scholarly journals Efektivitas Social Skills Training (SST) untuk Mereduksi Intensitas Bullying Pada Remaja

2020 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Rizky Septia Hardhiyanti ◽  
Lena N Pandjaitan ◽  
Lutfi Arya
Keyword(s):  
Social Skills ◽  
Social Skills Training ◽  
Single Case ◽  
Skills Training ◽  
Experiment Design ◽  
Self Report ◽  
Whole School ◽  
Whole School Approach

Salah satu tindak kekerasan yang sering terjadi di sekolah adalah bullying. Permasalahan bullying tidak hanya dialami oleh siswa di sekolah regular, melainkan banyak pula yang terjadi pada siswa di sekolah inklusi khususnya terhadap siswa berkebutuhan khusus. Bullying merupakan salah satu bentuk permasalahan hubungan sosial, yang disebabkan oleh rendahnya keterampilan sosial yang dimiliki oleh pelaku. Maka salah satu cara yang diprediksi dapat mereduksi yakni dengan meningkatkan fungsi sosial melalui program intervensi berupa social skills training. Tujuan dari penelitian adalah untuk melihat efektivitas social skills training dalam mereduksi intensitas bullying pada remaja. Partisipan dalam penelitian ini berjumlah tiga orang yang berada pada rentang usia remaja. Partisipan merupakan pelaku bullying pada jenjang sekolah menengah pertama di salah satu sekolah inklusi. Partisipan akan mengikuti social skills training selama enam sesi yang berdurasi sekitar 90-120 menit tiap sesinya. Penelitian ini menggunakan single case experiment design, dengan pengumpulan data dilakukan dengan teknik wawancara, observasi, dan juga self-report melalui pengisian skala perilaku bullying dan skala keterampilan sosial. Hasil analisis menunjukkan bahwa social skills training memiliki pengaruh pada penurunan intensitas bullying, hanya saja penurunan tidak terjadi secara signifikan. Penanganan permasalahan bullying sebaiknya tidak hanya ditujukan kepada pelaku ataupun korban, melainkan dengan whole-school approach, sehingga pihak sekolah dan orang tua dapat turut serta dalam penanggulangan masalah bullying yang terjadi.

Social competence and social skills training for children and adolescents: a literature review

1996 ◽  
Vol 6 (S1) ◽  
pp. 1-14 ◽  
Author(s):  
Jordana K. Bayer
Keyword(s):  
Social Skills ◽  
Social Competence ◽  
Social Skills Training ◽  
Skills Training ◽  
Child And Adolescent ◽  
Educational Interventions ◽  
Cognitive Components ◽  
Whole School ◽  
Cognitive Problem ◽  
Data Links

The concept of child and adolescent social competence is complex and multidimensional. Dodge (1985) has attempted to summarise various aspects of the concept into a parsimonious theoretical model. It is suggested that comprehensive assessment of social competence includes measures tapping into a range of dimensions illustrated by the model. A growing body of empirical data links children's low levels of social competence to various forms of maladjustment in adolescence and adulthood. Clinical and educational interventions directed at improving child and adolescent social competence offer a valuable direction for a preventative approach that should be considered and empirically evaluated. Available social skills interventions emerge from three major theoretical foundations: Behavioural, Cognitive Problem Solving, and Structuralist. Populations targeted for intervention also vary from children or adolescents with identified problems in clinical settings, to whole school educational approaches. Empirical comparison of alternative training approaches has demonstrated that social skills training is effective, and a combination of behavioural and cognitive components is important. Issues regarding child characteristics, outcome measures and consideration of wider systems are also discussed.

The Use of Broad Conversational Targets in Social Skills Training to Promote Generalization of Gains to Real Life: A Case Study

1984 ◽  
Vol 12 (1) ◽  
pp. 61-67
Author(s):  
Ariel Stravynski
Keyword(s):  
Social Skills ◽  
Social Skills Training ◽  
Single Case ◽  
Social Activity ◽  
Real Life ◽  
Skills Training ◽  
Baseline Design ◽  
General Improvement ◽  
Opposite Sex

Social dysfunction in a 45-year-old man was treated by a combination of exposure in vivo, social skills training and cognitive modification. Social skills training utilized broad conversational targets designed to help the patient to engage flexibly in social interactions and to be able to generate them in order to achieve his personal goals: to expand and increase his social contacts and meet the opposite sex.Change was assessed on the basis of the patient's records of daily frequency of performance of targeted behaviours and associated anxiety within a single-case multiple baseline design. Change occurred only with the introduction of treatment and not before it, ruling out effects of time or mere contact.The intervention resulted in an increased performance of social targets in real life, general social activity, and a related decrease in associated anxiety. The outcome was maintained for an available 1 year follow-up; systematic data collection was stopped after 6 months. A general improvement in the patient's personal, social and vocational life has also occurred.

Preparatory Procedures for Videotaped Feedback to Improve Social Skills

1985 ◽  
Vol 57 (2) ◽  
pp. 549-550 ◽  
Author(s):  
Craig H. Blumer ◽  
J. Regis McNamara
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Group Treatment ◽  
Social Skills Training ◽  
Behavioral Problem ◽  
Skills Training ◽  
Self Report ◽  
Videotape Feedback ◽  
Over Time

Videotaped feedback in conjunction with group approaches which utilized didactic lectures, behavioral problem solving, or group exercises to increase cohesion were compared to ascertain their effectiveness in improving social skills for undergraduates. Self-report, partners' evaluations, and independent observers' ratings indicated that group treatment coupled with feedback nondifferentially improved social skills over time. For undergraduates undergoing brief social skills training, differences in subjects' preparation involving videotape feedback may not produce corresponding differences in subjects' behavior.

scholarly journals Strategi Teknik “Bite & Step” untuk Meningkatkan Keterampilan Sosial Anak Berkebutuhan Khusus di Sekolah

2020 ◽  
Vol 22 (1) ◽  
pp. 73
Author(s):  
Markus Nanang Irawan
Keyword(s):  
Elementary School ◽  
Social Skills ◽  
Special Needs ◽  
Experimental Model ◽  
Research Method ◽  
Social Skills Training ◽  
Single Case ◽  
Skills Training ◽  
Graph Analysis ◽  
The Social

<em>When interacting with others, each person certainly needs a good skill in communication so that the purpose of socializing at school goes smoothly and is achieved. But for student with special needs seems difficult to achieve because they have obstacles or problems in communication. Therefore we need a treatment or assistance called social skills training. The purpose of the study was to determine the effectiveness of the strategy of a game technique called "Bite &amp; Step" to improve social skills in student with special needs so that the effort to interact went smoothly and not be wrong in communicating with friends at school. As participants are groups of student with special needs who have attended elementary school. The research method used is the experimental model in a single case which is the treatment of social skills training using the game technique "Bite &amp; Step" which is then evaluated using graph analysis. The results showed that the technical strategy of "Bite Step" has not been effective for helping to improve the social skills of children with special needs so it needs to be reviewed, evaluated, and retested again</em>

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
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