Adolescent friendships and peer acceptance: Implications for social skills training

Abstract

This paper critically reviews two literatures related to adolescent social skills: That evaluating the relationship between adolescent peer interactions and peer acceptance, and that examining the characteristics of teenage same-sex friendships. Although studies in each area are limited by almost exclusive reliance on verbal report, they consistently point to numerous positive and negative behaviors that social skills training outcome studies have virtually ignored. Social skills assessment and training programs could expand their focus by assessing and training skills involving cooperating, sharing and helping, displaying loyalty, initiating activities, and developing intimacy. Furthermore, negative responses associated with peer rejection should receive more explicit attention. Finally, friendship initiation and maintenance, as well as demonstrated acquisition of specific skills, should become key criteria for determining successful social skills intervention.