Social Skills Research Articles

SENSORY INTEGRATION AS AN INNOVATIVE METHOD OF WORKING WITH CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

The method of sensory integration is very relevant in modern science and practice, especially in the context of child development and correctional pedagogy. More and more children have difficulties in processing sensory information, which affects their behaviour, learning and socialisation, and more and more studies confirm the effectiveness of this method in working with children with autism, attention deficit hyperactivity disorder (ADHD), cerebral palsy and other neurological disorders. Purpose. To analyse and systematise sensory integration as an innovative method of working with children with special educational needs. Materials and methods. To achieve the objectives of the study, the scientific literature was analysed and information was systematised using electronic databases such as PubMed, Google Scholar and others Research results. Sensory integration is the organisation of sensations that will be used in some way. Williamson and Anzalone have identified five interrelated components that help explain how sensory integration occurs: sensory registration, orientation, interpretation, organisation of the response, and execution (carrying out) of the response. Sensory registration occurs when a person first becomes aware of a sensory event. Sensory orientation helps to pay attention to new sensory information. A person can determine which sensory information requires attention and which can be ignored. The ability to interpret sensory information helps to choose what to respond to and what not to respond to. A person compares new sensory experiences with old ones. To organise a response, the human brain determines whether a response to a sensory stimulus is required and chooses a response option. Making a motor, cognitive or emotional response to a sensory message is the final stage of the sensory integration process. The following sensory systems are distinguished: tactile (sensation of temperature, humidity, texture of the environment and objects), vestibular (perception of body position in space, interpretation of the feeling of gravity, balance), proprioceptive (feeling of muscles, joints), visual (perception of visual information), auditory (perception of auditory information), olfactory (taste and smell). Disorders in sensory integration refer to difficulties in processing and organising sensory information received by the brain. These disorders can affect various aspects of a child's development, including motor, emotional, cognitive and social skills. The disorders are manifested in the form of hypersensitivity or hyposensitivity. Hypersensitivity (or sensory hypersensitivity) occurs when a person has an unusually high response to sensory stimuli. This means that even small or ordinary stimuli can cause discomfort or even pain. Hypersensitivity (or sensory insufficiency) means that a person needs stronger or more pronounced sensory stimuli to notice or react to them. These disorders can occur in any sensory system. Conclusions. Sensory integration is the ordering of sensations that will be used in some way. When sensory integration is impaired, hypersensitivity and hypersensitivity occur in a particular sensory system. Research in this area shows that sensory impairments can also be observed in children with general development, but in children with special educational needs it is more pronounced. The inclusion of sensory integration in the correctional process significantly improves the studied indicators and contributes to a more successful adaptation of the child and his or her integration into society.

Artificial intelligence and adolescents’ socialization: risks of influence

Importance. To date, there is an active introduction of artificial intelligence into all spheres of human activity, leading to significant changes in the factors that influence the socialization of the younger generation. Along with this, smart devices have also begun to act as agents of socialization for modern teenagers, with whom they interact both in educational and extracurricular settings. In this regard, the scientific and pedagogical community is interested in identifying both the positive and negative aspects of AI’s influence on the formation of the social experience of minors. The aim of the study is to examine the features and analyse the risks associated with the artificial intelligence impact on the adolescents’ socialisation.Research Methods. The work is based on a comprehensive review of psychological, pedagogical, legal, sociological, scientific, and technical literature on artificial intelligence the introduction in various fields of human activity, particularly in the education sector. The study is grounded in personal-activity, multi-subject, and environmental perspectives, which allowed for the synthesis and analysis of relevant information, as well as an assessment of the potential risks associated with the artificial intelligence influence on the positive socialization process of school students. Within these frameworks, several research methodologies are employed, including analysis, comparison, generalization, systematization, and structured information organization.Results and Discussion. The main areas of artificial intelligence application in education are: adaptive learning, automated assessment, examination management, personalized learning, customized educational materials creation, consultation and recommendation systems, gaming and virtual reality, extending the range of opportunities for students with special needs, and monitoring student engagement in learning. However, along with the potential benefits of introducing AI technologies into the adolescents’ cognitive development, there are several risks associated with the intelligent devices’ use: a potential decrease in the education quality, challenges with social skills and self-regulation development, value orientation, adaptation, and self-regulatory resources. Additionally, there is a risk of subjectivity loss, the formation of an unrealistic self-image, aggressive behavior, and the development of digital autism and information pseudoliteracy.Conclusion. Based on the analysis, it is revealed that the artificial intelligence influence on modern adolescents can be traced not only in changing the educational process of the school, which is a factor and institution of socialization, but also in the direct interaction between a minor and a smart device. At the same time, this process has both positive and negative aspects, the consideration and correction of which is necessary when introducing artificial intelligence into education and other spheres of human activity and society.

Exploring divergent kinematics in autism across social and non-social vitality forms

Vitality Forms (VFs) constitute the dynamic essence of human actions, providing insights into how individuals engage in activities. The ability to perceive and express VFs during interpersonal interactions is pivotal for understanding others’ intentions, behaviors, and fostering effective social communication. Despite their ubiquity in all actions, research exploring the role of VFs in neurodivergent conditions related to social and communicative skills, particularly in autism, remains limited. This study aims to investigate the expression of different VFs during the execution of both social and non-social actions in children with an Autism Spectrum Condition (ASC) in comparison to neurotypical children (NT). ASC children and NT children were asked to move a small bottle either towards a target point (non-social context) or moving it towards a receiver (social context) with different VFs specifically neutral, gentle, or rude. Videotaped tasks were subsequently analyzed to study kinematic parameters characterizing VFs. Our results highlighted three main findings: (1) overall, ASC children are able to tune the motor profile of their actions, effectively conveying both gentle and rude VFs; (2) distinct kinematic parameters in the execution of VFs are able to distinguish autistic children from NT children; (3) the social context significantly influences the child’s ability to express positive and negative VFs in autism. Taken together, these findings provide new insights to understand how VFs contribute to the complex dynamics of social communication in neurodivergent autistic children, providing a valuable contribution for future interventions and support strategies.

The Role of KKN-University of Muhammadiyah Sidoarjo Students in Boro Village to Improve Education in Children Through Various Activities Such as Fun Games, Finger Painting, and Spiritual Learning

The Integrated Community Service Program (KKN-T) of Universitas Muhammadiyah Sidoarjo in Boro Village aims to improve the quality of children's education through various creative and educational approaches. This program involves several key activities, such as fun games, finger painting, and spiritual learning, designed to develop children's cognitive, motor, and spiritual aspects. The fun games are aimed at enhancing children's social and motor skills, finger painting focuses on fostering creativity and fine motor skills, while spiritual learning is intended to strengthen their religious understanding and moral values. The method used is a participatory approach, where students collaborate directly with the local community in the planning, implementation, and evaluation of the activities. The results of this program show increased participation and motivation of children in learning, both academically and non-academically

Критерии нуждаемости в постинтернатном патронате: разработка методологического подхода

<p style="text-align: justify;"><span lang="EN-US">The article is devoted to the analysis of the concepts of “independence”, “adaptation” and “socialization”, as well as to the identification of definitions of the need for post-institutional patronage of persons from among orphans and children left without parental care in normative legal acts and the formulation of conclusions about the criteria of need, taking into account the regional aspect. The article uses a comprehensive approach, including an analysis of theoretical sources, regulations of the Russian Federation and Moscow, as well as the practical experience of specialists. As a result of the study, it was found that “independence” is defined as a generalized personality quality manifested in initiative and responsibility for one’s actions, “adaptation” is considered as an individual’s ability to assimilate the requirements of the environment, whereas “socialization” is understood as the assimilation of social roles and norms. The analysis showed important dynamic aspects of socialization, including the dependence of its success on external factors and the compliance of social skills with age requirements. The article substantiates the introduction of the concept of “desocialization” and criteria for identifying the risk of desocialization in the context of determining the need for post-institutional patronage of this category of citizens.</span></p>

Parents’ Perception of Social Skills in Children with Learning Disabilities in Abuja, Nigeria

Parents’ Perception of Social Skills in Children with Learning Disabilities in Abuja, Nigeria

Kemampuan Komunikasi Interpersonal Guru Dengan Siswa Dalam Pembelajaran IPS Di SMP 21 Kota Bengkulu

This research aims to determine the interpersonal communication skills of teachers and students in the social studies learning process at SMPN 21 Bengkulu City. The research method used was quantitative descriptive research with research subjects involving 36 class VIII students. Data collection techniques use observation, questionnaires and documentation. The research results show that the teacher's interpersonal communication skills with students in the learning process are quite good. This can be proven by the results of data analysis, the average calculation obtained is 66. Thus, it can be said that if a teacher is able to carry out good interpersonal communication, the students' communication skills in learning will also be higher, but on the contrary, if the teacher's interpersonal communication skills are still low, students' communication skills will also tend to be low. The conclusion from this research is that the teacher's interpersonal communication skills with class VIII students in the social studies learning process at SMPN 21 Bengkulu City are in the Good category. Research can be a basis for teachers to develop their insight and knowledge to improve students' communication skills in the learning process so that they are more effective.

Examining the Influence of Key Demographic Variables of Preservice Teachers in a University in Ghana on Their Emotional Intelligence

This study is relevant as it highlights the crucial role of emotional intelligence (EI) in achieving long-term success and managing stress at work. The impact of demographic diversity on EI, a topic of ongoing debate, is the focus of our research. We employed a cross-sectional survey approach to investigate the potential influence of demographic variables such as age, gender, residential status, religious affiliation, and program of study on the EI of preservice teachers at the University of Ghana. We collected data from 291 participants using a self-made questionnaire and used descriptive and inferential statistics for analysis. The results showed that the only factor that significantly affected EI was age. Given that age was the only significant factor affecting EI in our study, the implications for raising EI among preservice teachers may need to be reconsidered. While our findings do not support broad demographic influences, they highlight the importance of age-related experiences in developing EI. This finding underscores the urgent need for age-inclusive policies and targeted EI development strategies in teacher training programs. These policies should be in line with the postpositivist worldview. Data was collected carefully to safeguard the participants' identities, and ethical approval was obtained. The findings highlight the value of motivating preservice teachers to live stress-free lives, engage in social activities, and maintain a healthy lifestyle to improve their emotional intelligence, self-control, social awareness, and interpersonal skills and, ultimately, increase their efficacy as future teachers.

<span><strong>Diverse groupings in teaching English-speaking skills</strong></span>

This study aims to investigate the effects of diverse groupings on learners' English-speaking skills. Accordingly, diverse groupings as an intervention procedure were implemented over an English-speaking course. This course lasted 15 weeks and 48 EFL students from a university in Vietnam enrolled in the course. On the completion of the course, quantitative data were collected via a questionnaire surveying the involved students' evaluations of the effects of the intervention procedure. Meanwhile, participants' reflections on the course recorded in audio files served as qualitative data for the study. The obtained results from both quantitative and qualitative data reveal that participants highly valued the course because it facilitated their English speaking skills as well as cognitive and social skills. These positive effects were derived from practicing English speaking with various partners. In addition, qualitative data recorded their perspectives on different preferences for partners in group work. These patterns include partners’ English proficiency levels, sex, partnership selection, and working duration. On these results, pedagogical implications are addressed. Further expanded research in this regard within Vietnam and beyond is also suggested to overcome the present study’s limitations.

A Visualized Exploration of Educational Robotics Over Five Decades

With the swift development of information technologies, educational robotics has been widely used in education, generally leading to improved educational outcomes. While educational robotics has gained popularity and achieved success in education, few researchers have conducted bibliographic analyses in this field. This study complements this missing link by visualizing the top ten authors, organizations, countries, keywords, authors, and sources via VOSviewer. The clustering techniques in CitNetExplorer were used to cluster the publications, where citation networks and qualitative analyses were developed to discuss the topics including the learning outcomes, social and interactive skills, working memory, and higher-order skills in the educational robotics-based context. This study concludes that effective educational robotics can exert a positive influence on the learning outcomes and robotics can improve the development of proximal zones in human brains, conducive to the learning outcomes. Future researchers may focus their attention on robotic competitions, affective features, and evaluative and analytical frameworks to improve educational robotics-based educational effectiveness.

Implementing creative dance activities for primary school children to improve health and wellbeing: a qualitative study in the North East England.

Evidence suggests that group arts activities with children build resilience and positive mental wellbeing. However, insufficient attention has been paid to how such activities can be implemented in practice across different contexts, particularly in socio-economically disadvantaged areas. Therefore, we explored the implementation of a dance-based intervention in two primary schools situated in an area of high economic deprivation in North East England. Our study explored Year 1 (age 5-6) and Year 5 (age 9-10) children, their parents, teachers and dance artists' views of a creative dance intervention (South Tees Arts project; STAR) in two schools in North East England, using interviews and focus groups, combined with innovative data capture activities (i.e. movement activities, graffiti walls, songs and Vox Pops). Children felt that STAR contributed positively to their emotional wellbeing and physical health. Teachers noticed improved confidence, engagement, literacy, and social and motor skills and less disruptive behaviour in class. Benefits continued beyond school, with children exercising at home to practice their dance moves. Several implementation barriers were identified ranging from limited time, large classes, dealing with challenging behaviours, the impact of COVID-19, stigma and anxiety. In response to these challenges, several solutions were developed during project delivery, such as artists and children working in pairs and role modelling by teachers and dance artists. We found three underlying mechanisms for successful implementation: (1) constant communication between teachers, dance artists and parents was essential to managing challenging behaviours, building personal relationships with children, and helping parents to get involved and support their children at home. (2) Linking dance activities to the school curriculum (using narratives from existing reading schemes) helped to support skill gaps. (3) A strong ethos of partnership between school, dance and arts providers and researchers ensured the adaptability and flexibility of projects.

Implementation of Project-Based Learning Model to Improve Students' Collaboration Skills: Literature Review

Collaboration skills are one of the important skills in 21st-century learning, especially in supporting students to work together to achieve common goals. This article examines the effectiveness of project-based learning models (Project Based Learning or PjBL) in improving students' collaboration skills through a literature review of several relevant studies. This study is a literature review that collects theoretical references related to the problems found. The data in this study were obtained through a literature study, namely a way of collecting data or sources related to research topics from scientific articles searched through Google Scholar over the last 10 years sourced from Google Scholar. The data was analyzed using a descriptive analysis method, which describes facts followed by analysis, providing sufficient understanding and explanation. The results of the study indicate that the implementation of PjBL not only improves collaboration but also encourages creativity and social skills of students. Challenges faced in the implementation of PjBL include the need for teacher training, time management, and management of group dynamics. However, the PjBL model has proven effective in creating an interactive learning process and supporting the achievement of academic and non-academic outcomes.

The Experiences of Motor Skill Development in Children with Autism Spectrum Disorder (ASD) Reflected through Parental Responses.

Background/Objectives: Understanding movement development in children with autism spectrum disorder (ASD) is critical for creating effective intervention strategies. This study aims to explore parental perspectives on the movement development of children with ASD, focusing on identifying common challenges and successful strategies. The objective is to analyze the experiences of parents to highlight the most effective approaches to support motor, communication, and social skills development in these children. Methods: Using a qualitative approach, we conducted in-depth interviews with parents of children with ASD. The data were analyzed using open and selective coding to identify key themes related to movement development challenges and strategies. The analysis included cross-referencing with the existing literature to support parental insights. Results: This study identified several key themes, including communication barriers, social interaction difficulties, and the importance of personalized movement programs. Parents reported significant challenges in understanding and addressing their children's movement needs, particularly in group settings. However, activities such as water programs, music and dance, and animal-assisted therapies were found to be highly engaging. Motivation was a critical factor, with rewards and active parental involvement enhancing participation. Conclusions: This study highlights the crucial role of a supportive environment, including professional guidance and family support, in the success of movement development programs.

Relationships between sensory reactivity and occupational performance in children with paediatric acute-onset neuropsychiatric syndrome (PANS).

Paediatric acute-onset neuropsychiatric syndrome (PANS) is a neurodevelopmental disorder affecting children's performance in a fluctuating manner. This study investigates the relationship between sensory reactivity and occupational performance in children with PANS during exacerbation phases. Understanding these relationships is crucial for developing tailored interventions and managing the condition effectively. This study is part of a larger project in which a two-period bidirectional case-crossover design was employed to assess sensory reactivity and occupational performance in children with PANS. The current study used data from exacerbation phases only. Parents of children aged 4.6 to 13.1years with PANS were recruited globally, and data were collected via online surveys. The Vineland Adaptive Behaviour Scale (VABS) evaluated occupational performance, and the Sensory Processing Measure (SPM) assessed sensory reactivity. Analysis utilised Pearson correlation to determine the relationships between sensory reactivity and occupational performance domains. Data from 60 participants who completed the SPM and 21 who completed the VABS showed moderate to strong negative correlations between the SPM total and several domain scores (vision, hearing, body awareness, balance, and motion) and the VABS Communication and Daily Living Skills scores, indicating that increased sensory reactivity is associated with decreased occupational performance during exacerbations. No significant correlation was found between sensory reactivity and socialisation skills. Findings highlight the significant relationship between sensory reactivity and occupational performance during PANS exacerbations, particularly in communication and daily living skills domains. Further research is needed to examine factors influencing socialisation skills and to assess the effectiveness of sensory interventions in improving occupational performance. Although there was no direct consumer and community involvement, two researchers on our team have family members with PANS. Their personal experiences provided vital insights into the challenges faced by children with PANS, deeply influencing our study's design, focus, and interpretation, ensuring it reflects the realities of those affected. We examined the relationship between children's daily activities and their sensory reactivity during PANS symptom flare-ups. Parents of children aged 4.6 to 13.1 years completed surveys measuring sensory reactivity and their children's performance of daily tasks. Our findings showed that during symptom flare-ups, children experienced significant difficulties with communication and daily living skills. These challenges were directly related to heightened sensory reactivity during flare-ups. This highlights the importance of providing targeted occupational therapy during these times to help children manage their symptoms and improve their daily functioning.

PENDAMPINGAN SOCIAL BEHAVIOUR TERAPHY DAN CLASSICAL CONDITIONING TERAPHY PADA KOMUNITAS PEDULI ANAK AUTIS

The purpose of this service is to provide support and assistance to children with autism through the implementation of Social Behavior Therapy and Classical Conditioning Therapy. The methods used in implementing this service involve counseling based on counseling service cards, seminars, workshops, and pre-tests and post-tests to measure the effectiveness of the program. The results of the service showed that 85% of parents and caregivers were satisfied with the program, and there was a significant increase in the social skills and adaptive behavior of children with autism. The sustainability of this program is supported by intensive training for caregivers and parents, which ensures consistent application of therapy. This program is expected to be a model for other communities in implementing behavioral therapy for children with autism, creating a more supportive and inclusive environment for them in the future.

Factors Affecting the Implementation of Blended Learning Modality

Blended learning is relatively new in public schools in the Philippines, yet its increasing demand highlights notable challenges hindering effective teaching and learning. In this context, this study aims to assess the factors influencing the implementation of blended learning at medium-sized School Division within a highly urbanized city in Central Philippines, during the School Year 2022-2023. Employing descriptive and quantitative research methods, a 30-item survey questionnaire was administered to ninety-six (96) teachers. Findings reveal low factors affecting the implementation of blended learning in teaching-learning resources and ICT skills. In contrast, moderate levels were observed in stakeholders’ support, interpersonal communication skills, and self-management skills. Furthermore, significant differences were noted in the level of ICT skills based on educational attainment and teaching experience. These results offer insights for enhancing current policies and guidelines for blended learning implementation. Keywords: Elementary education, empirical-based approach, blended learning modalities, Bacolod City, Philippines

Early Socio-Emotional Difficulty as a Childhood Barrier to the Expected Benefits of Active Play: Associated Risks for School Engagement in Adolescence.

Active play allows children to develop social and cognitive skills, which could lead to higher school engagement. Little is known about the role of child socioemotional difficulty in these associations. This study aims to examine the interaction between active play and socioemotional difficulty in childhood and their prospective association with academic engagement in adolescence. The participants were 4537 children (51.1% boys) who were longitudinally followed, between ages 6 and 14 years, from the National Longitudinal Study on Children and Youth (NLSCY), Canada. Active play (weekly organized sport and unstructured physical activity outside of school hours) and child behavior (hyperactivity, anxiety, and relational difficulties) were reported by mothers for their children at age 6 years. Academic engagement was self-reported at age 14 years. Unstructured physical activity predicted lower subsequent school engagement for boys (β = -0.057, p < 0.05). Boys with high anxiety symptoms and high relational aggression who participated in more unstructured physical activity in childhood were subsequently less engaged in school (respectively, β = -0.066, p < 0.05 and β = -0.062, p < 0.05). Girls who partook in more organized sports showed lower school engagement in adolescence when they had high anxiety symptoms (β = -0.067, p < 0.05). Although past studies have highlighted the contribution of active play to school engagement, certain socioemotional difficulties could impede the child's ability to reap its benefits.

The Hidden Impact of War on Children’s Identity and Attachment: „The Magician’s Elephant”

Significant advances in neurology, cognition, and sociopsychology occur during adolescence. Teenagers usually spend less time with their parents as they get older, but they tend to spend a lot more time with their peers let it be their friends or siblings. However, parents still have a significant impact on their adolescent’s growth. The bond between a teen and their parent has a significant impact on emotional, social, and cognitive development. Less high-risk behavior, fewer mental health issues, and improved social skills and strategies for coping are all linked to secure attachment. “The Magician’s Elephant” is a 2023 computer-animated fantasy action film that Wendy Rogers directed, Martin Hynes wrote the screenplay for, and Julia Pistor acted as producer. This paper questions the hidden impact of war on Children’s identity and attachment with the help of the narrative.

Spirituality support in social work education and practice, when helping clients to strengthen self-identity and to build social skills

ABSTRACT Social work practices in many forms have societal value via exploratory pathways and motivational methods toward self-awareness and personal betterment. Such practices exist among, and are adapted to, varied cultural norms. This research examined the use of spirituality-based approaches, as implemented in Indonesia, to help people who have been affected by drug addictions or by disabilities. By interviewing social workers who engage spirituality to assist clients at rehabilitation centers, we elicited details of such workers’ methods for aiding in their clients’ recovery. Analysis of our verbatim transcripts identified characteristics of the social workers’ self-reports and concomitant overall themes. Findings identified positive effects that were achieved while social workers incorporated spirituality as a part of their methodology with clients. Beneficial behavioral changes were associated with spirituality invoked as a part of the social workers’ process, which encouraged clients to recognize their inner values, to keep a positive attitude toward overcoming difficulties, and to develop useful social skills.

Efficacy of Cognitive-Behavioral Therapy in Optimizing Counseling Outcomes for Fast Remission of Social Anxiety with Panic Attacks

Aims: The case study evaluates the efficacy of Cognitive Behavioral Therapy in optimizing counseling outcomes for social anxiety and panic attacks within an academic setting. Counseling sessions were conducted with a 23-year-old female client over a four-month period at T.S Government College.&lt;br /&gt; Method: The study utilized a single case study design A-B-A. The client presented with symptoms of social anxiety and panic attacks, impacting various aspects of her life including academic performance, interpersonal relationships, social interactions and family dynamics.&lt;br /&gt; Results: Cognitive Behavioral Therapy techniques including Cognitive Restructuring, Social Skills Training, Role Play and Role Reversal, and Systematic Desensitization through Gradual Exposure, were implemented over 8 sessions. Assessment tools including pre-post ratings, behavioral observations and therapy blueprints were utilized to assess the severity of social anxiety.&lt;br /&gt; Conclusion: A significant decrease in the severity of social anxiety and panic attacks based on both subjective self-reporting and objective observations suggesting Cognitive Behavioral Therapy as an approach of counseling for individuals with social anxiety with panic attacks in educational setting.&lt;br /&gt; &lt;i&gt;Keywords: &lt;/i&gt;Cognitive Behavioral Therapy, case study, case report, social anxiety, panic attacks, cognitive restructuring, systematic desensitization, role play, role reversal, social skills training