Social Skills

2021 ◽  
Vol 11 (10) ◽  
pp. 1301
Author(s):  
Miriam Romero-López ◽  
Carmen Pichardo ◽  
Isabel De De Hoces ◽  
Trinidad García-Berbén
Keyword(s):  
Social Skills ◽  
University Students ◽  
Social Relations ◽  
Internet Use ◽  
Self Regulation ◽  
Problematic Internet Use ◽  
Linear Regression Models ◽  
Older Students ◽  
Positive Feeling ◽  
Use Of The Internet

Internet use has been steadily and unstoppably gaining ground in all areas of life, from recreational activities to the establishment of social relations. However, addictive use of the Internet is a problem that seriously affects some people. Factors that may influence the occurrence of inappropriate internet use include age and social skills. For this reason, the aim of this study is to analyze the influence of social skills and age on the development of problematic internet use in university students. The study involved 514 students enrolled at a university in Spain, who filled in two questionnaires, one on problematic internet use and the other on social skills. Multivariate multiple linear regression models revealed that some social skills variables (conversation and social ease, empathic and positive feeling skills, risk coping) predicted problematic internet use. In addition, age played a role in preference for online social interaction and deficient self-regulation. Younger students were more at risk of having obsessive thoughts related to internet use and of engaging in compulsive internet use compared to older students.

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