Effects Of Social Skills Training Research Articles

Exploring The Efficacy Of Self-Concept And Psychosocial Skill Enhancement Interventions In Hearing-Impaired Children: A Comparative Analysis

This comparative study aimed to measure the impact of social skills training on the self-perception and psychosocial challenges experienced by school children with hearing impairment. The participants were divided into two groups: one received social skills training, and other was a control group, and self-report measures were used to evaluate their self-concept and psychosocial problems before and after the training. The outcomes displayed a significant upgrading in self-concep[1]t scores and a decline in psychosocial problem scores following the training. Gender differences were observed, with girls go through greater self-concept improvement, while boys displayed higher psychosocial problem scores post-training. In addition, a multivariate analysis proved a significant relation between gender and treatment group, suggesting potential gender-specific effects of social skills training. Conversely, the study was subject to certain limitations, including a small sample size and reliance on self-report measures. Future research should address these limitations and investigate the mechanisms and long-term effects of social skills training in hearing-impaired children, while considering gender-specific factors. Overall, this study contributes valuable insights to the existing literature on the effectiveness of social skills training in enhancing the well-being of hearing-impaired school children.

The effect of social skills training on quality of life in children with attention deficit and hyperactivity disorder

Amaç: Dikkat Eksikliği Hiperaktivite Bozukluğu (DEHB) ailelerin ve çocukların yaşamını etkileyen kronik bir bozukluk olmasından dolayı birçok çalışmada bu bozukluğun yaşam kalitesi üzerindeki etkileri araştırılmıştır. DEHB’de bozulan diğer bir alan da sosyal işlevselliktir. Sosyal işlevsellikte bozulma DEHB’nin hem uzun hem de kısa dönem olumsuz gidişatı açısından önemlidir. Ancak sosyal işlevselliğin yaşam kalitesini nasıl etkilediği daha az bilinmektedir. Çalışmamızda DEHB tanılı çocuklarda sosyal becerilerin geliştirilmesinin yaşam kalitesi üzerine etkisini araştırmak amaçlanmıştır.
 Gereç ve Yöntemler: Çalışmaya çocuk ve ergen ruh sağlığı polikliniğinde DEHB tanısı ile takipli, en az 6 aydır ilaç tedavisi alan, kronik hastalığı olmayan, 8-12 yaş aralığında olan, 15 çocuk ve ebeveyn dahil edilmiştir. Çalışmaya dahil edilen çocuklardan Çocuklar İçin Yaşam Kalitesi Ölçeği (ÇİYKÖ)- Çocuk Formu’nu, ebeveynlerinden ise Çocuklar İçin Yaşam Kalitesi Ölçeği (ÇİYKÖ)- Ebeveyn Formu’nu eğitim öncesi ve sonrası doldurmaları istenmiştir. Çocuklar ile haftada bir gün bireysel olarak uygulanan sosyal beceri eğitim seansları uzman tarafından on iki hafta boyunca yapılmıştır. Sosyal beceri eğitimine başlamadan önce ve eğitim sonunda ebeveynin ve klinisyenin Sobece Çocukta Sosyal Becerileri Değerlendirme Ölçeği’ni doldurmaları istenmiştir.
 Bulgular: Çalışmamıza 8’i erkek ve 7’si kız olmak üzere 15 çocuk dahil edilmiştir. Çocukların yaş ortalaması 10,26+1,33 olarak hesaplanmıştır. Olguların ve ebeveynlerinin sosyal beceri eğitimi öncesi ve sonrası doldurduğu Çocuklar İçin Yaşam Kalitesi Ölçeği puanları karşılaştırıldığında; psikososyal işlevsellik alt boyutu ve toplam ölçek puanı eğitim sonrasında istatistiksel olarak anlamlı yüksek saptanmıştır. Ebeveynlerin ve uzmanın sosyal beceri eğitimi öncesi ve sonrası doldurmuş olduğu Sobece Çocukta Sosyal Becerileri Değerlendirme Ölçeği puanları karşılaştırıldığında; “İlişki Başlatma ve Sürdürme Becerileri” ve “Saldırgan Davranış ve Dürtülerle Başa Çıkma Becerileri” alt ölçek puanları eğitim sonrasında istatistiksel olarak anlamlı düzeyde yüksek bulunmuştur. 
 Sonuç: Dikkat eksikliği ve hiperaktivite bozukluğu olan çocuklarda sosyal becerilerin geliştirilmesinin yaşam kaliteleri üzerinde olumlu bir etki yaratacağı söylenebilir. İleriki dönemde daha geniş örneklem grubu ile daha fazla sosyal becerinin çalışıldığı yeni çalışmalar planlanabilir.

Penerapan Social Skills Training (SST) untuk Meningkatkan Social Skill Performance pada Anak

As social beings, everyone is required to be able to adjust in the social environment. But in fact, there are individuals who have difficulty adjusting because they have social skills deficits. Deficits of social skills can be measured using the social skills rating system (SSRS) which refers to the theory of Gresham and Elliott which explains that there are three aspects that can be used as a reference for measuring social skills, namely the ability to cooperate, assertive behavior, and the ability to control oneself. Based on these conditions, researchers conducted experimental research to determine the effectiveness of Social Skills Training (SST) as an effort to overcome social skill deficits owned by individuals. This study involved a 7-year-old boy who was studying at an elementary school. Based on the results of the SSRS measurement, the child has a deficit in social skills. The method used in this research is a single case experimental design (DEKT), with pre-test and post-test applied to the subject. The result is Social Skills. The training was able to improve the subject's social skills. The increase that occurred included all three aspects of social skills, namely the subject had shown the ability to work together with his peers, was able to convey what he wanted, thought, and felt, and was able to control himself when he was in an unpleasant situation. Overall, the subject's social skills after the SST intervention were in the high category.

Effects of social skills training on prosocial behaviour of senior secondary school students in Lagos state, Nigeria

Effects of social skills training on prosocial behaviour of senior secondary school students in Lagos state, Nigeria

Improving Family Functioning with Social Skills Training: Evidence from a Quasi-Experimental Study

Objective: To examine the effectiveness of social skills training on enhancing family functioning among married individuals. Methods and Materials: Employing a quasi-experimental design, this study involved 30 married individuals visiting a private counseling center, divided equally into experimental and control groups. The experimental group received an 8-week social skills training program focused on improving communication, problem-solving, and emotional regulation within marital relationships. Findings: Results indicated significant improvements in family functioning scores for the experimental group, as compared to the control group, both immediately following the intervention and at a 3-month follow-up. The analysis of variance with repeated measurements underscored the positive impact of social skills training on enhancing family dynamics. Conclusion: Social skills training emerges as a viable intervention for improving family functioning among married couples, suggesting its potential inclusion in marital counseling services to foster healthier family relationships.

Effects of social skills training on some adaptive-compensatory parameters in patients with paranoid schizophrenia

This paper examines the psychological aspects of adaptive-compensatory psychological mechanisms in patients with paranoid schizophrenia before and after social skills training. The features of self-regulation of behavior, the level of subjective control, life orientations and subjective perception of psychological characteristics of time are studied. The effects of social skills training were compared with a control group of patients who received only isolated drug therapy with psychotropic drugs. Positive dynamics was noted in both studied samples.The patients who took part in the study improved their ability to control impulses, increased behavioral flexibility, awareness of their contribution to the current situation and rational acceptance of responsibility for what is happening. Life goals also took shape better, the sense of manageability of life and satisfaction with it increased. The present has become perceived by patients with paranoid schizophrenia as more structured, saturated and predictable, and the past as realistic and tangible, which has a positive effect, including on the emotional background of patients. The effects of the training were clearly manifested when compared with a group of patients receiving only drug therapy. With combined treatment (social skills training and psychopharmacotherapy), patients begin to perceive the past more realistically, assess their actions and activity level more soberly, integration, awareness and structuring of past experience increases. This will allow patients with paranoid schizophrenia to facilitate the planning of their behavior in the future, as well as to increase the adequacy of the formation of cause-and-effect relationships and perception of what is happening, which has a beneficial effect on the ability to adapt to life in society and compensate for existing violations.

Effects of Social Skills Training for Adolescents on the Autism Spectrum: a Randomized Controlled Trial of the Polish Adaptation of the PEERS® Intervention via Hybrid and In-Person Delivery.

The study examined the efficacy of the Polish adaptation of the PEERS® curriculum for adolescents on the autism spectrum. Twenty-nine adolescents (aged 11–16) were randomized into a Treatment and a Waitlist Control Group. Due to COVID-19-related restrictions, the Treatment Group received part of the intervention online (in hybrid mode). Results showed large effects of PEERS® increasing the teens’ social skills, knowledge about social skills, and the number of get-togethers with peers. Most of the effects were maintained over a six-month follow-up period. There was no impact of the delivery mode on the treatment effects. The study demonstrates the feasibility and efficacy of the Polish adaptation of PEERS® and encourages future research on the online/hybrid delivery of Social Skills Training.

The Effect of Social Skill Training of Early Childhood Education During COVID-19 Pandemic

BACKGROUND: The COVID-19 pandemic affects the education sector, therefore, the strategy implemented by the government was social distancing and the children’s education must be held at home and they focused on all gadgets A day, so it makes the children rarely interact socially, and also parents also find it difficult to teach social interactions with children. AIM: The purpose of this study was to analyze the effect of social skills training on social skills of early childhood education during the COVID-19 pandemic. METHODS: This type of research is an experiment with a true experimental design. The population in this study were all early childhood education students in Surabaya. The sample in this study was pre-school age children in early childhood education in Surabaya. The sampling technique is used by simple random sampling. The sample size in this study comprised of 120 students. The indicator to measure the childhood social skills, with seven criteria, was communicative, cooperative, self-effacing, responsible, empathetic, sociability skills, and self-control. This intervention runs in eight sessions. RESULTS: The results of the independent t-test statistical test, p = 0.000 in the intervention group and p = 0.436 in the control group, p < 0.05, it can be concluded that there was a significant change in the level of social skill before and after being given social intervention skills training in the intervention group. CONCLUSIONS: Social skills training has a behavior modification technique. Social skill training has a significant effect on the development of social skills in early childhood education during the COVID-19 pandemic.

Implementation of social skills training for patients with psychotic syndromes at the regional social Borgo Roccabascerana

Numerous scientific evidences show that the social skills deficit is one of the main sources of discomfort for a psychotic patient, as it compromises the individual's ability to actively participate in society and to effectively manage different situations, be they personal, family or social. As reported by scientific research, all social behaviors can be learned and then modified thanks to experience and training. The approach centered on the enhancement of social skills, social skills training, includes a range of interventions aimed at acquiring and training the social skills necessary in interpersonal situations to communicate with others in an appropriate and effective way over time. This study therefore aims to detect the usefulness and effectiveness of Social Skills Training (SST) on adaptive social functions and on the personal and social functioning of the subjects examined. The sample is represented by 10 patients with psychotic syndromes belonging to the housing community "Borgo Sociale Regionale Roccabascerana", who participated in SST meetings. The "Social Skills Training for the treatment of schizophrenia" manual (A.S. Belleck, K.T. Mueser, S.Gingerich, J.Agresta) was used for the intervention. In order to assess the achievement of the intervention objectives, the FPS and S.A.F.E scales were administered at the beginning and end of treatment.

Implementation of social skills training for patients with psychotic syndromes at the regional social Borgo Roccabascerana

Numerous scientific evidences show that the social skills deficit is one of the main sources of discomfort for a psychotic patient, as it compromises the individual’s ability to actively participate in society and to effectively manage different situations, be they personal, family or social. As reported by scientific research, all social behaviors can be learned and then modified thanks to experience and training. The approach centered on the enhancement of social skills, social skills training, includes a range of interventions aimed at acquiring and training the social skills necessary in interpersonal situations to communicate with others in an appropriate and effective way over time. This study therefore aims to detect the usefulness and effectiveness of Social Skills Training (SST) on adaptive social functions and on the personal and social functioning of the subjects examined. The sample is represented by 10 patients with psychotic syndromes belonging to the housing community “Borgo Sociale Regionale Roccabascerana”, who participated in SST meetings. The “Social Skills Training for the treatment of schizophrenia” manual (A.S. Belleck, K.T. Mueser, S.Gingerich, J.Agresta) was used for the intervention. In order to assess the achievement of the intervention objectives, the FPS and S.A.F.E scales were administered at the beginning and end of treatment.

The Effect of Social Skills Training by Teacher on Mental Health of Female Primary School Students

Background: Social skills play an important role in children’s emotional health and well-being. Therefore, Social Skills Training (SST) of children is very important. Objective This study was to determine the effect of SST by teacher on mental health of female primary school students. Methods: This is a quasi-experimental study with a pre-test/post-test design conducted on 24 female primary school students (third grade) in Rasht, Iran in 2017-2018. Their parents and teachers completed questionnaires before and after SST intervention. The sessions were held during the school year. For SST of students, intervention was provided to their teacher who was in daily contact with them. Methods of cognitive behavioral skills and positive reinforcement were used for SST. The Strengths and Difficulties Questionnaire (SDQ) and the Matson Evaluation of Social Skills with Youngsters (MESSY) were used to assess mental health and social skills, respectively. Data were analyzed using statistical tests including Wilcoxon test and paired t-test in SPSS V.21 software. Results: The mean total score of MESSY decreased significantly from 225.54±13.65 to 219.12± 18.59 after the intervention (P=0.033). Among the subscales of SDQ, the mean of hyperactivity-attention deficit decreased only from 3.95±2.49 to 2.62±1.55 after the intervention, which was significant (P=0.020). Conclusion: The SST of female primary school students by the teacher do not lead to significant changes in their social skills and mental health.

Effectiveness of Social Skills Training on Social Adjustment in Working Children

Effectiveness of Social Skills Training on Social Adjustment in Working Children

Effectiveness of Social Skills Training on Social Anxiety Disorder in Students with Learning Disabilities

Background: Children with learning disabilities (LDs) may be at risk of social anxiety because they are less socially accepted and more anxious than their peers. Approximately 70% of students with LDs experience a high level of anxiety symptoms, and they have clinical symptoms of anxiety more than their peers. Objectives: This study aimed to determine the effectiveness of social skills training on social anxiety disorder in students with LDs. Methods: This randomized controlled trial study included a pretest-posttest control group. Data were collected using Structured Clinical Interview for Diagnostic and Statistical Manual of Mental Disorders Fifth Edition (SCID-5), Spence Children’s Anxiety Scale (SCAS), and Matson Evaluation of Social Skills with Youngsters (MESSY). In total, 30 participants with diagnosed LDs and high social anxiety were randomly assigned to intervention and control groups. The intervention group received a social skills treatment over 12 sessions of 90 minutes. After collecting the data, SPSS version 24 was used with 95% CI for data analysis. The Levene test was used to assess the equality of variances, and analysis of covariance (ANCOVA) employed to assess the main effect of social skills intervention. Results: The results of the ANCOVA test showed that social skills training reduced social anxiety in the intervention group (P < 0.01). The covariate (pretest of anxiety) was also significant (P < 0.01). Conclusions: This study showed that social skills training could reduce social anxiety in children with LDs. This result can be a guideline for clinicians to provide the appropriate intervention for the emotional problems of students with LDs.

The Effect of Social Skills Training on Self Concept of Teenage Mothers, A case study of Training College in Kenya

Purpose of Study: The purpose of this study was to explore the effectiveness of social skills training on enhancing self-concept of teenage mothers in Kibera. Because teenage pregnancy is considered as a global issue. A large proportion of teenage mothers give up on themselves and struggle with negative emotions resulting from societal stigma, rejection and isolation from friends and families, which can lead to poor self-concept. Methodology: The study was anchored on person centered theory of Carl Rogers and Bandura`s social cognitive theory. Mixed method sequential explanatory design was adopted for the study. The target population was 150 teenage mothers. Quantitative data was collected from participants using self-concept and social skills questionnaires. An interview guide was used to collect data from one social worker and one school administration for the qualitative study. The data were analyzed utilizing narratives and correlations. We used SPSS version 21 to examine the first round of quantitative data. After analyzing the quantitative data, individuals with mean scores between 1.0 and 2.5 were chosen for the qualitative investigation. Main Finding: The study found out that social skills training has improved self-concept of teenage mothers in Kibera. The qualitative study revealed that teenage mothers go through psychological and emotional challenges in the hands of their parents. The study generally concludes that self-concept of teenage mothers is being affected by lack of psychological support, forgiveness and acceptance from the family. Intervention suggested included being emotionally present, psychological support, and love by parents to teenage mothers. Research Implication: The study's findings suggested that rules on guidance and counseling services for parents and teenage mothers be strengthened in order to improve assertiveness. It is critical for social workers to focus on policy development in low-income households, particularly in the area of education, in order to prevent adolescent pregnancy. Novelty/Originality of this study: Based on the findings, this study proposes a novel approach to dealing with teen pregnancy and offering psychological support. In addition, the parents provide social support and love.

The Effect of Social Skills Training on Self Concept of Teenage Mothers, A case study of Training College in Kenya

The Effect of Social Skills Training on Self Concept of Teenage Mothers, A case study of Training College in Kenya

Social Skills Practice Strategy Opportunities for 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.

Effectiveness of Social Skills Training to Reduce Students Aggressive Behavior

This study was conducted to examine the effectiveness of social skills training to reduce students aggressive behavior in the city of Makassar. This study uses 20 participants (students) from the four faculties, which are Faculty of language and literature, Faculty of Art and Design, Faculty of Engineering, and faculty of sports in the UNM. This study uses a pre-experimental design and data analysis by using t-test. The results showed that the level of aggressiveness of 20 students during the pretest in at the high category, but after being given the social skills training the level is in the low category. In addition, it shows that social skills training is effective in reducing aggressive behavior of students. The results showed that social intelligence training which includes training materials, namely (1) to train students self-consciousness (self-awareness), (2) how to express feelings, (3) students etiquette , (4) time management, and (5) conflict management to reduce students aggressive behavior at UNM. The implications of this study are that to reduce students conflict at UNM, then social skills training should be used as patterns for new student orientation for all students in all faculties at UNM.

Effectiveness of Social Skills Training in the High-risk Behaviors and Communication Skills of Secondary School Students

Background: The present study aimed to determine the effectiveness of social skills training in high-risk behaviors and communication skills among secondary school students in Kaleybar City. Methods: This was a quasi-experimental study with a pre-test, post-test control group design. The statistical population of the study consisted of all the male high school students of Kaleybar City in the academic year of 2018-2019. First, two high schools were randomly selected from the districts of Kaleybar (East Azarbaijan province), one class was randomly selected from each school, and then, 40 students in the selected schools were randomly assigned into two groups: experimental (n=20) and control (n=20). The high-risk behaviors and communication skills scales were used for data collection. Descriptive statistics (mean and standard deviation) and covariance analysis were used to analyze the data at the significant level of 0.05. Results: The results showed that social skills training focused on high-risk behavior and its components (violence, smoking, drug use, alcohol consumption, and the opposite sex) and communication skills (feedback, listening, and verbal skills) positively affected the students, reduced risky behaviors, and increased communication skills (P<0.05). Conclusion: Paying attention to the social skills of students can crucially reduce their high-risk behaviors and enhance their communication skills.

Effectiveness of social skills training conducted in a group of subjects with first-episode psychosis

IntroductionCognitive deficits are considered a key feature of schizophrenia due to their substantial influence on the psychosocial outcome of subjects affected by this disorder. Several studies showed that moderate to severe cognitive impairments, including dysfunctions of social cognition, are already present during the early phases of the illness, in subjects with first-episode psychosis (FEPs). Psychosocial interventions, such as social skill training (SST), could therefore be implemented already upon occurrence of the first episode of psychosis to improve the overall functional outcome of schizophrenia, which represents to date an unmet need in the care of these patients.ObjectivesThe study aims to evaluate the use of SST to enhance social skills and real-life functioning in FEPs.MethodsThe sample included 7 FEPs (age between 15 and 40). The SST intervention included 30 sessions lasting 2 hours and delivered twice a week. Psychopathology, neurocognition, real life functioning, functional capacity and social cognition were assessed at baseline ad after training. Paired samples t-tests were performed to evaluate the effects of the intervention. All subjects were treated with second generation antipsychotics.ResultsSignificant improvements were observed in negative symptoms, social cognition, problem solving skills, as well as in global functioning (all p<0.05). Within real-life functioning, the improvement was greater for the domain of interpersonal relationships.ConclusionsThese preliminary findings suggest that SST might complement pharmacological treatment in FEPs to improve functional outcome in these subjects. Further studies with a higher sample size and a longer follow-up are required in order to confirm the present results.

Effect of social skills training on interpersonal interactions of children with autism: an interventional research

Autism is a neuro-developmental disorder typically appears prior to the age of three years, and seriously limits the normal development of children. However, there is a wide variety of effective intervention programs and strategies designed to help children with autism. Hence, this research aimed to see the effect of social skills training on interpersonal interaction of children with autism. Using pre-post equivalent experimental and control group design, data were collected from a sample of eight children using Autism Social Skills Profile Rating Scale before and after the implementation of social skills training. Data were analyzed through frequency, percentage, mean, standard deviation, and independent samples t-test. The pre-intervention assessment revealed that participants of the experimental and the control groups did not significantly differ but both groups scored below half on the total scale point and almost one-third of the maximum score on social reciprocity and social participation sub-scales. The result of the intervention also indicated that children in both groups demonstrated positive changes in their overall social skills including the sub-scales. However, it was found out that the experimental group has greater mean scores as compared to the control group on total scale, social participation and social reciprocity subscales. But the increment on detrimental social behaviors subscale in the experimental group was with a decreasing rate. Based on this finding, it can be concluded that social skills training intervention improves social skills of children with autism. Therefore, it is recommended that further intensive and comprehensive intervention is very critical to more improve the social skills of children with autism.