scholarly journals A Day at School : A Serious Game for Social Skills Training

2021 ◽  
Vol 22 (2) ◽  
Author(s):  
Filimonas Papadiou ◽  
Fotis Lazarinis ◽  
Dimitris Kanellopoulos
Keyword(s):  
Social Skills ◽  
Primary School ◽  
Social Skills Training ◽  
Soft Skills ◽  
Personal Characteristics ◽  
Skills Training ◽  
Serious Game ◽  
Self Control ◽  
Appropriate Behavior ◽  
Primary School Pupils

Soft skills are the personal characteristics of an individual that enhance his/her interactions, career prospects, and job performance. Soft skills include social skills which incorporate characteristics like empathy, self-control, socialization, and friendliness. The development of soft skills at an early age is vital. Currently, there are few serious games for social skills training aimed at primary school pupils. A serious game does not only provide fun but a player can discover knowledge about himself. This paper presents a serious game named “A Day at School” that helps primary school pupils to develop social skills through an educational scenario. In this scenario, the hero of the game faces various situations during a usual day at school. The scenario deals with the situations of bullying, racism, and social awareness of children. By using the educational application, pupils discover appropriate behavior and get the first stimulus for acquiring their social skills. The serious game helps them to socialize and gain the basis to cultivate empathy, friendliness, and self-control. Primary school pupils and teachers evaluated the serious game. The results showed that teachers found that the game is suitable for teaching purposes and its graphical user interface (GUI) is appealing.

MODEL OF PEER-MEDIATED SOCIAL SKILLS INTERVENTION FOR CHILDREN WITH SPECIAL NEEDS IN INCLUSIVE PRIMARY SCHOOLS

2018 ◽  
Author(s):  
Marlina - Marlina
Keyword(s):  
Social Skills ◽  
Primary School ◽  
Special Needs ◽  
Primary Schools ◽  
Social Skills Training ◽  
Skills Training ◽  
Training Model ◽  
Children With Special Needs ◽  
Social Skills Intervention ◽  
Normal Children

This research is aimed at investigating a model of social skills training for children with special needs in inclusive primary school. The study is used at research and development. The training model involves the normal children as training mediators, the so-called peer-mediated social skills intervention (PMSSI), PMSSI model is developed into seven steps. The results of the development are: (1) PMSSI model is appropriate to meet the needs of children with special needs and normal children as social skills training; (2) PMSSI model has the steps description of social skills training which are organized, hierarchical, and clear; (3) PMSSI model is useful for classroom teachers and special educator teachers in inclusive primary school; and (4) PMSSI model is efficient in terms of cost but not of time. Based on the results of the development, there are two suggestions: (1) the need for training the trainers on the use of PMSSI model before being applied in inclusive primary school, and (2) the implementation of social skills training should be done integratedly in academic activities or in a playgroup setting.

An Introduction to a Metabehavioral Model with Implications for Social Skills Training for Aggressive Adolescents

1988 ◽  
Vol 62 (1) ◽  
pp. 19-22 ◽  
Author(s):  
Henry Svec ◽  
Joseph Bechard
Keyword(s):  
Social Skills ◽  
Social Skills Training ◽  
Social Performance ◽  
Personal Characteristics ◽  
Skills Training ◽  
Task Demands ◽  
Behaviorally Disordered ◽  
Situational Characteristics ◽  
Environment Variables

A model is introduced which combines traditional metacognitive explanations for the acquisition of social skills with situationally specific environment variables. This “metabehavioral” model suggests considering such variables as situational characteristics, task demands, and personal characteristics in predicting social performance. Use of this model may help professionals training behaviorally disordered children in social skills.

scholarly journals Soft Skills Training For Students of Higher Education: Some Initial Observations

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Mr. Joseph V. Philip ◽  
Mr. V. Kannappa Setty ◽  
Dr. R. Parthasarathy ◽  
Dr. Dorothy P. Rekha
Keyword(s):  
Higher Education ◽  
Social Skills ◽  
Social Work ◽  
Social Skills Training ◽  
Soft Skills ◽  
Skills Training ◽  
Technical Expertise ◽  
Education Students ◽  
Second Year

Recently the authors were assigned to train higher education students (the second year master‘s and PhD scholars) with soft skills at the Department of Social Work at the Kuvempu University, Shimoga. The department wanted to enhance the students‘ preparedness into being competent professionals through social skills training as soft skills can enhance their technical expertise.

Evaluation of the Sheidow Park social problem solving program for primary school children: a field study

1996 ◽  
Vol 6 (1) ◽  
pp. 61-72
Author(s):  
Jordana K. Bayer ◽  
Rosalyn Shute ◽  
Colin MacMullin
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Social Competence ◽  
Primary School ◽  
School Children ◽  
Social Problem ◽  
Social Skills Training ◽  
Skills Training ◽  
Social Problem Solving ◽  
Primary School Children

Research has demonstrated links between children's poor peer relations and various forms of child and adult psychosocial maladjustment. Social skills training programs have been developed to increase children's social competence and reduce the risk for later problems. The Sheidow Park Social Problem Solving Program is a curriculum based cognitive social skills training program, designed for Australian primary school children. The present research evaluated the effects of this program on a variety of dimensions of children's social competence. Subjects were Reception/Year 1 children in two classes of a South Australian suburban primary school. The teacher of one class implemented the social skills program, while the other class experienced no formal social skills intervention. The results indicated that the various measures of social competence employed were relatively independent of one another, supporting the need for a comprehensive range of measures in social skills training research. The Sheidow Park program demonstrated a significant effect on children's sense of social self-competence and the degree to which they perceived a variety of challenging social situations as difficult to deal with. However, the program had no effect on teacher and peer ratings of children's social competence or on children's satisfaction with their wider social network. The findings are explained within the context of attribution and cognitive dissonance theories, and the strengths and limitations of both the Sheidow Park program and the present research are discussed. Suggestions for future research and modifications to the program are made.

Social skills training for primary school children: A 1-year follow-up study

2008 ◽  
Vol 33 (5) ◽  
pp. 378-383 ◽  
Author(s):  
MG SAWYER ◽  
C MACMULLIN ◽  
B GRAETZ ◽  
JA SAID ◽  
JJ CLARK ◽  
...  
Keyword(s):  
Social Skills ◽  
Primary School ◽  
School Children ◽  
Social Skills Training ◽  
Skills Training ◽  
Primary School Children ◽  
Follow Up Study

Peer-Mediated Social Skills Training

2021 ◽  
pp. 127-136
Author(s):  
Jessica N. Simpson ◽  
Timothy J. Lewis
Keyword(s):  
Social Network ◽  
Social Skills ◽  
Social Skills Training ◽  
Skills Training ◽  
Typically Developing ◽  
Appropriate Behavior ◽  
Training Groups ◽  
Social Skills Groups ◽  
And Training

A number of studies have included typically developing peers and other nontarget peers in social skills groups with target students. These students often serve as models for appropriate behavior and provide opportunities for the target students to practice their social skills. This chapter discusses the utilization of peers in social skills training groups and discuss various ways to utilize peers (e.g., peer initiation, social network interventions). Guidelines for peer interventionist selection and training are included. This chapter also includes considerations for diversity and equity within peer-mediated social skills training.

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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