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That man is a social being is almost axiomatic. Our interpersonal relation ships can be sources of the most rewarding or the most painful of human experiences. To a large measure our accomplishments in life depend on the facility with which we interact with others-our social skill. The acquisition of social skills is, of course, a natural part of the overall socialization process. However, in many instances it becomes necessary or desirable to develop further an individual's social facilities. Such skill development is the topic of this book. Two major goals were kept in mind in the writing of this book. The first was to provide a conceptual framework within which to view social skills. Such a framework allows one to understand why it is important to develop social skills, and the effects that such skill development should have. If the reader has a thorough understanding of the concept of social skills and their development, it becomes possible to make appropriate innovations and adaptions to his or her own circumstances. Without such a framework, social-skills training becomes little more than a collection of disjointed techniques. Also, without a conceptual understanding, pro cedural innovations are difficult to incorporate into training.
With powerful words and pictures Florida Frenz chronicles her journey figuring out how to read facial expressions, how to make friends, how to juggle all the social cues that make school feel like a complicated maze. Diagnosed with autism as a two-year-old, Florida is now an articulate 15-year-old whose explorations into how kids make friends, what popularity means, how to handle peer pressure will resonate with any preteen. For those wondering what it's like inside an autistic child's head, Florida's book provides amazing insight and understanding. Reading how she learns how to be human makes us all feel a little less alien.
A complete reference to the fields of psychology and behavioral science Volume 4 is the final volume in The Corsini Encyclopedia of Psychology and Behavioral Science series. Providing psychologists, teachers, researchers, and students with complete reference for over 1,200 topics across four volumes, this resource in invaluable for both clinical and research settings. Coverage includes conditions, assessments, scales, diagnoses, treatments, and more, including biographies on psychologists of note and psychological organizations from across the globe. The Third Edition has been updated to reflect the growing impact of neuroscience and biomedical research, providing a highly relevant reference for the highest standard of care.
The people we surround ourselves with may impact our lives more than any other factor, and yet most people leave their social lives to chance. What would happen if you treated social skills as though they were indeed skills, and became proactive about your social life? Superhuman Social Skills is a transformative book which analyzes and explains how to be likeable, how to converse, how to tell stories, how to make friends, and how to combine those friends to create an incredible social circle. If you ever feel socially awkward, don't know what to say, or wish you had more or better friends, Superhuman Social Skills is for you.
This textbook introduces social work practice with socially unskilled populations, or persons who lack social competence, and whose group life is likely to be chaotic or nonexistent unless professionally assisted, providing guidelines for working with these socially disabled persons in group settings. The author outlines the unique pre-group processes of socially unskilled populations and provides a methodology for advancing social competence. She also identifies the professional and agency requirements for working with pre-social processes.
This book is a theoretical and practical guide in the field of social skills and social competence, based on decades of experience gained by the authors as researchers and professionals in psychology. The book was written for students and professionals who are involved in some way improving individuals ́ social skills in different contexts, such as clinical, educational, organizational and community settings. The authors present the conceptual foundations, procedures, techniques, strategies and practical guidelines for planning and conducting effective programs aimed to social skills and social competence. In the first part of the book, key concepts and fundamentals on the area are presented, as well as the basic behavioral classes of social skills and their non-verbal and paralinguistic components. The authors also propose a portfolio for the assessment of clients’ social skills deficits and strengths to thereby define the aims and procedures of interventions. The second part focuses on guidelines to select and use procedures and techniques for promoting social skills and social competence. The authors present experiential activities that they created in previous interventions and that were tested in their research, showing evidence of effectiveness. Suggestions on how to evaluate participants’ repertoires and how to use these ideas in intervention planning are also described. Finally, in the third part of the book, the authors go further presenting practical guidelines for planning and conducting programs and sessions to promote social skills and social competence, in either group or individual settings.
"Perfecting Patient Journeys is a guide for leaders of healthcare organizations who want to implement lean thinking. Readers will learn how to identify and select a problem, define a project scope, and create a shared understanding of what's occurring in the value stream. Readers will also learn to develop a shared vision of an improved future, and how to work together to make that vision a reality"--Provided by publisher.
Revised, extended and updated, this edition will continue as the core textbook for students of interpersonal communication as well as for professional groups such as counsellors, doctors, nurses, social workers and psychologists.
Originally published in 1984, one of the few facts that emerged clearly in the beleaguered field of psychology and mental health at the time was the extent of poor social skills in psychiatric patients, the mentally handicapped and problem adolescents. As a result, during the 1970s, social skills training – espoused as a form of behaviour therapy – seemed to offer great promise, based on the notion that social skills, like any other skills, are learnt and can be taught if lacking. However, in evaluating social skills training, many investigators found that skills did not endure and generalise. This book attempts a major re-assessment of social skills training. It examines the underlying paradigms, which are shown to be fundamentally behaviourist. Such paradigms, it is argued, severely constrain the aims and method of current types of training. Thus the book develops what is termed an ‘agency’ approach, based on man as a social agent who actively constructs his own experiences and generates his own goal-directed behaviour on the basis of those constructs. This new model is developed in both theoretical and practical ways in the main body of the book and should, even today, be of great interest to all those involved with social skills training.
Implementation of a Social Skills Curriculum to Reduce Behavioral Problems of African American Boys in Elementary Classroom Settings. Foster, Evaline L., 2004: Applied Dissertation, Nova Southeastern University, Fischler School ofEducation and Human Services. Peer Support Groups/Anger Management/Conflict Resolution/Social Skills/Bullying/Teacher Student Relationships This applied dissertation was designed to reduce the disruptive verbal and physical behaviors within the regular behavior enrichment classroom during the 2003-2004 school year. From August 2002-May 2003, 18 home suspensions, 25 in-school suspensions, and 85 office referrals due to extremely disruptive verbal and physical behaviors were recorded for students enrolled in the regular education behavior enrichment classroom. The purpose of this applied dissertation was to modify the negative behaviors of students into appropriate behaviors that would allow them to productively function academically, socially, and emotionally in the regular education classroom setting. The writer developed lesson plans and strategies to reduce the verbal and physical behaviors of students within the regular behavior enrichment classroom. Strategies taught included (a) facilitation of peer support groups and instruction, (b) modeling, (c) reinforcement of conflict resolution skills, (d) self-management techniques, (e) anger management techniques, and (f) social skills lessons. This applied dissertation also has the potential to provide other educators with the strategies necessary to maintain positive behaviors in the classroom. An analysis of data revealed a decreased number of verbal and physical antisocial behaviors in students. Through this implementation, students learned how to better self-manage their behaviors and use conflict resolution skills to solve controversial issues The presence of these factors helped to motivate students, improve behavior, increase cognitive developments levels, and strengthen parent/teacher relationships.