Social Skills Inventory Research Articles

M184. SOCIAL SKILLS TRAINING FOR TREATMENT-RESISTANT SCHIZOPHRENIA WITH PREDOMINANTLY NEGATIVE SYMPTOMS

BackgroundPoor social skills are a core characteristic of schizophrenia and are highly associated with the progression of negative symptoms. While positive symptoms have a good response to antipsychotics, the treatment of negative symptoms remains an unmet need.MethodsA randomized controlled trial to assess the efficacy of a 20-week social skills training (SST) program for the improvement of negative symptoms in patients with treatment-resistant schizophrenia (TRS) with predominantly negative persistent symptoms, with a score > 4 (moderate) in at least 3 items of the Negative Symptom Factor Score (NSFS) (blunted affect, emotional withdrawal, poor rapport, passive social withdrawal, lack of spontaneity, motor retardation and active social avoidance).Each session lasted 60 minutes and included 6 to 9 participants. The SST sessions were conducted by trained psychologists, following topics previously outlined in a manual, and role-playing activities. The non-directive control group was conducted by nurses specialists in mental health, with the same duration but without role-playing activities. Control groups’ therapists were instructed not to give directions to the patients but to listen and redirect questions to the group.TRS was defined as the persistence of psychotic symptoms after at least two adequate trials with two different antipsychotics, All patients were taking clozapine. Blinded raters evaluated the patients at baseline, 20 weeks and after 6 months follow-up by the Positive and Negative Syndrome Scale (PANSS), Clinical Global Impression (CGI) and the Social Skills Inventory (SSI). Longitudinal comparisons between groups were carried out using a linear mixed-effects model at pre, post and follow-up to assess differences between groups. Cohen’s d effect size was computed at each time point. Primary outcome measure was the PANSS negative subscale score.Social skill were assessed with the Social Skills Inventory.Results62 patients were randomized to SST (N=29) and control group (N=33). Subjects were predominantly male (70.96%) and single (88.70%). At baseline, groups showed no differences in terms of demographic variables and illness duration. Patients were moderately ill, with mean CGI = 4.10 (SD 0.78) in SST group and 4.34 (0.90) in the control group, and had a high baseline PANSS score, with a mean total PANSS 71.90 (10.83) in the SST group and 70.4 (13.8) in the control group. The mean PANSS negative subscale score was 25.48 (4.56) in SST group and 25.13 (6.34) in control group; in the SST group 28 patients completed the 20-week intervention and 24 were assessed after 6 months; in the control group, 18 completed the treatment and 16 were assessed at the follow-up. After the 20-week intervention period, the PANSS negative scores were 24.57 (4.92) in the SST group and 22.67 (6.59) in the control group. At the follow-up, the negative score was 23.92 (5.85) in the SST group and 22.97 (5.32) in the control. There was no improvement at any timepoint (p= 0.162) or any difference between groups (p= 0.864). Patients remained clinically stable during the study. The only symptom which showed a significant improvement was the control of aggressiveness (Cohen’s d at week 20 = 0.445 [IC 95% -0.140; 1.030]), which was maintained at follow-up (Cohen’s d = 0.682 [IC 95% 0.037; 1.327]).DiscussionThe study has limitations: the SSI was not designed to assess social skills in patients with psychosis, and we have not assessed the adherence to pharmacological treatment. Our findings suggest that SST is not effective to improve negative symptoms in patients with TRS with predominantly negative symptoms, but may be potentially useful for the control of aggressiveness in situations such as criticism and mockery, which frequently occur in social interactions.

Effectiveness of Cognitive Behavioral Couple Therapy on Reducing Depression and Anxiety Symptoms and Increasing Dyadic Adjustment and Marital Social Skills: An Exploratory Study

Several kinds of marital conflict might be solved through constructive communication, development of interaction skills, and behavioral and thought modification. The aim of this study was to show results of the application of a protocol based on cognitive behavioral couple therapy (CBCT) on dyadic adjustment, marital social skills, depression, and anxiety symptoms. The sample consisted of 32 participants (16 couples) divided in two groups by length of marriage: Group 1 (1–7 years) and Group 2 (8–12 years). All subjects recruited were older than 18 and reported having communication problems in their relationship. The ages were M = 30.4, SD = 4.13. The measures were Dyadic Adjustment Scale (DAS), Beck Depression Inventory–II (BDI-II), Beck Anxiety Inventory (BAI), Marital Social Skills Inventory (Inventário de Habilidades Sociais Conjugais [IHSC]), and the Sociodemographic Questionnaire. Participants were assessed pre- and postintervention and had a 6-month follow-up. The intervention consisted of twelve 50-min sessions per couple. Based on three time analyses, both groups obtained the following results: DAS ( p = .001), BDI-II ( p = .000), BAI ( p = .000), and IHSC ( p = .001). We conclude that the CBCT protocol developed for this study, resulted in statistically significant improvements in the couple’s relationship for all variables studied in both groups.

An examination of high school students’ social skill levels according to participation in musical activities

The aim of this study is to determine the social skill levels of high school students according to their participation in musical activities. Social skills are important in all stages of an individual’s development, but due to physical and mental changes in high school years when adolescence is intensely experienced, the individual may have problems in adapting to the environment and expressing herself/himself. This study group consisted of 258 students from different types of high schools. In this research, the screening model, which is one of the quantitative research methods, was used. In this study, Social Skills Inventory, which was developed by Riggio (1986) and adapted to Turkish by Yuksel (1997), is used. According to the results of this research; female students’ emotional sensitivity, emotional expressivity and social control scores were significantly higher than that of male students, and male students' emotional control scores were significantly higher than that of female students; it was also found that the total social skill scores, social sensitivity scores, emotional sensitivity and social expressivity scores of the students playing instruments were significantly higher than those who did not play; it was also observed that emotional expressivity scores of the choir group were significantly higher than the students singing solo or taking part in an orchestra. According to these results, it can be found that music contributed positively to the increase of social skills of high school students who are exposed to some problems due to adolescence during high school. Keywords: Adolescents, music, music education, social skills

Tuned in: Musical rhythm and social skills in adults

In music, we “feel the beat” through rhythm. During successful social interactions, individuals establish an interpersonal rhythm through back-and-forth exchanges. Consequently, these two disparate domains share a common reliance on rhythm. This study investigates whether our sense of musical rhythm relates to our social competence. Ninety-eight undergraduate students ( M = 20.9 years, SD = 2.8 years) participated in a rhythm reproduction task and completed Riggio’s Social Skills Inventory to examine whether the two skills are related. Scores on the rhythm task predicted participants’ scores on one part of the inventory – the Social Control subscale – which measures how well individuals can adjust and adapt to different social exchanges. Critically, performance on the musical rhythm task did not correlate with every social subscale but only with that related to social exchanges. The results suggest that a core rhythmic ability might underpin performance in both musical and social domains.

Assessing Online and Offline Adolescent Social Skills: Development and Validation of the Real and Electronic Communication Skills Questionnaire.

Studies examining the associations between Internet use and social skills are increasingly frequent. However, most of them only evaluate offline social skills and consider them as equivalents to online social skills. So far, no instrument allowed differentiating social skills depending on online versus offline contexts. This study aimed to develop and validate the Real and Electronic Communication Skills questionnaire (RECS), a new measure evaluating several dimensions of social skills in two different contexts (i.e., face-to-face and computer-mediated communication). Results of exploratory and confirmatory factor analyses among a sample of 657 adolescents and young adults (mean age = 17.68 years; 67% female) showed that the best fitting model for each context is a bifactor solution, with one general factor (Social Competence) and four specific factors (Sociability, Emotion Decoding, Disclosure, and Assertiveness). Each specific factor was differentially correlated with theoretically relevant subscales of the Social Skills Inventory, confirming the external validity of the RECS. The RECS is the first instrument allowing not only to assess social competence in online settings but also to quantify the relationships between offline social skills and their online counterpart. Given its ease of use and brevity, the RECS is a useful and promising instrument to capture social skills in both online and offline contexts.

Habilidades sociais e empoderamento de pais de crianças pré-escolares do público-alvo da educação especial

A família considerada o primeiro contexto social ao qual o indivíduo é inserido logo ao nascer, é responsável pela transmissão de valores que influenciam no desenvolvimento infantil. Em relação às pessoas com deficiências, os pais exercerão um papel de protagonismo na procura por profissionais e serviços que trabalharão com essas crianças, por esta razão é de extrema importância que disponham de habilidades interpessoais para realizar com sucesso tais funções. Desse modo, o presente estudo teve por objetivo caracterizar o repertório de habilidades sociais e o empoderamento de familiares de pré-escolares do Público-Alvo da Educação Especial (PAEE) e correlacionar as variáveis. Participaram 35 pais de crianças pré-escolares com diferentes condições especiais. Os mesmos responderam à Escala de Empoderamento Familiar e ao Inventário de Habilidades Sociais. Os resultados mostraram que os pais se autoavaliaram de forma muito positiva com relação ao empoderamento, mas houve grande discrepância de avaliação com relação ao próprio repertório de habilidades sociais. Além disso, os dados indicaram correlação positiva entre a escala de ‘Conhecimento’ (Empoderamento) e a de ‘Autocontrole da agressividade’ (Habilidades sociais). Sugere-se que novas pesquisas sejam realizadas para identificar classes de habilidades sociais relevantes que contribuam para empoderamento de pais de crianças do PAEE.

Relation between social skills and life satisfaction by adolescents and use of applications for communication

Numerous factors have been studied to identify the consequences of the use of Infor-mation and Communication Technologies (ICTs), among them social skills (SS) and life sat-isfaction (LS). This study aimed to evaluate the associations between SS and LS in adoles-cents that use ICTs. The sample consisted of 228 adolescents (age:14-17; M=16.07; DP=.74), students from two private high schools from south of Brazil. The participants answered a Sociodemographic Questionnaire and ICTs’ use, Social Skills Inventory for Adolescents (IH-SA-Del-Prette) and the Multidimensional Life Satisfaction Scale for Adolescents (MLSSA). The results indicated that smartphone (71.5 %, n=163) is the most used gadget by adoles-cents, and the most common apps are the WhatsApp (96.9 %, n=221) and Facebook (83.3 %, n=190). Good levels of LS and SS were founded, as well as various associations be-tween them (Friendship/Empathy p=.365; Non-Violence/Self-Control p=.392; Total_Scale-MLSSA/Empathy p=.412), inferred that the bigger the repertoire of adolescents’ SS are, the bigger their LS is.

Avaliação das habilidades sociais de universitários ingressantes e concluintes

O processo de ingresso e permanencia ao ensino superior exige do universitario o desenvolvimento de habilidades sociais que promovam uma melhor adaptacao e preparo para o mercado de trabalho. Objetivou-se caracterizar e comparar o repertorio de habilidades sociais de universitarios iniciantes (segundo periodo) e concluintes (decimo periodo) de diferentes cursos de graduacao, e identificar fatores sociodemograficos e ocupacionais associados as habilidades sociais. Participaram 165 universitarios, matriculados nos cursos de Psicologia, Direito e Engenharia Civil de uma instituicao particular de Minas Gerais, que responderam o Inventario de Habilidades Sociais (IHS-Del-Prette) e um Questionario Sociodemografico e Ocupacional. Com excecao da Engenharia Civil, foi verificado que os alunos concluintes apresentaram um repertorio de habilidades sociais mais desenvolvido quando comparados aos iniciantes. Alem disso, estudantes que concluiram o ensino medio em instituicoes publicas e possuiam renda propria mostraram-se mais habilidosos. Quanto ao genero, homens e mulheres apresentaram um repertorio mais desenvolvido em habilidades sociais distintas. Recomenda-se novas pesquisas que tenham como objetivo avaliar as mudancas no repertorio de habilidades sociais dos universitarios durante o periodo da graduacao, possibilitando, desta forma, o planejamento de intervencoes que promovam uma melhor adaptacao e preparo para o mercado de trabalho por meio da aquisicao e aperfeicoamento dessas habilidades. Palavras-chave: habilidades sociais; universitarios; formacao profissional.

SOCIAL SKILLS DEVELOPMENT OF ELEMENTARY SCHOOL STUDENTS IN RELATION TO THE EDUCATIONAL LEVEL OF THEIR PARENTS

Social skills are one of the fundamental factors that determine the quality of relationships that an individual realizes with people in his or her environment. In the interpersonal relationship, many human needs are realized, and the learning of the skills that enrich interpersonal relationships starts from the earliest days of the child's life. The paper presents the results of the research aimed at examining the social skills of elementary school pupils in relation to the educational level of their parents. The survey was carried out on the sample of elementary school students from the city of Tuzla (N = 506). As the research tool, Inventory of Social Skills (Riggio and Throckmorton) and the Questionnaire of Socio-status Characteristics were used. The social skills of the respondents were analyzed separately in relation to the educational level of the mother and father, and the results obtained point to the conclusion that there is no statistically significant difference between the social skills of elementary school students in view of the educational level of their mothers, while the differences are present in relation to the educational level of the father, that is, elementary school pupils whose fathers are of lower educational level show a higher level of development of emotional control, social sensitivity and social manipulation.

Life Satisfaction and Academic Performance of Elementary School Students

Abstract The study aimed to investigate the association of risk and protection factors in the academic performance and life satisfaction of elementary school students. Participants included 400 students of both sexes, aged between 11 and 17 years, and 26 female teachers from public and private schools in the state of Rio de Janeiro. The instruments were: Social Skills Inventory for Adolescents, Social Support Perception Scale, Brazilian Youth Questionnaire and Maslach Burnout Inventory. Main results showed that exposure to family violence by the students, emotional exhaustion and low professional achievement by the teachers contribute to a poor performance of students in school. Students with indicators of social support by the family and the community and of self-control skills presented higher life satisfaction. This study reveals contextual and personal variables that affect students’ socio-emotional and academic development which prove subsidies for future interventions.

Association between Social Skills, Sociodemographic Factors and Self-Statements during Public Speaking by University Students

Abstract Possessing a good repertoire of interpersonal skills and a good performance when speaking in public can be considered indispensable for the social and academic adaptation of college students. The aim was to characterize and compare the social skills repertoire of college students from different fields of study (the human, exact and biological sciences) and from different higher education institutions (public and private), and to investigate the associations between these abilities and their self-assessment about speaking in public. A total of 818 college students took part, who answered the Social Skills Inventory (IHS-Del-Prette), Self-Statements During Public Speaking Scale and a Socio-demographic and Occupational Questionnaire. The groups did not differ significantly in relation to their social skills’ repertoire, with most of the participants (n = 432) having a below-average repertoire of abilities when compared to the normative group of the instrument. It was found that male college students and those who had a partner, a job or their own income, and direct contact with the public gave more positive self-assessments about speaking in public. The skills’ classes of self-exposure to strangers and new situations, self-confidence in expressing positive feelings, conversation and social resourcefulness, self-control of aggressivity, and coping and self-confidence with risk, and having a vocational course were the variables that predicted a more positive self-assessment by college students about speaking in public.

Habilidades sociales, coping, resiliencia y resolución de problemas en universitarios de psicología

This work aimed to identify the relationship between Resilience, Coping, Social Skills and Problem-Solving, and compare said constructs between psychology students and students from other areas of human sciences. Eight hundred sixteen (816) university students from public and private institutions in the state of Rio de Janeiro whose age ranged from 17 to 44 years participated in this study. The research instruments were: Social Skills Inventory Scale, Problem-Focused Coping Scale, Resilience Scale for Adults, and Problem-Solving Skills Scale. The results showed differences between the groups of students regarding social skills deficits, and a positive correlation between the Problem-Focused Coping Scale and the Problem-Solving Skills Scale. This data contributes to the initiative of adjusting the educational program for the purpose of developing the social interaction skills involved and required in the training of future psychologists.

Influence of Bibliotherapy Education on the Social-Emotional Skills for Sustainable Future

The aim of this study is to evaluate the influence of bibliotherapy education on the social-emotional skills of psychological counselling and guidance candidates. The test group of the study consisted of psychological counselling and guidance students who participated voluntarily in the course named “Applied Counselling and Bibliotherapy”. A pre-test and post-test experimental design without a control group was used in the study. The Social Skills Inventory was used, for determining the social skills level of students before and after they are provided with bibliotherapy education. It was concluded from the study that there is a significant difference in the general scores for the social skills of female students after bibliotherapy education and the scores they obtained in the sub-dimensions of social expressivity. With the given reading materials and method of delivery, when the effect of bibliotherapy education on social skills level was compared, it was found in the final test that female students’ scores in the sub-dimensions of emotional expressivity and social control were significantly higher than those of male students. However, it was concluded that male students’ scores in the sub-dimension of emotional control were higher than those of female students.

Convergent Validity of Zulliger-CS with the Social Skills Inventory for the Elderly

Abstract Psychological evaluation instruments need to demonstrate their usefulness to respond to social problems and according to the reality of people. This study aimed to find evidence of convergent validity of the interpersonal relationship indicators and the cognitive triad of the Zulliger in the Comprehensive System (ZSC) with the Social Skills Inventory for the Elderly (IHSI Del-Prette). The sample consisted of 78 elderly individuals, between 60 and 96 years old (M = 76.07). As instruments, the sociodemographic and health characterization protocol was used, the Mental State Mini-Exam, the ZSC and the IHSI-Del-Prette. Pearson’s correlation showed significant associations of the variables of the interpersonal relationship (PER), contents (Cg, A%) and cognitive triad (R, D, XA%, S-, X +%) of the ZSC, with the general score G and the IHSI Del-Prette factors F4, F2, F3 and F1. The results show the convergent validity of ZSC with IHSI Del-Prette.

Comparison of Pre-service Teachers' Social Skill Levels

The aim of this study was to compare the social skill levels of university students from three different teaching departments. Study sample consisted of 100 students (mean age = 21.55 ± 0.165) of physical education and sports teaching (PEST) department, 100 students (mean age = 20.93 ± 0.157) of classroom teaching (CT) department and 100 students (mean age = 21.43 ± 0.189) of music teaching (MT) department. Data were collected using a social skills inventory and a socio-demographic information form. Descriptive statistics, one-way variance analysis, LSD multiple comparison test and independent sample t test were used to analyze the data using the SPSS. The mean scores of PEST, CT and MT students on the Social Skills Inventory were 280.81 (±4.56), 281.34 (±5.45) and 278.94 (±5.32), respectively. There was no statistically significant difference in social skills scores between PEST, CT and MT students while female participants' social skills scores were significantly higher than those of male participants. Social skills scores did not differ significantly by parents' education level while they differed significantly by place of residence (village, district or city). Participants have an average level of social skills with no departmental difference. Female pre-service teachers have a higher level of social skills than male pre-service teachers.

The Impact of Cultural Intelligence on Social Skills among University Students

This study aims to examine the impact of cultural intelligence on social skills among the students of the School of Physical Education and Sports. The research population consists of randomly selected 377 students. As data collection tools, the study uses Cultural Intelligence Scale, Social Skills Inventory and "Personal Information Form". The data obtained through the Personal Information Form, Cultural Intelligence Scale and Social Skills Inventory was statistically analyzed using SPSS 20.0 package program. The information about and inventory total scores of the candidates and factor points were presented by finding frequency (f) and percentage (%) values. Pearson Moment Correlation Coefficient analysis (r) was performed to indicate the relationship between the points obtained from the scales while multiple regression analysis was performed to identify whether the points are predictor of each other. (β)
 
 In the study, we found positive significant relationships between cultural intelligence dimensions -cognitive, metacognitive, motivational and behavioural skills- and social skills dimensions -emotional expressivity, emotional sensitivity, emotional control, social expressivity, social sensitivity and social control. An examination of the prediction of social skills by cultural intelligence reveals that cognitive, metacognitive, motivational and behavioural dimensions are predictor of social skills, and students’ social skills improve with the increase in their cultural intelligence level. 
 
 Consequently, the significance of cultural intelligence and social skills is increasingly growing for maintaining successful, healthy and peaceful relationships between people. Individuals with higher cultural intelligence and sociability are expected to be more active in the education system while having a high level of willingness in learning activities. Particularly in the universities where various cultures coexist, students who can establish social relationships with their friends and professors will be more successful and enthusiastic about accepting positions to participate in international activities. The development of cultural intelligence and social skills will naturally improve students in social and cultural aspects, thus contributing to form the basis of a healthier world. For these reasons, it will be useful to provide training that enhance social skills in educational and training settings and carry out activities that increase interaction with other cultures such as student exchange programs and overseas educational tours in order to enhance cultural intelligence level.

Imagem Corporal e Habilidades Sociais em pacientes com câncer de mama

O tratamento para o câncer de mama pode gerar autoavaliações negativas da imagem corporal feminina, resultando em prejuízos nas relações interpessoais e afetivo-sexuais. Um elaborado repertório de habilidades sociais serve de fator de proteção ao favorecer o enfrentamento a estressores desencadeados pelo tratamento. O objetivo deste estudo foi analisar a percepção de imagem corporal e o repertório de habilidades sociais (HS) de mulheres com câncer de mama. Realizou-se uma pesquisa de delineamento descritivo e correlacional. Setenta mulheres em tratamento em instituições públicas maranhenses responderam, de forma voluntária e anônima, a três instrumentos: Protocolo de Caracterização Individual, Escala de Estima Corporal e Inventário de Habilidades Sociais. Os dados, analisados por meio de análises estatísticas descritivas e inferenciais, indicam que a amostra possui um bom repertório de HS; sentimentos neutros em relação a sua imagem corporal, exceto no fator sexualidade, onde apresentou sentimentos negativos médios; e uma correlação positiva e significativa (r = 0,238; p<0,05) entre os fatores “enfrentamento e auto-afirmação com risco” e “sexualidade”. Os dados não apoiaram estudos anteriores que sinalizam o comprometimento da imagem corporal dessas pacientes. Sem embargo, reforçam achados nacionais que um bom repertório de HS funciona como fator de proteção à insatisfação e baixa estima corporal.

Influence of Social Skills and Stressors on Academic Achievement in the Sixth-Grade

Abstract Transition to middle school (MS) expressions changes in interpersonal relations and academic demands that can influence the academic achievement of students. This study aimed to evaluate the influence of social skills and perception of school stressors of students as predictors of academic achievement in the transition to the 6th grade of the MS. 214 students (aged 11 to 17 years) participated, of both genders of the 6th grade, of the state of Amazonas. Students answered the Social Skills Inventory for Adolescent and the Inventory of School Stressors. The predictive model indicated that the social skills of assertiveness, empathy and emotional approach and school stressors related to stress related to the student’s role predicted 18% of the academic achievement. The survey data can be used in future interventions with students, their families and teachers.

Avaliação comportamental de um caso de tricotilomania em uma adolescente

Objetivou-se realizar uma avaliação comportamental em uma adolescente com tricotilomania, que se caracteriza por ser uma perda capilar em pessoas que arrancam cabelo ou pelos. Participaram do estudo uma adolescente e sua mãe. A mãe respondeu aos seguintes instrumentos: Roteiro de entrevista para pais e/ou cuidadores, Inventário de comportamentos para crianças e adolescentes entre 6 e 18 anos (CBCL/ 6-18) e Inventário de estilos parentais (IEP). A adolescente respondeu aos seguintes instrumentos: Roteiro de entrevista para adolescente, Inventário de autoavaliação para adolescentes de 11 a 18 anos (YSR) e Inventário de habilidades sociais para adolescentes (IHSA). Constatou-se que o comportamento de tricotilomania apresenta consequências reforçadoras e punitivas e que a adolescente apresenta deficit de repertório social e problemas afetivos, de ansiedade e problemas de transtorno obsessivo-compulsivo. Sugerese a realização de novos estudos sobre a relação entre práticas parentais e a tricotilomania.

THE APPLICATION OF SOCIAL SKILL TRAINING AS INTERVENTION TO IMPROVE SOCIAL SKILL FOR A SMALL NUMBER OF FRESHMEN STUDENTS

Being freshmen is a challenge for college students. They must encounter a lot of demands in their college especially their social skills. Prior research showed that students of Universitas Indonesia reported their social-psychological relations problem in their social environment. Freshmen must have adequate social skills in order to encounter demands in social relation. This study aimed to increase social skills for Universitas Indonesias freshmen through the application of Social Skill Training (SST). A pre-test, post-test design and one month follow up test were administered. Subjects of this study were seven Universitas Indonesias students (freshmen) with age range from 17 18 years old, attended three sessions with two hours per session. Participants reported that their social skills increased, indicated by improvement in Social Skills Inventory (SSI), and also by qualitative evaluation. Group dynamics and experiential learning allowed them to learn from the experiences of other participants. Therefore, the application of Social Skills Training effectively increased the social skills for Universitas Indonesias freshmen. Further research is needed to examine this intervention using a larger sample, control groups and in-depth interview for qualitative evaluation.DOI: https://doi.org/10.24071/ijiet.2018.020204