Social Skills Inventory Research Articles

The effect of social skills-based blended education on social adjustment, self-esteem and social skills among new nursing students: An experimental study

IntroductionSocial adjustment, self-esteem and social skills may influence students' professionalization and academic success. The aim of this study was to determine the effect of a social skills-based blended education on the social adjustment, self-esteem and social skills of new nursing students. MethodsFirst-year undergraduate nursing students in Tehran, Iran, participated in this experimental study in 2023. Participants were selected from two classrooms, one as a control group (26 people) and the other as an intervention group (26 people). The study instruments included the California Personality Test, the Coopersmith Self-Esteem Inventory and the Teenage Inventory of Social Skills. The social skills-based blended education was delivered in 10 sessions of blended education (traditional and virtual education). Data were collected at three stages including baseline, immediately and one month after the intervention. A significance level of 0.05 was used. ResultsAccording to the results, the average score of social adjustment and social skills of the students in the intervention group increased significantly from baseline to one month after the intervention (P < 0.001). In the control group, this variable did not increase significantly. The results of the two-way repeated measures ANOVA (comparing the effect of time and group) showed that social skills-based blended education can improve the overall average score of students' social adjustment and social skills (P < 0.001 and P = 0.01 respectively), but it had no significant effect on their self-esteem. ConclusionThe findings can be used by managers and educational planners to design and implement social skills-based blended education in order to improve the social adjustment and social skills of new nursing students.

Social skills in patients with obsessive-compulsive disorder before and after treatment.

We aim to investigate whether: 1) social skills (SS) are impaired in obsessive-compulsive disorder (OCD); 2) SS would change over the course of treatment; and 3) severity of OCD, age of onset of OCD symptoms and illness duration would be associated with SS impairments. 41 treatment-naive patients with OCD and 34 control participants (CP) were assessed using a SS inventory. Patients were reevaluated 12-weeks after standardized treatment. Group differences, as well as the treatment effect on OCD symptomatology over time, were analyzed with independent and paired tests, respectively. OCD severity, age at illness onset and illness duration were tested as predictors of SS. Patients had lower total SS scores compared to controls (p-value < 0.001). After treatment, although OCD symptomatology (p-value < 0.001) improved, there was no statistical difference in SS performance (p-value = 0.673). Earlier age of onset of OCD symptoms predicted worse SS total score (p-value = 0.016). This study suggests that, despite the amelioration of OCD symptomatology, there was no alteration in Social Skills (SS) performance. Subsequent treatment investigations incorporating larger sample sizes and extended follow-up periods could elucidate whether enhancements in social skills are likely to manifest over time.

Exploring the Relationship Between Age at Nap Cessation and Social-Emotional Functioning in Children.

The objective of this study was to examine variations in age at nap cessation and identify whether there is an association with social-emotional functioning (SEF) as measured by internalizing/externalizing behavior, child temperament, and social skills in a sample of early childhood education and care-attending children. The sample comprised 1117 children from the Australian Effectiveness Early Educational Experiences for Children longitudinal early childhood study. We used children's age at nap cessation as retrospectively recalled by caregivers in 2011 or 2013 when children were between ages 2 and 7 years. Each child's SEF was reported by a caregiver using the Strengths and Difficulties Questionnaire, the Short Temperament Scale for Children, and the Social Skills Inventory Scale. Associations between children's age of nap cessation and SEF were tested using linear regressions. The children's age at nap cessation ranged from 6 months to 6 years. For each additional year of napping, children's total , conduct , externalizing , and peer behavior problems decreased by 0.39 (95% confidence interval [CI], -0.70 to -0.09), 0.11 (95% CI, -0.21 to -0.01), 0.11 (95% CI, -0.51 to -0.06), and 0.11 (95% CI, -0.20 to -0.02) units on the Strengths and Difficulties Questionnaire scale, respectively. No further significant associations were found. This is the first study reporting the age range of nap cessation and its associations with social-emotional functioning. Our findings demonstrate earlier cessation ages in Australian children attending Early Childhood Education and Care programs than previously reported and a small association with externalizing and peer problems.

Biopsychosocial Analysis of Imagery in Elite Athletes

Purpose: The aim of this study was to examine the relationships between elite athletes' imagery abilities and their body awareness, plank stance duration, psychological and social skills.&#x0D; Material and Methods: The study included 53 healthy elite athletes (female:32, male:21). The imagery abilities of the athletes were evaluated using the Movement Imagery Questionnaire-3. A Body Awareness Questionnaire was used for body awareness assessment. Plank stance duration, psychological and social skill levels were evaluated using Sport Specific Core Muscle Strength and Stability Plank Test, Athletic Psychological Skills Inventory and Social Skills Inventory, respectively.&#x0D; Results: External and kinesthetic imagery was found to correlate with body awareness (r=0.33, p=0.02; r=0.39, p

Social skills training with a tabletop role-playing game, before and during the pandemic of 2020: in-person and online group sessions.

The area of social skills is broad, in theory and in practice. For social skills training, various clinical practices have been applied in group sessions, as have motivational resources such as role-playing games (RPGs). In recent years, the need arose to assess the clinical impact of the pandemic. The objective of this study was to determine the impact that the pandemic has had on in-person and online social skills training. We evaluated six subjects with autism spectrum disorder, with or without another, similar disorder, each of whom attended a total of 12 two-hour RPG sessions over a 12-month period. The original (Portuguese-language) version of the Social Skills Inventory for Adolescents was applied at three different time points (pre-, mid-, and post-intervention). After six in-person tabletop RPG sessions, there was an increase in the mean frequency scores and a decrease in the mean difficulty scores. However, during the pandemic, the remaining six sessions were conducted online and the effect was the opposite. Our data indicate that there is a need for further studies assessing social skills training in online contexts.

EFEITOS DE UM CURSO UNIVERSITÁRIO DE EXTENSÃO SOBRE HABILIDADES SOCIAIS DE ADOLESCENTES

ABSTRACT Social skills play an important role in school and professional life. This descriptive and correlational study analyzes the effects of an extension course entitled “Immersion in the University: you are the protagonist of your future”, about the social skills of High School students in public schools. To this end, the Inventory of Social Skills in Adolescents (IHSA-DelPrette) was applied at the beginning and three months after the end of the course, considering two indicators: (1) assiduity and (2) difficulties they had when handling the different demands of social interaction. There was a statistically significant difference between the pre and post intervention scores (p = 0.014), showing an increase in the frequency of skills. For difficulty, no significant difference was observed, although there was a decrease of 13.45%. The university can be a space not only for analytical and instrumental training, but for the interpersonal development of both the internal and external community.

Características de Personalidade e Habilidades de Relacionamento Interpessoal no Envelhecimento Humano

Abstract This longitudinal study aimed to assess personality characteristics and interpersonal relationship skills over time. The participants were 20 trade workers, non-patients, between 18 and 56 years old, who answered a sociodemographic questionnaire, the Social Skills Inventory (SSI2-Del Prette), and Zulliger in the Comprehensive System (ZSC). The first assessment (Test) took place between 2009 and 2019; the second (Retest) in 2021 (M=7.7 years; SD=3.8). No statistically significant differences (ANOVA) were evidenced in the assessed personality characteristics (ICC 0.40 to 0.81) and the interpersonal relationship skills remained good and excellent. The study contributes to a broader understanding of personality aspects and relational skills in human aging.

TREINAMENTO DE HABILIDADES SOCIAIS E ESTRESSE NA UNIVERSIDADE: UM ESTUDO DE CASO

ABSTRACT The application of Social Skills Training in the university context can be effective in reducing the stress perceived by students. Therefore, the objective of this article was to describe, in the format of a single case study, the therapeutic process of a Social Skills Training carried out with a Psychology student, also presenting data regarding the effectiveness of the intervention. Pre- and post-test assessments were performed using the following instruments: Social Skills Inventory 2 (IHS2-Del-Prette), Perceived Stress Scale (PSS-14), interviews and field diary. It was possible to verify the improvement of social skills such as refusing and making requests, dealing with criticism and exposing displeasure and requesting a change in the other’s behavior, and reduction of stress levels based on qualitative and quantitative data, with maintenance of these results in the follow-up of six weeks. It was concluded that the Social Skills Training carried out enabled the participant to improve her university experience.

Social Skills and Empathy Levels of Dental Students: A Cross-Sectional Study

Aim: This study aimed to determine the social skills and empathic levels of students of Trakya University Faculty of Dentistry. Methods: A questionnaire including sociodemographic questions, a social skill inventory, and an empathy scale was administered to 293 students. Results: The empathy score ranged from 17 to 70, with a mean of 42.20±10.40. Empathy scores of 3rd grades were significantly lower than 1st grades, 2nd grades, and 4th grades. There was no statistically significant difference between the 1st, 2nd, and 4th grades regarding empathy scores. The empathy scores of females were statistically significantly higher than males. According to The Social Skills Inventory, the total inventory score was 283.90±24.50. 3rd grade students had lower total inventory scores than 4th grade students. There was no statistically significant difference between the other grades. Pearson correlation analysis showed a positive, moderate (48.6%), and statistically significant relationship between empathy score and emotional sensitivity and the total inventory scores. Conclusions: Results suggest that dental students had the most social control and the least social sensitivity. The empathy scores of females were higher than males, and both emotional and social 'sensitivity' subgroups were positively correlated with the empathy scale. Keywords: dental education, dental students, empathy, social skills

Impact of social skills on the quality of life of oncological patients

This article aims to investigate the repertoire of social skills and the possibility of impact on the quality of life of cancer patients hospitalized at the Regional Hospital in Santarém- Pará. The research was characterized as bibliographic and field, descriptive, with a quantitative approach to the data. For the field research, the technical instruments used were the Social Skills Inventory 2 (IHS-2) and the quality of life questionnaire. For the analysis of the data obtained in the Social Skills Inventory - 2, the instrument's web platform was used. For the quality of life questionnaire and the correlation of the social skills and quality of life variables, Excel was used. The results showed that most participants had a low repertoire of social skills. In quality of life, only five participants had high scores in the four domains. And the proposed statistical analysis showed that there was no significant correlation between the variables.

Verbal and Non-Verbal Social Skills of Primary School Students

Social skills are a factor that determines an individual's quality of social interactions with their surrounding. A high development level of social skills contributes to self-respect and self-esteem, which has a positive impact on human relations and, consequently, on the possibility of self-affirmation in different areas of life. The results of research that had to examine verbal and non-verbal social skills of primary school students are presented in this research paper. The research sample number was 506 students from six primary schools located in the city of Tuzla. Taking the sex of students as a variable into consideration, there were 225 girls and 281 boys, aged 11- 14. Regarding the research instruments, the Inventory of social skills (Roggio and Throckmorton 1986) was applied, and it comprised two areas: emotional-nonverbal, which reflects non-verbal social skills, and socio-verbal, the sub-scales of which measure verbal social skills. During the data processing, descriptive statistics were utilized, and the obtained indicators lead to a conclusion that primary school students show average results on both verbal and non-verbal domains of the Inventory of social skills. In the context of non-verbal social skills, students had the highest results on the Scale of sensitivity to emotions whereas, in the area of verbal social skills, the students had the highest results on the Scale of social sensitivity. These results enable insight into current conditions regarding the social skills of primary school students and since they are based on students' self-evaluation, they can serve as a basis for further research which should encompass the teachers' and parents' assessment.

Effects of social skills on lexical alignment in human-human interaction and human-computer interaction

Over the past decade, people's language behaviors towards computer partners have been capturing growing interests with the prevalence of interaction with dialogue systems. However, it remains controversial whether people perceive and respond to computer and human partners in the same way. To address this issue, the current study investigated whether speakers converge with their conversational partner on lexical choices (i.e., lexical alignment) to the same extent when they believed the partner was a human (i.e., human-human interaction, HHI) and when they believed the partner was a computer (i.e., human-computer interaction, HCI), and whether the strength of lexical alignment is moderated by individuals' social skills in the same fashion in HHI and HCI. A speech-based picture naming and matching task was adopted to measure participants' lexical alignment towards their conversational partner while participants' social skills were assessed by using the Chinese University-students Social Skill Inventory (ChUSSI). Results indicated that lexical alignment in HCI was stronger than that in HHI (79.5% vs. 58.6%). In addition, participants' social skills score, in particular the score on protecting Partner's Mianzi (i.e., dignity and prestige) in the ChUSSI significantly predicted participants' propensity of lexical alignment in HHI but didn't in HCI. More specifically, participants who were evaluated to be more concerned with others' social standing were significantly more likely to align with their partner in the HHI context (β = 0.896, Z = 2.847, p < 0.001), but this correlation did not hold in HCI (β = −0.333, Z = −1.241, p = 0.214). These findings shed light on the potential boundary between speakers' representations of human and computer interlocutors.

Citizenship activity in emerging adults: the role of self-esteem, social skills, and well-being.

The paper considers the broad model of citizenship activity by Zalewska and Krzywosz-Rynkiewicz, including the passive (national identity and patriotism), semi-active (loyalty and voting), and active (social, political, change-oriented, and personal activity) forms of citizenship among emerging adults who already have civil rights. The study examines the profile of citizenship activity and psychological factors - personality constructs (self-esteem and social skills in intimate, social exposure, and demanding assertiveness situations) and personal experiences (emotional, social, and psychological well-being) - as correlates and predictors of civic behaviour dimensions. A set of questionnaires (Multidimensional Self-esteem Inventory, Social Skills Inventory, Mental Health Continuum - Short Form, and Citizenship Behaviour Questionnaire-30 - general version) were completed by 140 Polish emerging adults (50% women) aged 19 to 25. Results of Student's t-tests showed that emerging adults (like adolescents) manifested the highest level of personal activity, lower level of passive and then semi-active citizenship, even less involvement in socio-political activities, and the lowest in political activity. Particular dimensions of civic behaviours were positively but differently correlated with personality constructs and well-being - only personal activity was associated with all psychological factors. They were also differently predicted by the set of psychological variables (regression analyses), but self-esteem, social exposure skills, and social well-being were particularly important predictors. These results indicate that policies promoting the citizenship activity of emerging adults need to recognise, support, and strengthen these psychological variables, as they can be modified by deliberate influences and interventions that may be the subject of further research.

Sağlık Bilimleri Y Kuşağı Öğrencilerinin Sosyal Beceri ve Sosyal Yeterlik Düzeyleri Arasındaki İlişkinin İncelenmesi: Tanımlayıcı ve İlişki Arayıcı Türde

Objective: This research was conducted to determine examining the relationship between social skills and social competence levels of Y generation students in health sciences. Material and Methods: The sampling of the research consisted of 453 students in the departments of nursing, audiology, health management, nutrition and dietetics and ergotherapy in the 2016-2017 academic year in a faculty of health sciences in İstanbul. The data were collected via the 'Student Information Form', 'Social Skill Inventory', 'Social Self Efficacy', and 'Social Outcome Expectations Scale.' Results: It was found out that the mean age of the students was 20.49±1.69, 88.7% of them were female, 27.8% were first year students, and 40.2% were studying in the department of nursing. The mean total scores of the Social Skill Inventory and Social Self Efficacy and Social Outcome Expectations Scale were 270.15±35.56 and 70.87±12.24, respectively. It has been revealed that the social skills of generation Y students studying in the field of healthcare are at a moderate level, and their social competence and social outcome expectations are at a high level. A positive weak correlation was observed between generation Y students' social skill inventory affective expressivity subdimension scores and the scale scores of social self-efficacy and social outcome expectations (p<0.05) (r=0.133 and r=0.094). Conclusion: It was determined that the social skills of the Y generation students studying in the field of health were at a moderate level, and their social competence and social outcome expectations were at a high level.

Treinamento de habilidades sociais como estratégia de combate ao preconceito contra a diversidade sexual e de gênero

Abstract Objective The aim of this study was to verify the effectiveness of a social skills training program to reduce prejudice against sexual diversity. Method A total of 22 adolescents aged between 14 and 17 years who were 9th grade public school students, participated. The assessment instruments were the Social Skills Inventory for adolescents and the Scale of Prejudice Against Sexual and Gender Diversity. Both instruments were applied before and after training. Results The results indicated a significant reduction in the levels of prejudice against sexual and gender diversity, an increase in the frequency of the issuance of skills related to assertiveness, an affective approach and social resourcefulness and a decrease in the difficulties related to civility. Conclusion The social skills training program proved to be effective, indicating that this is a viable tool for greater acceptance of sexual and gender diversity.

Exploring the efficacy of cognitive behavioral therapy and role-playing games as an intervention for adults with social anxiety

ABSTRACT Tabletop role-playing games (TTRPGs) have increased in popularity as a hobby and allows multiple people to play together online or in person. Group activities such as TTRPGs have been used to improve social skills and mental well-being Although there is qualitative and anecdotal studies and reports about the efficacy of the therapeutic application of TTRPGs, no related studies have employed quantitative measures or mental health screening tools. This study explored whether intentionally introduced cognitive behavioral therapy (CBT) delivered through the medium of TTRPG groups could positively affect social skills, reduce anxiety symptoms and behaviors, and enhance the mental well-being of participants. Data was collected from May 2020 to February 2021 using the Social Phobia Inventory, Generalized Anxiety Disorder Assessment, Social Skills Inventory, and Group Satisfaction Scale and debriefs with participants. The study was completed virtually. All the groups showed an average decrease in self-reported anxiety; one of the therapeutic TTRPG groups decreased in self-reported social anxiety, while the others remained the same. All of them showed improved social skill scores and the participants were very satisfied with the overall group experience, thus suggesting that their needs were met.

Resultados Preliminares do Programa Cognitivo-Comportamental de Habilidades para Vida em Adolescentes

Abstract The aim of this study was to evaluate the effect of the Life Skills Promotion Program in Adolescents (PRHAVIDA-Adolescents) on the development of a repertoire of life skills based on the cognitive-behavioral approach. A study was carried out with 78 adolescents (M = 12.47 years; SD = 0.69) to compare the results of the Social Skills Inventory for Adolescents (IHSA-Del-Prette) before and after the intervention. Differences were found between pre- and post-test considering the frequency of emission of skills for girls in the subscales self-control, assertiveness, affective approach, and social development; boys showed differences in the subscales empathy, self-control, assertiveness, affective approach, and social development. Thus, it is considered that PRHAVIDA-Adolescents is an effective program that has demonstrated that it is capable of developing several relevant skills for both sexes at a satisfactory level. Its contents proved to be comprehensive, consisting of a viable alternative for health promotion for adolescents within the cognitive-behavioral approach.

State resilience and rate of recovery among addicts: Moderating role of social skills.

The present study intended to explore the moderating role of social skills in State Resilience and the rate of recovery among drug addicts. The sample size was 100 recovering addicts from different drug rehabilitation centers were recruited from twin cities (Islamabad and Rawalpindi) of Pakistan. The Social Skills Inventory (SSI) was used to assess social skills, while Connor-Davidson Resilience Scale (CD-RISC) and Substance Use Recovery Evaluator (SURE) was used to assess state resilience and recovery among study participants. Results suggest a significant positive correlation between social skills and recovery (r = 0.27; p < 0.01). Similarly, state resilience was found to be significantly correlated with social skills (r = 0.35; p < 0.01), while state resilience was not significantly correlated with recovery. The moderation analysis for the interaction of social skills on state resilience was non-significant [β = 0.002, 95% CI (−0.002, 0.00), t = 1.01, p = 0.316]. Results also indicate the significant relationship of social skills in the prevention of relapse against drug use.

Predicting Actual Social Skill Expression from Personality and Skill Self-Concepts.

Social skills are of key importance in everyday and work life. However, the way in which they are typically assessed via self-report questionnaires has one potential downside; self-reports assess individuals’ global self-concepts, which do not necessarily reflect individuals’ actual social behaviors. In this research, we aimed to investigate how self-concepts assessed via questionnaires relate to skill expression assessed via behavioral observations after short interpersonal simulations. For this, we used an alternative behavior-based skill assessment approach designed to capture expressions of predefined social skills. Self- and observer ratings were collected to assess three different social skills: agency (i.e., getting ahead in social situations), communion (i.e., getting along in social situations), and interpersonal resilience (i.e., staying calm in social situations). We explored how these skills were related to self-concepts by differentiating between a classic personality measure (i.e., Big Five Inventory 2; BFI-2) and a novel skill questionnaire (i.e., Behavioral, Emotional, and Social Skills Inventory; BESSI). The results (N = 137) showed that both personality and skill self-concepts predicted self-rated skill expression, with the BESSI showing incremental validity. For both personality and skills self-concepts, the relationships with observer-rated skill expression were significant for agency but not for communion or interpersonal resilience. We discuss these results and highlight the theoretical and practical importance of differentiating between skill self-concepts and actual skill expression.

Violência Sexual Infantil: Relacionamento Interpessoal e Autoimagem Avaliados pelo Zulliger Aplicação R-Otimizada

Abstract This study aimed to verify the validity of Zulliger criteria in the evaluation of interpersonal relationships and self-image of children victims of sexual violence. Population: 42 children between 7 and 13 years old participated, divided into three groups: 19 Victims of sexual violence (G1); 10 Cancer patients (G2); 13 Control group (G3). Instruments: Zulliger in the Comprehensive System (ZSC) R-Optimized application; Personality Scale for Children (ETPC, EPQ-J); Social Skills Inventory for Children (SSRS); Intelligence Test (CPM-Raven). G1, when compared to other groups, showed more tendency to problematic or less adaptive understanding of interpersonal interactions [p &lt; 0.05 in PHR, GHR and p (ZSC); Psychosis (ETPC, EPQ-J); EG and F2 (SSRS)], more self-critical and negative self-image [p &lt; 0.05 in MOR (ZSC)] and increased traumatic content [p &lt; 0.05 in Bl (ZSC)]. The ZSC demonstrated preliminary evidence of validity in the evaluation of Interpersonal Relationship and Self-image of victims of child sexual violence.