scholarly journals LIFE SKILLS EDUCATION IN INCREASING THE INDEPENDENCE OF STUDENTS PURSUING PACKAGE C THROUGH THE SPNF SKB TRENGGALEK

2020 ◽  
Vol 1 (5) ◽  
pp. 985-988
Author(s):  
Suwarnoto Suwarnoto ◽  
Hikmah Eva Trisnantari ◽  
Imam Suwaktus Su’jai
Keyword(s):  
Social Skills ◽  
Population Data ◽  
Work Processes ◽  
Vocational Skills ◽  
Goods And Services ◽  
The Social ◽  
Intellectual Skills ◽  
Personal Skills ◽  
Skills Education ◽  
Formation System

The background of the research in this thesis is based on population data in Trenggalek district, it is found that the population of productive age with low education (not graduating from school) has an unemployment rate that is higher than those who have completed education. The research focuses in this thesis are: (1). How is the personal skills ordering system in increasing the independence of package C students at SPNF SKB Trenggalek (2). How is the social skills booking system in increasing the independence of package C students. (3). What is the system for ordering intellectual skills in increasing the independence of package C students (4). How is the vocational proficiency ordering system in increasing the independence of package C students. The results of the research are (1). The personal skill formation system in increasing the independence of package C students at SPNF SKB Trenggalek is a very important skill, even the first and foremost skill that students must have, where personal skills are behaving in accordance with religious, social, and religious norms. law, have faith in God Almighty, have noble character, are just, honest, commendable, have a work ethic, are responsible and can be trusted. (2).Social skills formation system in increasing the independence of package C students: Social skills for students have characteristics, namely being open, easy to socialize / communicate well with others, superiors, customers / customers and relate to their environment / community the surroundings. (3). The system for building intellectual skills in increasing the independence of package C students: Where this skill implies the ability to analyze simply, think logically, the ability to make decisions, explore good ideas, the ability to dare to try in their field scientifically . (4). Vocational skills formation system in increasing the independence of package C students: Vocational skills (vocational skills), namely the ability to choose jobs, job training, mastering competencies, mastering skills, applying technology, carrying out work processes and producing goods and services that can ultimately improve their standard of living and be able to compete with DU / DI.

scholarly journals Refugees children and youth social skills education in football activities

2021 ◽  
Vol 12 (6) ◽  
pp. s584-s609
Author(s):  
Alma Paskevice ◽  
Jurate Pozeriene ◽  
Olena Dyka ◽  
Inna Asauliuk ◽  
Dana Olefir
Keyword(s):  
Physical Activity ◽  
Social Skills ◽  
Forced Migration ◽  
Children And Youth ◽  
Refugee Children ◽  
Skills Development ◽  
The Social ◽  
The Stability ◽  
Development Objectives ◽  
Skills Education

The number of sports programs in the world to promote various integration processes is growing rapidly. Physical activity and sport, and football in particular, are an excellent strategy for dealing with the various resettlement challenges of refugee children and youth (Stura, 2019; Anderson et al., 2019; Robinson et al., 2019; Svensson & Woods, 2017; UN Refugee Agency, 2019). Scientific problem question: how are the social skills of refugee children and youth developed in a group of football activities? Aim: to analyze the concept of social skills development in a group of football activities for refugee children and youth and to identify problems of social skills development. Objectives of the research: To highlight the peculiarities of physical activity of refugee children. To reveal the role of social skills in the development of social skills of refugee children through physical activity in the integration process. To analyze the results of the practical evaluation of the football program “Football3” developed by the international network “STREET FOOTBALL WORD”. The result: Football has always been closely linked to the phenomenon of forced migration worldwide. Football or physical activity has the incredible power to help shape the future and give hope to refugee children and youth living in other countries. The study revealed that the development of a football program and the productivity of practical efficiency were determined by the service provider's experience in volunteering abroad as a football coach using the Football3 method. According to informants, the stability of the structure of the football program emerged after the third season.

ASSESSMENT OF THE SKILLS LEVEL OF THE XXI CENTURY, POSSESSED BY YOUTH

2017 ◽  
Author(s):  
Natalia Tilikina ◽  
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Media Literacy ◽  
Digital Literacy ◽  
Literacy Skills ◽  
The Social ◽  
Self Development ◽  
Grade Scale ◽  
Personal Skills ◽  
Tool Set

In the article there has been studied the level of skills, possessed by youth, and needed in the XXI century. Assessment of the skills level of the XXI century, possessed by youth, has been conducted with the help of methodology, developed by the author of the article, based on the cluster analysis of different scientific sources, which highlighted topics of skills of XXI century. Based on the analysis there have been differentiated four major clusters, which include a certain set of skills each (educational skills (critical thinking, creativity, self- education), literacy skills (media literacy, digital literacy), social skills (teamwork, communication, emotional intelligence), personal skills (flexibility, productivity, proactiveness)), as well as there has been developed a tool set for conducting surveys among youth and employers on presence and level of skills of the XXI century during work, studying and conducting everyday activities. The survey conducted has enabled us to find out that the most needed in the XXI century skills, as per the opinion of youth, are self-development, creativity and teamwork. Same skills, as per youth, are the best developed in them and the most needed in the XXI century. For assessment of skills level, in the methodology there have been identified certain sets of actions, which correspond to each group of skills, and based on which the level of each skill in a certain group has been calculated firstly as per a three-grade scale, and then as per a four-grade scale – an integral rating of each of four skill groups. These calculations have proven that the social skills are the best developed in youth and personal skills are less developed. Among social skills teamwork and communication are the most developed, and among personal skills – productivity and flexibility. At the same time, there is a need to develop emotional intelligence and productivity as well as digital and media literacy.

Using Video Self-Modelling to Teach Combined Vocational and Social Skills to an Adult with Autism Spectrum Disorder

2020 ◽  
Author(s):  
Nicholas Parsons ◽  
Fiore D'Aprano ◽  
Matthew Hughes ◽  
Annie Parish ◽  
Nasia Outsikas
Keyword(s):  
Autism Spectrum Disorder ◽  
Social Skills ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Vocational Skills ◽  
Baseline Design ◽  
Old Adult ◽  
Reading Order ◽  
Successful Employment ◽  
Employment Rates

Abstract Background, Aims and MethodsAdults with ASD have difficulty in learning vocational and social skills, which often translates into low employment rates. Video self-modelling (VSM) is an effective educational technique for low functioning individuals with Autism Spectrum Disorder, with the ability to teach challenging vocational skills as well as basic social skills. Procedures and Outcomes The present study examined the use of video self-modelling to teach these skills to a 22-year-old adult with Autism Spectrum Disorder. Target behaviours categories included (1) reading order forms, (2) transporting goods, and (3) engaging with customers. A multiple baseline design was used to evaluate the effectiveness of the videos in teaching these target behaviours. The dependent variables were the percentage of tasks completed correctly, and quantitative prompt dependency using a least to most prompting strategy. Results and Conclusions Results showed that VSM modestly improved reading order forms and transporting goods, and moderately improved engagement with customers. ImplicationsThis intervention resulted in the successful employment of an adult with ASD in a job that he specifically desired, whilst teaching him skills he specifically struggled with. As such, VSM should be considered for others wanting to learn combined social and vocational skills.

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.

The effectiveness of a combination of Occupational Therapy and Social Skills Training in people with schizophrenia: A rater-blinded randomized controlled trial

2021 ◽  
pp. 030802262110229
Author(s):  
Selma Ercan Doğu ◽  
Hülya Kayıhan ◽  
Ahmet Kokurcan ◽  
Sibel Örsel
Keyword(s):  
Social Skills ◽  
Occupational Therapy ◽  
Social Participation ◽  
Social Skills Training ◽  
Clinical Symptoms ◽  
Training Group ◽  
Skills Training ◽  
Occupational Performance ◽  
The Social ◽  
Skills Training Group

Introduction This study aimed to assess the impact of a holistic combination of Occupational Therapy and Social Skills Training on occupational performance, social participation, and clinical symptoms in people with schizophrenia. Method 60 people with schizophrenia were randomly assigned to two groups. One group received standardized Social Skills Training once a week for a total of 10 sessions, while the other group received a combination of Occupational Therapy and Social Skills Training once a week for a total of 16 sessions. Results A greater increase was determined in the scores of COPM total performance/satisfaction and the Community Integration Questionnaire in the Occupational Therapy and Social Skills Training group. Furthermore, these achievements were sustained in the Occupational Therapy and Social Skills Training group compared to the Social Skills Training group at the 6-month follow-up. Conclusion The clients received the combination of Occupational Therapy and Social Skills Training showed a better improvement compared to the Social Skills Training group in terms of occupational performance, social participation, and severity of clinical symptoms. The use of Occupational Therapy in a holistic approach in psychosocial rehabilitation of people with schizophrenia can increase their functionality and social participation. Further studies are needed to assess long-term effects of Occupational Therapy in schizophrenia.

Social Skills Practice Strategy Opportunities for Students With EBD

2021 ◽  
pp. 107429562110208
Author(s):  
Skip Kumm ◽  
Jacob Reeder ◽  
Erin Farrell
Keyword(s):  
Social Skills ◽  
Behavioral Disorders ◽  
School Environment ◽  
Social Skills Training ◽  
Emotional And Behavioral Disorders ◽  
Skills Training ◽  
Social Skills Interventions ◽  
The Social ◽  
Meta Analyses ◽  
Students With Ebd

Students with emotional and behavioral disorders (EBD) are likely to require interventions to help them navigate the social demands of the school environment. Several meta-analyses of social skills interventions have been conducted, which have provided guidance and demonstrated the effectiveness of social skills training for students with EBD. This article details a framework for teaching and practicing social skills interventions. Included in it are descriptions of several social skills strategies and ways in which the teaching of them can be individualized to meet the needs of students with EBD.

Chilean Version of the Empathy Quotient (EQ) Scale: Adaptation and Psychometric Properties

2021 ◽  
Vol 24 ◽  
Author(s):  
Ana María Fernández ◽  
Carmen Gloria Baeza ◽  
Paula Pavez ◽  
Nerea Aldunate
Keyword(s):  
Social Skills ◽  
Psychometric Properties ◽  
Emotional Reactivity ◽  
Structural Model ◽  
Cognitive Empathy ◽  
Reactivity Index ◽  
Community Group ◽  
The Social ◽  
Empathy Quotient ◽  
Aggression Questionnaire

Abstract We evaluated the psychometric properties of the empathy quotient (EQ) scale translated to Spanish in Chile. We estimated its structural validity, and its construct validity with other convergent measures of empathy and attachment, as well an inversely associated construct such as aggression. We used a general sample of students and community individuals (n = 336). Participants completed the EQ, Interpersonal Reactivity Index (IRI), and Buss-Perry Aggression Questionnaire (BPAQ). Another exclusively community group (n = 102) completed Collins Adult Attachment scale and the EQ. CFA and ESEM analyses confirmed the structural model fit of the data to three previously reported dimensions of the EQ: cognitive empathy (CE), emotional reactivity (ER) and social skills (SS). Sex-differences in emotional reactivity, and the predicted relationships with the convergent measures were observed. The current Chilean version of the EQ resulted in an appropriate multidimensional measurement of empathy. Finally, providing a specific social skills dimension extends the traditional conception of cognitive and affective empathy to the social realm in the Chilean context.

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