Repertoire Of Social Skills Research Articles

Social skills predict the development of creative strategies in college teachers during the COVID‐19 pandemic

AbstractThe development of social skills (SS) and creative potential is of great interest to researchers in educational and organizational contexts. The present study aimed to understand the relationship between SS and the use of creative strategies to solve problems in the work environment of college teachers. The study included 386 faculty members of Brazilian colleges who were teaching during the first year of the COVID‐19 pandemic. Participants answered an online survey including the Social Skills Questionnaire and the Strategies to Create at Work Scale. The results showed that the SS were predictors of the development of creative strategies in college teachers, with greater emphasis on the ability to maintain calm in the face of criticism, which significantly predicted all strategies to create at work. The development and search for solutions to problems in a creative way in the work environment can be a result of frequent interactions with students, teachers, managers, other employees of the institution. Such interactions can also help improve repertoire of SS.

Construção e validação do Inventário de Habilidades Sociossexuais

Abstract The period of youth represents a milestone for sexual transitions, including casual practices. However, having erotic experiences does not presume competence in seeking casual sex (CS), and having a repertoire that is not socially competent for casual sex (CS) can lead to sexual risks. Accordingly, this study constructed and generated evidence of validity for a measure of social skills (SS) related to CS. Initially, 48 items were constructed and applied to a valid sample of 571 heterosexual, cisgender and single young people. Exploratory Factor Analysis was performed, the initial items were reduced to 18 and divided into two factors: Direct Sociosexual Skills, with 11 items (a = .81 and ω = .81), and Indirect Sociosexual Skills, with seven items (a = .67 and ω = .67). This instrument could contribute to the promotion of sexual health, as a more elaborate SS repertoire would be related to lower rates of abuse, sexually transmitted infections and harassment.

Repertoire of social skills of teachers in a full-time public school

This article aimed to investigate the social skills repertoire of elementary school teachers from a full-time school in the urban area. The research was characterized as bibliographical and field, exploratory, descriptive, with a qualitative approach. The Social Skills Inventory – 2 (IHS-2) was used. Data were collected on the respective instrument's web platform. As for the teachers' repertoire of social skills, it was found that most had a good repertoire of social skills, with results within the average for most items. On the other hand, 3 of the participants presented as a result an inferior repertoire of 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.

IMPORTÂNCIA DO REFORÇO POSITIVO PARA O DESENVOLVIMENTO DE COMPETÊNCIAS SOCIAIS EM ADOLESCENTES ATRAVÉS DO TREINO DE HABILIDADES SOCIAIS

In the process of socialization in adolescence, it is common to identify relationship problems, often resulting from low repertoire of social skills or inadequate communication. It is also common to observe low self-esteem, cognitive distortions or a low sense of self-efficacy, which can lead to the development of depression as a result of social isolation and lack of external reinforcers. Therefore, it is necessary to develop social skills, especially in childhood and adolescence, for the development of emotional health in adult life. The objective of this work is to demonstrate how Social Skills Training together with Positive Reinforcement can be tools for developing social skills, with a focus on assertiveness. Result demonstrated with the case study of a teenager during her internship at PUC, who had behavioral changes, showing greater emission of assertive behaviors in new social situations, with this, expanding her social repertoire. Demonstrating effective social skills training for adolescents through positive reinforcement.

Reducing Inappropriate Behaviors and Enhancing Social Skills in Children with ASD Through Social Stories

Teaching social skills is a challenging process due to the fact that each skill is difficult to motivate and reward and to the sheer number of skills that can be considered social skills and the infinite ways in which changes in the environment affect the perception of each skill. The most important step in the development of the social skills repertoire in children diagnosed with ASD consists in the occurrence of social desire. Therefore, the social environment must be implemented in a way that is attractive to the child. Many social skills are learned automatically in typical ABA/VB programs. Children with autism spectrum disorder (ASD) seem to lack a desire to search for deeper causal links in their understanding of the world. Instead, they remember predictable routines (for example, brushing their teeth) and processing information at the surface level. This leads to a fragmented and superficial understanding of the environment, although they can remember much about it. Children with ASD face difficulties in achieving social contexts in the sense of other people's behavior, because it relies on understanding their intentions. The aim of this study was to evaluate the effects of a Social Story as an intervention used to reduce maladaptive behavior and to enhance social skills in 3 children diagnosed with ASD.

The contribution of child education on the social skills’ repertory of children of 4 and 5 years old

The objective of this study is to comprehend the effects of the pedagogical proposals and socioeconomic contexts on the repertoire of social skills of children of 4 and 5 years old from two Child Education institutions, one public and one private from the city of Ipiaú-Bahia. The methodological path was inspired in exploratory and qualitative research. The data was generated through the analysis of the Political Pedagogical Project of each institution, field journal and semi structured interview. The informations generated through field and documental research, from the categories: Child Education, social skills and socioeconomic context allowed to know the potentialities, the gaps and the contradictions of the theme of social skills in Child Education in that context. The results of the researches indicate that the notion of social skills is relatively new in the area of education and less spread. As much in educational reality as in legislation, social skills, even not being recognized and worked as such are present in an indirect way. It was also verified that there is no distinction between the repertory of social skills from children enrolled in Child Education in distinct socioeconomic and pedagogic proposals. The repertory of social skills of the children is influenced by the familiar, educational and religious context, by the social support nets, and others.

Programa de Habilidades Sociais e Educativas com Professores do Ensino Fundamental

Abstract The study evaluated the effects of a Social and Educational Skills Program on the repertoire of social skills, educational social skills, and self-efficacy beliefs in teachers. Participants included 45 teachers who taught at the final grades of elementary school, in public schools in the state of Rio de Janeiro. Participants were allocated by convenience into 2 groups: intervention (n=22) and control (n=23). The program consisted of 10 meetings, with pre-test and post-test measures. The teachers responded to the following instruments: Social Skills Inventory, Educational Social Skills Inventory-teacher, Teacher Self-Efficacy Scale, and Socioeconomic Questionnaire. Results indicated that the intervention promoted the repertoire of social and educational skills of teachers and increased teaching self-efficacy beliefs. It was concluded that the intervention showed some indicators of efficacy, signaling the interpersonal development of the educators. Future research should include accompanying measures and experimental design.

TREINAMENTO DE HABILIDADES SOCIAIS EM ALUNOS DE GRADUAÇÃO: UMA REVISÃO SISTEMÁTICA

ABSTRACT Intervention programs based on Social Skills Training have been researched in different populations, including university students. This study aimed to review the literature about HST programs with university students, published in national and international journals, emphasizing the instruments and designs used, in addition to the main results and limitations, from 1980 onwards. The keywords in English “social skills training”, “undergraduate”, “graduate students” and “higher education” were used in six databases (Capes, ERIC, PHS/RIHS, DOAJ, EBSChost, LILACS, IBICT, WEB OF SCIENCE). Thirteen articles were found and they were analyzed regarding the variables of interest by applying the PRISMA Protocol. The results showed that nine studies used the Social Skills Inventory as the main data collection instrument and had an experimental design. The number of sessions was variable among the interventions and, in all studies, there was an improvement in the social skills repertoire of the research participants. This article contributes to the literature in the area by discussing implications for research and practice in promoting social skills in university education, as well as directions for future research that should consider the concept of social competence.

Behavioral profile, lifestyle and social skills in Portuguese adolescents

BackgroundSeventy percent of premature deaths in adults are due to behaviors initiated during adolescence. Therefore, it is essential to promote individual and social behaviors that educate adolescents in the ability to make healthy choices. Accordingly, the main goals of this study were to characterize Lifestyles and Social Skills, as well as identify homogeneous subgroups, in a sample of Portuguese adolescents.MethodsA cross-sectional study was conducted, including 1008 adolescents attending the 7th to the 9th grades of five middle schools from the Tâmega and Sousa regions of Portugal, and using the My Lifestyle Questionnaire and the Social Skills Inventory. To establish a profile of the participants, a Cluster Analysis (K-means) was performed, and the Jaccard coefficient was used to assess the stability of the solution found.ResultsFrom the total sample, 556 adolescents with a mean age of 13.43 years (SD = 1.1) were included in the analysis. The majority of the sample presented a healthy lifestyle (72.26%) and 50.7% of the adolescents had a highly elaborated repertoire of Social Skills. Moreover, three clusters were found. Cluster 1 (n = 92) showed a less elaborate repertoire of Social Skills and was designated as the “Adjusted”. Cluster 2 (n = 115) comprised adolescents with a good repertoire of Social Skills and was named the “Sociable”. Cluster 3 (n = 258) was composed of adolescents with a highly elaborate repertoire of Social Skills and the best Lifestyle indicators and was named the “Healthy”.ConclusionsThe group of adolescents in the cluster called the “Sociable” needs to be included in health education and Social Skills programs. Nutrition and Monitored Safety behaviors reveal low values and, therefore, present a greater need for awareness, sensitization, and intervention in the school context. For this reason, the promotion of a healthy lifestyle should be part of the academic curriculum and transversal to all academic disciplines.

Interpersonal human relations: a profile of the literature on social skills

This study aimed to investigate the trends of available national contributions on social skills in scientific journals indexed in the area of psychology. This is a narrative review of the scientific literature on the field of social skills in Brazil carried out in the Index Psi database. We have observed 36 articles that met the selection criteria established. Among the main results, we highlight that a prevalent publications profile was presented with children and adolescents as the main target audience, and the Del Prette Social Skills Inventory as an instrument for data collection. We highlight interventions to appropriate the repertoire of social skills in all stages of human development since childhood, with special care for the male sex. It is concluded that the reasonable amount of articles on social skills, are directed to approaches already traditional in the literature with strong influence in the field of psychological and educational studies in general. The panorama evidenced in the present study suggests opening up on the horizon an extensive and important agenda for a better understanding of social skills in the Brazilian scenario, in relation to its association with topics still little investigated, namely, health promotion in the territory, professional categories, lifestyle and quality of life related to health, and the still emerging themes of spirituality and religiosity.

Efeitos de uma disciplina de relações interpessoais no repertório social de estudantes de exatas

Este estudo teve por objetivo avaliar o repertório de habilidades sociais de estudantes de Ciências Exatas antes e após uma disciplina de Relações Interpessoais. Participaram deste estudo 21 universitários, sendo 17 do curso de Engenharia Elétrica e 4 de Química Industrial, matriculados na disciplina de Relações Interpessoais para o Curso de Engenharia Elétrica. A disciplina teórico-prática foi baseada em vivências e os estudantes responderam ao Inventário de Habilidades Sociais (IHS) e ao Questionário de Avaliação Final da Disciplina (QAFD). Os resultados apontaram diferenças estatisticamente significativas quanto ao escore geral de habilidades sociais e a média no QAVD entre as avaliações do pré e pós-teste. Foram observadas ainda correlações positivas e fortes entre o QAVD antes e após a disciplina. Além disso, (b) o escore geral QAVD após a disciplina se relacionou positiva e moderadamente com o escore geral (IHS) de habilidades sociais no pós-teste.

Efetividade do treinamento em habilidades sociais na qualidade de vida de trabalhadores: uma estratégia de promoção da saúde

Objetivo: Avaliar a efetividade de um treinamento em habilidades sociais na melhoria da qualidade de vidade um grupo de trabalhadores. Métodos: De abordagem quantitativa, em uma instituição de ensino superiorna cidade de São Paulo, foi realizada uma pesquisa de avaliação pré e pós-intervenção de um treinamentode habilidades sociais, com dez sessões, em dez profissionais de atendimento ao cliente. Foram aplicadosquestionário sociodemográfico; Inventário de Habilidades Sociais (IHS-Del-Prette) e a versão brasileira doquestionário de qualidade de vida SF-36., antes e depois do treinamento. Os dados obtidos foram analisadosestatisticamente com os testes Wilcoxon e Spearman para correlacionar os dois instrumentos IHS-Del-Prettee SF. A pesquisa foi aprovada pelo Comitê de Ética em Pesquisa. Resultados: O grupo foi composto por80% de mulheres, com média de idade de 27,5 anos, 80% com nível superior completo. O treinamento emhabilidades sociais se mostrou efetivo na ampliação do repertório de habilidades sociais, comparando osresultados fase pré-teste e pós-teste, assim como mostrou que há correlação positiva entre habilidadessociais e melhoria da qualidade de vida. Conclusão: O treinamento em habilidades sociais pode serconsiderada uma estratégia efetiva de promoção à saúde, pois repercute positivamente para a construção deambiente saudável, para os relacionamentos, melhorando o bem estar físico, mental e social, contribuindoentão a qualidade de vida dos trabalhadores.

Dupla excepcionalidade superdotação e TDAH

Na última década constata-se um tímido aumento no número de pesquisas empíricas sobre a relação entre a superdotação e o TDAH. Muitas dessas investigações sugerem que, para além do equívoco diagnóstico, a associação dos dois fenômenos precisa ser considerada; a denominada dupla excepcionalidade. Pensando na possibilidade desse duplo diagnóstico, essa pesquisa toma forma. Trata-se de um recorte do estudo piloto da dissertação de mestrado da primeira autora, e pode ser caracterizada como um estudo metodológico, do tipo estudo de caso quanti-qualitativo. Foram participantes um estudante precoce com comportamento superdotado e seus respectivos pais. O objetivo geral desta pesquisa foi identificar indicadores de Superdotação e TDAH. Os específicos foram: identificar indicadores de Superdotação e de TDAH, pela avaliação dos pais; avaliar o repertório de Habilidades Sociais, pela avaliação dos pais e do protocolo de autoavaliação; realizar uma identificação preliminar de dupla excepcionalidade. Quatro instrumentos de coleta de dados foram selecionados com a finalidade de alcançar nossos objetivos, a saber: a) instrumento para avaliação sociodemográfica; b) instrumento de identificação de indicadores de superdotação; c) instrumento de identificação de sintomas de TDAH e d) instrumento para avaliação das habilidades sociais. Os resultados revelam que o estudante cumpre os critérios de avaliação inicial, tanto do comportamento superdotado quanto do TDAH, além de apresentar déficit acentuado nas Habilidades Sociais e tendência a problemas de comportamento. Diante disso, podemos afirmar que, apesar de não garantir que a dupla excepcionalidade superdotação e TDAH esteja ocorrendo, esta deve ser levada em consideração, em avaliações próximas. Recebido em: 03 de novembro de 2019Modificado em: 02 de abril de 2020Aceito em: 12 de abril de 2020

Revisão sistemática sobre fatores associados à relação entre habilidades sociais e suporte social

Um repertório bem desenvolvido de habilidades sociais permite interações sociais de melhor qualidade. Assim, habilidades sociais afetam o acesso a suporte social, mas pouco se sabe sobre fatores que aumentam ou reduzem a eficácia das habilidades sociais na obtenção desse tipo de suporte. O objetivo deste estudo foi identificar fatores associados à magnitude da relação entre habilidades sociais e suporte social. Foram consultadas as bases de dados Scielo, Lilacs, Medline, PsycNET e Web of Science, recuperando artigos publicados em Espanhol, Inglês ou Português entre 1997 e 2017. Quinze artigos foram selecionados. A idade, o gênero, e a fonte de apoio foram alguns dos fatores que influenciaram a relação entre habilidades sociais e suporte social. Em pesquisas futuras, será importante testar um modelo da relação entre habilidades sociais e suporte social, incluindo estas variáveis intervenientes.

Desenvolvimento de habilidades sociais na adolescência como ápice comportamental

Presente estudo apresenta uma discussão sobre a fase da adolescência que integra aspectos das Habilidades Sociais com o conceito de ápice comportamental. A expansão do repertório comportamental se dá com a exposição do indivíduo a novas contingências, novos ambientes, novos estímulos controladores e novos grupos sociais, dada uma mudança comportamental denominada de ápice comportamental. Há indicativos de que adolescentes que apresentam problemas de comportamento desenvolvem relações sociais restritas. São apresentados estudos relacionando o repertório amplo de habilidades sociais com interações favoráveis com pares, destacando sua importância como ápice comportamental, que garante o acesso a novos ambientes. Presume-se também que os repertórios de habilidades sociais competem com o fortalecimento do padrão de comportamento antissocial e uso de drogas, constituindo, portanto nova evidência de ápice comportamental. Conclui-se que a discussão das habilidades sociais como ápice comportamental traz vantagens no que se refere ao planejamento de intervenções comportamentais mais efetivas.

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.

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.

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.

The Relationship Between Social Skills and Psychosocial Adjustment Among Those who Care for Older Adults

Abstract Many caregivers of older adults report distressing interpersonal difficulties. Training in social skills could be a valid strategy for helping these people. In this study, evidence was examined concerning the relationship between the social skills repertoire of caregivers of older adults and indicators of their psychosocial adjustment. Based on a literature review in seven databases, using search terms in Portuguese, English and Spanish, 11 articles on this relationship were found, published by November, 2016. It was observed that: (1) the study of social skills in caregivers of older adults is recent; (2) caregivers who used social skills more often felt less burdened; and (3) social skills can strengthen the interpersonal relationships of caregivers, contributing to better psychosocial adjustment. Thus, it may be useful to develop and evaluate programs to promote the use of social skills in this context, to verify the impacts of improved social skills on caregivers’ well-being.