A classroom-based social skills training program for children with social competence and school adjustment problems

Abstract

The increasing emphasis on social development in the curriculum of schools today has necessitated that teachers acquire strategies for social skills training. In this study the effectiveness of a classroom-based social skills training program is evaluated. Derived from a cognitive-social learning and behavioural perspective the program emphasizes the direct verbal explanation and modelling of social skills along with guided practice, role playing and beedback as the mechanism for developing social competence in socially rejected or neglected primary age children. The program was found to be moderately successful in improving social competence and social acceptance as measured by peer and teacher ratings. Implications for further research are discusses.