Social Skills Training Research Articles

Incorporating distress tolerance into exposure-based cognitive behavioral therapy for social anxiety disorder: A case study

Social anxiety disorder (SAD) is common and can significantly undermine an individual’s ability to participate effectively in social, occupational, and professional activities. Several cognitive behavioral therapy (CBT) strategies are implemented to treat SAD, including exposure therapy, social skills training, cognitive restructuring, and relaxation training. However, many people with SAD engage in substantial avoidance, which may be associated with difficulties in distress tolerance. This case study examined the utility of implementing distress tolerance skills into a manualized 13-session exposure-based CBT protocol for SAD with a female young adult. Distress tolerance skills were used to specifically target avoidance associated with strong physiological symptoms. Data suggested a significant reduction in SAD symptoms over the course of treatment, and these reductions persisted even amid other life stress that occurred toward the end of treatment. Additionally, follow-up data indicated that the client’s low level of avoidance was sustained after treatment, which might underscore the potential utility of improving distress tolerance in SAD treatment to reduce avoidance and maintain treatment gains. This case study provides evidence for incorporating distress tolerance skill training into manualized, exposure-based CBT for SAD.

Exploring the application of AI in the education of children with autism: a public health perspective

IntroductionAutism Spectrum Disorder (ASD) presents significant challenges in social communication and interaction, critically impacting the lives of children with ASD. Traditional interventions, such as Applied Behavior Analysis (ABA) and Social Skills Training (SST), have been widely used to address social skill deficits in these children. While these methods are effective, they often require substantial resources, long-term engagement, and specialized expertise, which limit their accessibility and adaptability to diverse social contexts. Recent advancements in artificial intelligence (Al), particularly Transformer-based models, offer a novel opportunity to enhance and personalize social skills training.MethodsThis study introduces a Public Health-Driven Transformer (PHDT) model specifically designed to improve social skills in children with ASD. By integrating public health principles with state-of-the-art Al methodologies, the PHDT model creates interventions that are adaptable, accessible, and sensitive to individual needs. Leveraging multi-modal data inputs-such as text, audio, and facialcues-PHDT provides real-time social context interpretation and adaptive feedback, enabling a more naturalistic and engaging learning experience.Results and discussionExperimental results reveal that PHDT significantly outperforms traditional methods in fostering engagement, retention, and social skill acquisition. These findings highlight PHDT's potential to improve social competencies in children with ASD and to revolutionize access to specialized support within public health frameworks. This work underscores the transformative impact of Al-driven, public health-oriented interventions in promoting equitable access to essential developmental resources and enhancing the quality of life for children with ASD.

Exploring the Effectiveness of Combining Social Skills Training and Two Parent Programs in Improving the Social Competence of Children with Attention-Deficit/Hyperactivity Disorder

Background/Objectives: The objective of the present study was to examine the extent of effectiveness of two parent programs to complement an intervention in social skills for children with attention-deficit/hyperactivity disorder (ADHD). Methods: Fifteen children with ADHD participated in a program to develop social skills, while their parents were randomly assigned to two parent training programs that had different formats: a Parenting School (N = 8) or a Parent Workshop (N = 7). There were no significant differences between parents of both groups in knowledge about ADHD, obedience to commands, or strategies for addressing desirable and undesirable behaviors. The pre- and post-intervention social cognition and social interaction of ADHD children were assessed using a SSRS-C questionnaire (Social Skills Rating System—Child Form) and a controlled chat room, which allowed for observing how children interact in a virtual environment. Results: Children showed significant improvements in social competencies, such as identifying social cues, generating appropriate responses, and reducing hostile responses, with large effect sizes, following the social skills intervention. Comparing the two parent training programs, the Parent Workshop program demonstrated significant improvements in social cue detection and conversation memory, with more children achieving reliable changes in these variables than in the Parenting School program. Conclusions: Finally, the reliable change indices for children showed that the Parent Workshop demonstrated improvements in more than half of the subjects across all analyzed variables. Study limitations, implications for research and practice are discussed.

Bystander Bullying Reduction Interventions: A Systematic Review

This systematic review aims to: (1) identify and analyze various intervention programs conducted to reduce the passive role of bystanders in bullying cases, (2) evaluate the effectiveness of each intervention program based on its strengths and weaknesses, and (3) examine the characteristics of intervention programs that successfully change the behavior of bystanders into defenders. The review process included planning, sourcing, selection, data extraction, and synthesis of results. Based on 14 articles that met the criteria, several types of interventions involving bystanders were found, such as bystander education programs, bystander social skills training, empathy enhancement, and teacher training. The results show that bystander education and empathy enhancement programs tend to be effective in reducing the passive role of bystanders in bullying cases. The bystander education program aims to build bystander awareness about the importance of defending victims of bullying in a constructive way. Increased empathy in bystanders is shown to motivate bystanders to take action to defend because they are able to understand the feelings of the victim. Meanwhile, bystander social skills training aims to improve bystander interpersonal skills in order to effectively interact with victims and perpetrators of bullying. In general, it can be concluded that interventions involving education, increasing empathy, and providing skills seem to be more effective in reducing the passive role of bystanders in school bullying cases than other interventions.

The Impact of Family Parent-child Games and Attachment Relationships on Children's Social Adaptability

This paper explores the impact of family parent-child games (PCG) and attachment on children's social adaptability in depth. PCG, which include a variety of types, positively affect children's cognitive development, emotional development, social skills (SS) training, and adaptive behavior. Attachment are divided into secure, avoidant, and resistant types, among others. A secure attachment (SA) helps children establish a positive self-concept, promotes exploratory behavior, enhances cognitive development, regulates emotions, and develops SS, which are also crucial to children's adaptive behavior. PCG and attachment influence each other and jointly affect children's adaptability. A positive family environment (FE) is conducive to the development of both. Strategies to promote children's social adaptability include enhancing the quality and frequency of PCG, establishing secure attachment, and leveraging the collaborative effects of family, school, and society. In summary, family PCG and attachment significantly impact the development of children's social adaptability. Parents should value and cooperate with schools and society to create a favorable growth environment for children.

Impact of a Structured Social Skills Training Program on Adolescents and Young Adults with Level 1 Autism.

Level 1 autism spectrum disorder (ASD) is a neurodevelopmental condition characterised by challenges in social and communication skills. Despite these difficulties, individuals with level 1 ASD often exhibit average intelligence and typical language development. Improving socialisation skills in this population requires tailored approaches that address their specific needs and include targeted strategies. This study aims to evaluate the effectiveness of a structured social skills training programme for adolescents and young adults with level 1 ASD. Participants diagnosed with level 1 ASD, regardless of gender, were consecutively recruited from an outpatient clinic. The intervention involved activities from the Social Skills, Autonomy, and Awareness Module, specifically designed for adolescents and young adults. Sessions were conducted fortnightly, lasting 1.5 to 3 h each, over 17 months. Adaptive behaviour was assessed using the Vineland Adaptive Behaviour Scales (VABS) at baseline and after completing the programme. Data were analysed with SPSS version 22.0 (SPSS Inc., Chicago, IL, USA). Statistical methods included automatic clustering to identify optimal clusters and Pearson's Chi-square and Fisher's exact tests to evaluate variable distributions among the clusters. A total of 31 participants (77.4% female) with a mean age of 20.1 years (SD = 7.0) were included in the study. Two distinct clusters emerged. Cluster 1 (n = 8) had significantly higher mean ages and baseline Vineland II socialisation scores than Cluster 2 (n = 23). Both clusters demonstrated significant improvements in social skills following the intervention. This study highlights distinct profiles within individuals with level 1 ASD, showing a clear link between age and social skill development. The intervention improved social skills for most participants, regardless of the age at which treatment began. For some individuals, alternative or augmented treatment strategies may be necessary to achieve optimal results.

ADHD를 가진 청소년의 수업방해 행동 및 부모와의 상호작용 개선을 위한 다중체계치료 사례 연구

Purpose: This study is a single-case study of multisystemic therapy focusing on the problems of classroom disruptive behavior, peer bullying, disobedience to teachers, and negative interactions with mother in a middle-school boy with attention deficit hyperactivity disorder (ADHD). Methods: Treatment was conducted over a seven-month period with a team of two counselors and one supervisor. Home visits were conducted weekly and included parenting coaching for the mother, social skills training for the child, and monitoring of the reward system. The evaluation included behavioral observation (counselor, teacher), K-CBCL (Korean-Child Behavior Checklist), TRF (Teacher's Report Form), and Parenting Stress Index (PSI). The intervention focused on a behavioral therapeutic approach to identify and improve environmental factors that contribute to problem behaviors, and weekly supervision meetings were held. Results: First, classroom disruptive behavior, peer bullying, disobedience to teacher, and negative interactions with mother decreased. Second, compliance behaviors such as returning home before 10 p.m., going to bed at 12 p.m., waking up at 7 a.m., and speaking without anger increased. Third, there were positive changes in K-CBCL, TRF, and PSI. Conclusion: The effectiveness of multisystemic treatment for ADHD children with externalizing problem behaviors was confirmed. It is suggested that multisystemic therapy can be proposed as an alternative to individual counseling which has limited effects on externalizing problem behaviors.

Children’s vagal flexibility is a predictor and moderator of treatment response to early parenting interventions for inhibited youth

Behavioral inhibition (BI), a dispositional trait characterized by fear and withdrawal in the face of novelty, is a risk factor for the later diagnosis of anxiety; yet, not all inhibited children go on to develop anxiety disorders. Certain parenting behaviors moderate risk for anxiety among temperamentally inhibited youth, which has motivated the creation of early parenting interventions to mitigate this risk among young children high in BI. These programs vary in complexity, begging the question of who needs more or less intensive intervention. In addition, variability in children’s parasympathetic nervous system (PNS) functioning may provide insight into the substantial heterogeneity in anxiety outcomes for children high in BI. The current study investigates the role of vagal flexibility (VF), an index of non-linear change in PNS functioning, in children’s response to an early intervention for anxiety (ClinicalTrials.gov registration: NCT02308826). Participants ( n = 151, ages of 45–64 months) were randomized to participate in the Turtle Program (“Turtle”), a multi-component intervention comprising an adaptation of parent–child interaction therapy and social skills training, or Cool Little Kids (CLK), an established psychoeducational parenting intervention. Child participants also completed pre-, mid-, and post-treatment laboratory visits, which included a series of social stressor tasks preceded by a non-stressful but emotionally engaging video, during which cardiac physiology was recorded. Longitudinal latent profile analyses were used to identify latent non-linear trajectories of VF across the entire intervention (i.e., pre-, mid-, and post-treatment visits). Two latent classes were distinguished by the presence of high or low child VF across the treatment. Although VF class membership was not associated with intervention group membership, auxiliary within-class prediction models suggest that children who exhibited consistently greater VF demonstrated lower post-treatment clinician severity ratings of anxiety in Turtle, β = −0.21, p = .01, but not in CLK, β = 0.13, p = .39. Findings contribute to a broad literature demonstrating the utility of indices of PNS functioning in providing insight into risk for psychopathology and suggest that children’s VF moderates treatment response by supporting children’s ability to effectively engage in and extract benefits from intervention protocols. Implications for our understanding of the role children’s physiological regulation plays in the links between BI, parenting, risk for anxiety, and treatment response are discussed.

ANALISIS PERMAINAN TRADISIONAL DALAM PEMBELAJARAN SAINS DAN SOSIAL DI SD

Every region in Indonesia has traditional games that have become values in daily life as entertainment and local culture. Not only do they offer fun entertainment, but they also have great potential to support science and social learning in elementary schools. This research uses a qualitative approach research method with literature study is an approach to explore in-depth understanding of a phenomenon or issue through the analysis of relevant texts and documents. This article shows that traditional games involved in science and social learning in the classroom can overcome problems in science and social learning. This is due to the positive effects of involving traditional games in student learning in elementary school, in addition to being a fun way to deepen learning and improve learning outcomes, traditional games also train social and physical skills, and also teach cultural values and cooperation which are very beneficial in the development of student character.

Health Promoting Indicators and Measures in an Educational Context

In line with international trends, the new Norwegian curricula for education have a stronger focus on life mastery, democracy and sustainability compared with previous requirements. Students are to develop competence that promotes health and responsible decision-making. The current study presents a programme implemented in lower secondary school aiming at training social and emotional skills and preparing students to become responsible citizens through engaging their peers in meaningful activities during and after school, as well as coaching younger students. The theoretical framework for the study is Antonovsky’s health promotion theory and salutogenic model, stating that for individuals to develop a sense of coherence in life, situations must be comprehensible, manageable, and meaningful. A set of health promoting indicators developed based on research on health promoting measures in kindergartens and schools has served as a framework for the analysis of students’ experiences. The indicator set is divided into four main categories: capacity for action, social and emotional competence, stress management competence and health promotion competence. Interviews examining the students’ experiences of being engaged in this programme show positive results, mostly related to the indicators defined as capacity for action, social and emotional competence, and stress management competence. The study concludes that the students’ experience of facilitating their peers’ well-being by engaging them in activities may be related to health promoting factors, and that the set of indicators presented in this study may serve as a useful framework for planning and evaluating health promoting measures.

EFEKTIVITAS PELATIHAN PROGRAM GENRE TERHADAP KETERAMPILAN SEBAGAI PENDIDIK SEBAYA PADA REMAJA DI KABUPATEN JEMBER

Teenage behavior has changed a lot along with changing times and technological developments. These changes are more likely to be in a negative direction. Based on conditions like these, teenagers need information about reproductive health and useful activities, which is why the role of Peer Educators (PS) is needed. Method used in this research is the simplest pre-experimental and does not have a control group, with a One-shot Case Study Research Design approach, with a sample size of 62 Peer Educators. This research was conducted in June 2024, using the Peer Educator Achievement Indicator Checklist instrument. Data analysis used Paired T-Test with a value of α = 0.05. The results of the research show that before the training using the social skills training module method the average score was 72.43 and after being trained using the social skills training module method it was 83.83. The effectiveness of the GenRe training program using the social skills training module method on the skills of Peer Educators obtained a p value of 0.000. The conclusion from this research is the GenRe Training Program is effective in improving the skills of Peer Educators (PE). GenRe program training can be carried out on an ongoing basis to improve the skills of Peer Educators in providing education to their peers.

Complex Attention-Deficit Hyperactivity Disorder in a 4-Year-Old With Repaired Critical Congenital Heart Disease and Autism Spectrum Disorder.

Congenital heart disease (CHD) is a risk factor for developmental delay and for attention-deficit hyperactivity disorder (ADHD). The Cardiac Neurodevelopmental Outcome Collaborative has developed recommendations for ongoing monitoring of this at-risk population to be able to detect developmental, learning, and behavioral concerns, as they become apparent as a child ages. A 4-year-old boy with tetralogy of Fallot with a ventricular septal defect repaired in infancy was followed periodically in the cardiac neurodevelopmental follow-up clinic and diagnosed with autism spectrum disorder as well as additional developmental and medical issues. He received early childhood special education and therapeutic interventions as well as social skills training and applied behavior analysis. At age 4 years, Alex presented with symptoms of hyperactivity, inattention, impulsivity, and immediate safety concerns for elopement. The clinician diagnosed him with ADHD-combined type. He was recommended to start medication in addition to behavioral and developmental supports. Managing medications in a child with CHD and ADHD presents unique challenges, and medication decisions were carefully made in collaboration with the child's cardiologist. After some medication adjustments and ongoing behavioral therapy to address behaviors associated with ADHD and autism spectrum disorder, the child is doing well academically and socially. Attention-deficit hyperactivity disorder medications can be safely prescribed in patients with CHD. However, pharmacotherapy for co-occurring ADHD and CHD needs an additional level of oversight and collaboration between cardiology and prescribing clinicians. Behavioral therapies can be transdiagnostic and address challenges associated with autism and symptoms related to ADHD.

Revolutionizing Autism Education: Harnessing AI for Tailored Skill Development in Social, Emotional, and Independent Learning Domains

This review explores the potential of artificial intelligence (AI) to address the special needs of children with autism. It examines the issues of specific skill development in the course of this review through some features in areas such as Social Skills Training, Emotional Regulation Support, and Independent Learning Skills. This study incorporates input from psychology, education, and technology. Although the article lacks presentation of the original empirical data, it nonetheless synthesizes existing information to provide a comprehensive overview of the current state of the field. The paper firmly recommends the use of individually adapted interventions, leveraging virtual reality, natural language processing, and adaptive learning technologies. This detailed and futuristic approach will help to augment the speed of autism education, via personalizing and enhancing social, emotional, and independent learning for individuals with ASD to address current challenges and ethical considerations. It contributes by proposing AI-driven solutions to improve educational outcomes and promote greater inclusivity and adaptability in autism education.

MUSIC THERAPY STRATEGIES FOR IMPROVING COMMUNICATION SKILLS IN CHILDREN WITH AUTISM SPECTRUM DISORDERS NAIROBI CITY COUNTY, KENYA

The purpose of this study was to evaluate the impact of music therapy strategies on autistic children's communicative abilities (ASD). The study focused on how music therapy strategies affected the expressive and receptive abilities of children with Autism Spectrum Disorders. Additionally, it looked into how music therapy strategies affected how well children with autism spectrum disorders paid attention together. The study also evaluated the impact of tools and assistance used in music therapy on the communicative abilities of children with Autism Spectrum Disorders. At the Kenya Community Centre for Learning (KCCL) in Nairobi County, the researcher gathered data from the accessible population, which included the head teacher, classroom teachers, and students with ASD. The School of the Nations in Nairobi County hosted the pilot research. This study was based on B.F Skinner's Behaviorism theory of the mid-20th century, which centered on the observable behaviors of individuals interacting with the environment. To gather data for analysis, the researcher employed an experimental study design that triangulated observation, interviews, and questionnaires. This study comprised 15 participants selected purposively consisting of 1(one) head teacher, 4(four) classroom teachers, and 10 (ten) learners with ASD. A descriptive-analytic approach was used to examine the study's data. It was the use of music therapy strategies and the therapist himself to influence the change of behavior where music could be used as a reinforcer, as a contingent interruption, and as a reward. Descriptive statistics such as mean, variance, and standard deviation. Inferential statistics were used to summarize data in terms of mean differences at the significance level of p=0.05. Qualitative data from interviews and observations were first transcribed to determine what to choose, interpret, and present. These data were then organized, coded, and categorized based on responses and comments. Findings showed that the pre-test baseline assessment revealed varying levels of receptive skills among children with ASD, with the experimental group showing moderate abilities in following verbal instructions but lower comprehension of simple prepositions compared to other skills assessed. Music therapy strategies had a positive impact on improving expressive skills among children with Autism Spectrum Disorder. The t-test conducted before the test showed no significant statistical difference between the control and experimental groups (p = 0.77 > 0.05). However, after the test, there was a significant difference between the control and experimental groups, with the experimental group showing higher average scores (p = 0.001 < 0.05). The study concluded that while music therapy strategies may offer some benefits in enhancing certain aspects of social skills among children with ASD, additional interventions and support may be necessary to address the complex challenges associated with social skill development in this population. The study recommended promoting collaboration between researchers, clinicians, and educators to ensure that music therapy interventions are evidence-based and tailored to the specific needs of individuals with ASD. The Government should implement multidisciplinary interventions that combine music therapy with other evidence-based approaches, such as behavioral interventions and social skills training, to address the diverse needs of children with ASD.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0741/a.php" alt="Hit counter" /></p>

Drivers of Change: Youth Action in Lempangang Village, Gowa Regency, South Sulawesi in the Service of Pancasila Village

The purpose of this article is a form of dedication to the Pancasila village in Boto Lempangang to strengthen the sense of unity among the community but also to make a real contribution to improving the quality of life of the village residents. Activities such as social service, education, skills training, and environmental initiatives are a means of implementing Pancasila values in everyday life. Their work has become an inspiration for other villages to work together to maintain and develop the values that are the identity of the Indonesian nation. This research uses qualitative research using a case study design. Data collection techniques include interviews, observations, and documentation. Data analysis techniques include data reduction, presentation, conclusion drawing, and verification stages. The research results show that the initiative carried out by the youth of Lempangang Village in the Kampung Pancasila program has had a significant positive impact on the local community. Through various programs such as agricultural counseling, national education and healthy living, developing MSMEs, and increasing food security, village youth have succeeded in strengthening local capacity and creating sustainable change. These programs not only improve economic welfare and public health but also strengthen national values and social solidarity.

A comprehensive narrative review on psychotherapies for patients with autism spectrum disorders

Autism spectrum disorders (ASD) are complex neurodevelopmental conditions characterized by challenges in social interaction, communication, and repetitive behaviors. Psychotherapeutic interventions must tailor to meet the specific needs of individuals with ASD, given their diverse presentation of symptoms and functioning levels. This narrative review explores the range of psychotherapies available for individuals with ASD, examining their methodologies, effectiveness, and suitability. By using targeted search terms such as “autism,” “autistic disorder,” “autism spectrum disorders,” “psychotherapy,” “psychological intervention,” and “psychosocial intervention,” an extensive review of publications in English from 2000 to 2024 was conducted. This review covered several databases, including Embase, PubMed, Web of Science, Scopus, Cochrane Library, and Google Scholar. The review identified ten major psychological interventions for the treatment of individuals with ASD: behavioral therapies, developmental therapies, cognitive behavioral therapy, social skills training, speech-language therapy, occupational therapy, family therapy, mindfulness-based interventions, parent-mediated interventions, and dance movement psychotherapy. The main text elaborates on the effects of each intervention on various aspects of ASD. By providing this comprehensive overview, clinicians can select appropriate therapeutic strategies that cater to the individual profiles of those with ASD, ultimately enhancing therapeutic outcomes and quality of life for this population.

Cognitive-Behavioural Social Skills Training: Mediation of Treatment Outcomes in a Randomized Controlled Trial for Youth at Risk of Psychosis: L'entraînement aux compétences sociales cognitivo-comportementales : variables médiatrices des résultats thérapeutiques dans le cadre d'un essai clinique randomisé pour les jeunes présentant un risque de psychose.

Currently, there are no effective treatments for functional outcomes (i.e., role and social) and negative symptoms for youth at clinical high-risk (CHR) for psychosis. Investigations into possible mechanisms that may contribute to the improvement of functioning and negative symptoms are needed in CHR research to help inform psychosocial treatments. The present study examined whether functioning and negative symptoms were mediated by asocial beliefs, defeatist beliefs, self-efficacy, maladaptive schemas, anxiety, depression, social cognition, or attenuated psychotic symptoms (APS) in a large clinical trial. CHR participants (n = 203; 104 females; 99 males) were recruited as part of a three-site randomized control trial comparing group cognitive-behavioural social skills training (CBSST) versus a supportive therapy group. Mediation analyses were conducted to test the relationships between treatment group, mediators (asocial beliefs, defeatist beliefs, self-efficacy, maladaptive schemas, anxiety, depression, social cognition, and APS), and outcome (social and role functioning, and negative symptoms). The mediation analyses employed conditional process path analysis via ordinary least squares regression. At the end of treatment, but not 12-month follow-up, more severe APS were found to mediate the impact of treatment on negative symptoms, and social and role functioning. The greater the severity of APS, the less likely that CBSST would result in improvement in negative symptoms and social and role functioning. Many of the other variables showed significant associations with social (less for role) functioning and negative symptoms but did not mediate the effect of treatment on these outcomes at the end of treatment or 12-month follow-up. There were no significant mediators except for APS at the end of treatment. Since more severe APS may result in participants being unable to fully participate in therapy and thus limit their gains, clinical implications may include offering some individual therapy to prepare these young people to benefit from the group treatment.

Neural Pathways of Social Cognition: From Systems Neuroscience to Psychosocial Applications

The neural pathways underlying social cognition form the basis of human interaction, encompassing processes such as empathy, theory of mind, and social decision-making. This research explores the intersection of systems neuroscience and psychosocial applications, unraveling the neural circuits that enable individuals to perceive, interpret, and respond to social stimuli. Key brain regions such as the medial prefrontal cortex, temporoparietal junction, and amygdala play pivotal roles in these processes, facilitating complex functions like perspective-taking and emotional resonance. By integrating insights from neuroimaging, behavioral studies, and computational modeling, this study aims to map the mechanisms that govern social cognition and their disruptions in conditions such as autism, schizophrenia, and social anxiety. The research also emphasizes the translation of these findings into psychosocial interventions, including therapeutic strategies and social skills training programs. Understanding the neural underpinnings of social cognition has far-reaching implications for enhancing interpersonal relationships, fostering inclusivity, and addressing the challenges posed by neuropsychiatric disorders.

A Study on the Role of Physical Education and Sports in Promoting Social Skills of High School Students

This research analyses the importance of physical education and sports in fostering social skills. Few high school students have empathy, leadership, teamwork, and communication the most. This offers them an opportunity to sharpen those qualities and more when they are practicing sports through physical education. The present study employed a descriptive design, and 200 high school students from Dharwad, Karnataka, were selected to fill out a structured questionnaire related to the demographic data and the extent of attitudes toward physical education as well as social skills. Results showed that 70% had moderate and 14% scored high in social skills (predicate) but were not low. Still, 16% of students were in the very low social skills category, so these results suggest a need for targeted social skills training during physical education. The findings highlight the importance of an aspect usually linked to physical health. However, when implemented effectively, it can also positively impact a wider variety of social and emotional results, which is crucial for the overall development of students. In light of this, the study recommends that schools introduce broad physical education curricula with a substantial focus on social skills training along with trained educators and improved sports facilities to ensure a rounded social and emotional development among students.

Implementation Methods of Social Emotional Learning: A Systematic Review

As adolescent mental health issues have received more and more attention in society, how to effectively implement social emotional learning (SEL) has become the focus of domestic and foreign educational researchers. Through a systematic literature review, this study summarizes the 6 research papers on SEL implementation methods from 2015 to 2024, and analyzes the characteristics, effects, challenges and deficiencies of previous studies. The results show that the implementation methods of social emotional learning can be mainly divided into three categories: independent courses, integration into daily teaching and whole-school methods, covering aspects such as emotion management, social skills training and responsible decision-making. However, existing research has certain deficiencies in the effectiveness of implementation methods, applicability at various educational stages, and long-term effect tracking. It is hoped that through the analysis of this article, it will provide valuable reference and reference for educational researchers in optimizing SEL implementation methods.