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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.
Social skills are critical to psychological adjustment across the lifespan. These skills are necessary for attaining a variety of important social, emotional, and interpersonal goals. Social skill definits and resulting negative social interactions are associated with a wide variety of adjustment problems and psychological disorders. Social Skills across the Life Span: Theory is a comprehensive social skills volume providing in-depth coverage of theory, assessment, and intervention. Divided into three major sections, the volume begins with the definition of social competence, developmental factors, and relations to adjustment. This is followed by coverage of general assessment and intervention issues across the lifespan. In the third section, program developers describe specific evidence-based interventions. Identifies how social skills influence social competence and well being Addresses the full lifespan Reviews methods to assess and intervene with children and adults Details evidence-based interventions for children and adults
In this book, readers will discover a developmental view of social functioning in children at different stages. Chapters are based in transactional theory in that the environment plays a role in the development of social competence skills as well as the biological contributions the child brings to his/her experiences. The familial and school contributions to social understanding are discussed in this volume.
Designed to help pre- and in-service teachers address student problems in social behavior, this step-by-step guide uses a continuing case study to illustrate each of the steps for assessing behavior and planning interventions. Practical, straightforward, and easy-to-understand, this is the sort of book that students and teachers can pick up and put to immediate use.
Improve Your Social Skills is a comprehensive, practical guide to social skills.It contains 200+ pages of step-by-step, easy-to-understand explanations of social interaction, written by a professional social skills coach whose TEDx talk on overcoming the social challenges of Asperger's Syndrome has been viewed over 180,000 times.You'll learn how to: Make Conversation (and keep conversation flowing smoothly!) Read Body Language (and send positive signals with your own body language!) Meet New People (and make friends with them!) Tell Stories In Conversation (that don't bore your audience!) Combat Shyness And Social Anxiety (a little courage every day adds up!) Date Successfully (without manipulation or sneaky tricks!) And More! (lots more!)Ok, enough with the bullet points.I'm Dan Wendler, and I wrote the book. I wrote it because I believe everyone deserves a place to belong and I didn't want poor social skills to hold anyone back from friendship and community. even if they struggle with social skills. I know firsthand how hard it is to struggle socially. Growing up, I was bullied, harassed, and excluded -- no matter how hard I tried to fit in. It wasn't until I was diagnosed with Asperger's Syndrome that I put the puzzle pieces together. I realized I struggled socially because I didn't have any social skills -- and just like any other skill, social skills can be learned. So I started to learn them. It took hard work, but I soon started to see improvement in my ability to interact with others. Eventually I was able to start making wonderful friends and today I feel comfortable and confident in all sorts of social interactions.On January 1st, 2012, I launched ImproveYourSocialSkills.com to share what I'd learned with the world. Hundreds of thousands of people visit the site every year, and I'm excited to help even more with the Improve Your Social Skills Kindle guide.The guide you're about to read is a compilation of the social principles I've learned during my lifetime of personal social skills study, as well as the techniques I developed while offering hundreds of hours of social skills coaching. These principles led me to a life full of close friendship, satisfying connection, and tender romance.I believe that with these principles, you can live a life full to the brim with friendship, connection, and love. I hope that after reading Improve Your Social Skills, you'll believe that too.
Research Paper (undergraduate) from the year 2010 in the subject Pedagogy - Orthopaedagogy and Special Education, course: Human Exceptionalities, language: English, abstract: The social competence is very important to survive successfully in society. Everybody needs to be socially competent for living a better life in society, having good relationships and interactions with others. Researchers have concluded that deficits in social competence can affect later success in life. Social competence has frequently been cited as a critical component of life adjustment (e.g., Epstein & Cullinan, 1987; Neel, 1988). In particular, the importance of social competence and related personality features has been stressed for individuals who have mental retardation or other developmental disabilities (e.g., Balla & Zigler, 1979). As a consequence, social skills instruction has increasingly been recognized as a key component to be included in intervention programs for students who are mildly mentally retarded. (Gable. A.R & Warren. F.S., 1993). The American Association on Mental Retardation (2002), defines mental retardation as "Mental retardation is disability characterized by significant limitation both in intellectual functioning and in adaptive behavior as expressed in conceptual, social and practical adaptive skills. This disability originates before age 18". (p.1). Social skills are specific behaviors that facilitate interpersonal interactions and maintain a degree of independence in daily functioning. Social competence involves the use of those skills at the right times and places, showing social perception, cognition, and judgment of how to act in a particular situation and how to adjust one's behavior to meet different situations (Greenspan, 1979, 1990; Kerr & Nelson, 1989; Sargent, 1989).
This book discusses peer relationships and social skills in school-age children. The historical and current understanding of the importance of peer relationships and effective social skills for development and well-being are discussed herein. In addition, this book reviews and discusses the concepts of social skills and social competence, as well as current understanding of the social difficulties of children with ADHD, autistic spectrum disorders, and Social Anxiety Disorder. Recent research on the effectiveness of social skills training are presented and four commonly utilised training programs are discussed in order to assist children with peer relationships.
Social skills are critical to psychological adjustment across the lifespan. These skills are necessary for attaining a variety of important social, emotional, and interpersonal goals. Social skill definits and resulting negative social interactions are associated with a wide variety of adjustment problems and psychological disorders. Social Skills across the Life Span: Theory is a comprehensive social skills volume providing in-depth coverage of theory, assessment, and intervention. Divided into three major sections, the volume begins with the definition of social competence, developmental factors, and relations to adjustment. This is followed by coverage of general assessment and intervention issues across the lifespan. In the third section, program developers describe specific evidence-based interventions. - Identifies how social skills influence social competence and well being - Addresses the full lifespan - Reviews methods to assess and intervene with children and adults - Details evidence-based interventions for children and adults
This indispensable book presents evidence-based tools and strategies for improving the social skills of all members of the inclusive classroom (K-6), especially students experiencing difficulties in this area. The authors explain why social competence is critical to school success and describe interventions, curricula, and instructional approaches that have been shown to be effective at the schoolwide, classroom, and individual levels. Procedures for conducting assessments and developing individualized intervention plans are detailed. Reproducible forms can be downloaded and printed in a convenient 8 1/2" x 11" size.
What determines the focus of a researcher's interest, the sources of inspiration for a study, or the variables scrutinized? If we were to examine the antecedents of these decisions, they would surely emerge as accidents of circumstance--the personal experiences of the researcher, the inspiration of early mentors, the influence of contemporary colleagues--all tempered by the intellectual currents that nurture the researcher's hypotheses. Among the accidents that mold the careers of researchers is geographic location. The culture in which a research program emerges helps determine both its very subject and its method. The primary purpose of this book is to assist those interested in the scientific study of children's social competence in transcending the boundaries imposed both by geography and by selective exposure to the highly diverse schools of thought that have led to interest in this field. Most of these ideas were presented and exchanged at an Advanced Study Institute entitled "Social Competence in Developmental Perspective" held in Savoie, France, in July 1988. This Institute was attended by scholars from France, England, Northern Ireland, Germany, Italy, Norway, Spain, Portugal, Netherlands, Canada, the United States and Brazil. Those who participated will recognize that the metamorphosis from lecture to chapter has necessitated many changes. In order to accommodate the reader who may be unfamiliar with the field, more attention has been paid here to identifying the theoretical contexts of the research described.