Facilitating communication and social skills training for primary school children

1994 ◽  
Author(s):  
Wai-king, Ophelia Yeung
Keyword(s):  
Social Skills ◽  
Primary School ◽  
School Children ◽  
Social Skills Training ◽  
Skills Training ◽  
Primary School Children

Evaluation of the Sheidow Park social problem solving program for primary school children: a field study

1996 ◽  
Vol 6 (1) ◽  
pp. 61-72
Author(s):  
Jordana K. Bayer ◽  
Rosalyn Shute ◽  
Colin MacMullin
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Social Competence ◽  
Primary School ◽  
School Children ◽  
Social Problem ◽  
Social Skills Training ◽  
Skills Training ◽  
Social Problem Solving ◽  
Primary School Children

Research has demonstrated links between children's poor peer relations and various forms of child and adult psychosocial maladjustment. Social skills training programs have been developed to increase children's social competence and reduce the risk for later problems. The Sheidow Park Social Problem Solving Program is a curriculum based cognitive social skills training program, designed for Australian primary school children. The present research evaluated the effects of this program on a variety of dimensions of children's social competence. Subjects were Reception/Year 1 children in two classes of a South Australian suburban primary school. The teacher of one class implemented the social skills program, while the other class experienced no formal social skills intervention. The results indicated that the various measures of social competence employed were relatively independent of one another, supporting the need for a comprehensive range of measures in social skills training research. The Sheidow Park program demonstrated a significant effect on children's sense of social self-competence and the degree to which they perceived a variety of challenging social situations as difficult to deal with. However, the program had no effect on teacher and peer ratings of children's social competence or on children's satisfaction with their wider social network. The findings are explained within the context of attribution and cognitive dissonance theories, and the strengths and limitations of both the Sheidow Park program and the present research are discussed. Suggestions for future research and modifications to the program are made.

Social skills training for primary school children: A 1-year follow-up study

2008 ◽  
Vol 33 (5) ◽  
pp. 378-383 ◽  
Author(s):  
MG SAWYER ◽  
C MACMULLIN ◽  
B GRAETZ ◽  
JA SAID ◽  
JJ CLARK ◽  
...  
Keyword(s):  
Social Skills ◽  
Primary School ◽  
School Children ◽  
Social Skills Training ◽  
Skills Training ◽  
Primary School Children ◽  
Follow Up Study

MODEL OF PEER-MEDIATED SOCIAL SKILLS INTERVENTION FOR CHILDREN WITH SPECIAL NEEDS IN INCLUSIVE PRIMARY SCHOOLS

2018 ◽  
Author(s):  
Marlina - Marlina
Keyword(s):  
Social Skills ◽  
Primary School ◽  
Special Needs ◽  
Primary Schools ◽  
Social Skills Training ◽  
Skills Training ◽  
Training Model ◽  
Children With Special Needs ◽  
Social Skills Intervention ◽  
Normal Children

This research is aimed at investigating a model of social skills training for children with special needs in inclusive primary school. The study is used at research and development. The training model involves the normal children as training mediators, the so-called peer-mediated social skills intervention (PMSSI), PMSSI model is developed into seven steps. The results of the development are: (1) PMSSI model is appropriate to meet the needs of children with special needs and normal children as social skills training; (2) PMSSI model has the steps description of social skills training which are organized, hierarchical, and clear; (3) PMSSI model is useful for classroom teachers and special educator teachers in inclusive primary school; and (4) PMSSI model is efficient in terms of cost but not of time. Based on the results of the development, there are two suggestions: (1) the need for training the trainers on the use of PMSSI model before being applied in inclusive primary school, and (2) the implementation of social skills training should be done integratedly in academic activities or in a playgroup setting.

scholarly journals Comparison of Social Skills of Primary School Children With and Without Parents With Mental Disorders

2019 ◽  
Vol 27 (2) ◽  
pp. 97-106
Author(s):  
Farshid Shamsaei ◽  
Zahra Shokohi ◽  
Maryam Farhadian ◽  
Efat Sadeghian ◽  
◽  
...  
Keyword(s):  
Social Skills ◽  
Mental Disorders ◽  
Primary School ◽  
School Children ◽  
Primary School Children

The Relationship Between Abuse within the Family and Social Skills of Turkish Senior Primary School Children

2012 ◽  
Vol 40 (4) ◽  
pp. 585-590
Author(s):  
Neslihan Durmuşoglu-Saltali
Keyword(s):  
Child Abuse ◽  
Social Skills ◽  
Primary School ◽  
Family Environment ◽  
School Children ◽  
Negative Relationship ◽  
Reliability And Validity ◽  
Primary School Children ◽  
The Family ◽  
The Relationship

I investigated instances of child abuse that second-stage primary school children experienced in the family environment and their social skills. The research sample consisted of 347 children aged between 12 and 14 who attended primary education 6th, 7th, and 8th grades in the province of Konya, Turkey. To collect the data I used the Matson Evaluation of Social Skills with Youngsters (MESSY) Scale, which was developed by Matson, Rotatory, and Hessel in 1983, adapted to Turkish and tested for reliability and validity by Bacanlı and Erdoğan (2003); and the Domestic Child Abuse Scale-B Form (Bekçi, 2006). I found that physical abuse, directing to crime and sexual abuse, neglect and emotional threat, educational abuse, lack of rules and lack of support had a positive relationship with negative social skills. There was a negative relationship between supporting development and negative social skills.

scholarly journals A Day at School : A Serious Game for Social Skills Training

2021 ◽  
Vol 22 (2) ◽  
Author(s):  
Filimonas Papadiou ◽  
Fotis Lazarinis ◽  
Dimitris Kanellopoulos
Keyword(s):  
Social Skills ◽  
Primary School ◽  
Social Skills Training ◽  
Soft Skills ◽  
Personal Characteristics ◽  
Skills Training ◽  
Serious Game ◽  
Self Control ◽  
Appropriate Behavior ◽  
Primary School Pupils

Soft skills are the personal characteristics of an individual that enhance his/her interactions, career prospects, and job performance. Soft skills include social skills which incorporate characteristics like empathy, self-control, socialization, and friendliness. The development of soft skills at an early age is vital. Currently, there are few serious games for social skills training aimed at primary school pupils. A serious game does not only provide fun but a player can discover knowledge about himself. This paper presents a serious game named “A Day at School” that helps primary school pupils to develop social skills through an educational scenario. In this scenario, the hero of the game faces various situations during a usual day at school. The scenario deals with the situations of bullying, racism, and social awareness of children. By using the educational application, pupils discover appropriate behavior and get the first stimulus for acquiring their social skills. The serious game helps them to socialize and gain the basis to cultivate empathy, friendliness, and self-control. Primary school pupils and teachers evaluated the serious game. The results showed that teachers found that the game is suitable for teaching purposes and its graphical user interface (GUI) is appealing.

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