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Artículos de revistas sobre el tema "Social skills"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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1

Acot, Karen Faith G. "Kindergarten Social Skills." International Journal of Research Publication and Reviews 5, no. 8 (2024): 1944–65. http://dx.doi.org/10.55248/gengpi.5.0824.2130.

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2

Jenkins, Richard. "Social Skills, Social Research Skills, Sociological Skills: Teaching Reflexivity?" Teaching Sociology 23, no. 1 (1995): 16. http://dx.doi.org/10.2307/1319369.

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3

Canter, Sandra. "Social skills." British Journal of Clinical Psychology 33, no. 2 (1994): 241–42. http://dx.doi.org/10.1111/j.2044-8260.1994.tb01118.x.

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4

Keefe, Charlotte Hendrick. "Social Skills." Academic Therapy 23, no. 4 (1988): 367–73. http://dx.doi.org/10.1177/105345128802300406.

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5

Qamaria, Rezki Suci. "Penerapan Social Skills Training (SST) untuk Meningkatkan Social Skill Performance pada Anak." Happiness: Journal of Psychology and Islamic Science 7, no. 1 (2023): 25–38. http://dx.doi.org/10.30762/happiness.v7i1.1136.

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As social beings, everyone is required to be able to adjust in the social environment. But in fact, there are individuals who have difficulty adjusting because they have social skills deficits. Deficits of social skills can be measured using the social skills rating system (SSRS) which refers to the theory of Gresham and Elliott which explains that there are three aspects that can be used as a reference for measuring social skills, namely the ability to cooperate, assertive behavior, and the ability to control oneself. Based on these conditions, researchers conducted experimental research to d

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6

Naraswari, Ida Ayu Made Diah, Kadek Suranata, and Ni Ketut Suarni. "Social-Skill Training to Improve Social-Skills of Student with Hearing Impairment." Jurnal EDUCATIO: Jurnal Pendidikan Indonesia 9, no. 1 (2023): 431. http://dx.doi.org/10.29210/1202323005.

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<span>This study aims to describe the implementation of social skills training to improve social skills of students with hearing impairment. Subject in this study was a female student with hearing impairment who showed deficits in several aspects of social skills which caused her to experience difficulties in establishing social relationships. the intervention was carried out through the SST method which focused on developing three components of social skills, namely 1) creating positive interactions, (2) making friendship, and (3) recognizing one's emotions and ways to manage negative o

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7

Marks, Susan Unok, Carl Schrader, Mark Levine, et al. "Social Skills for Social Ills." TEACHING Exceptional Children 32, no. 2 (1999): 56–61. http://dx.doi.org/10.1177/004005999903200208.

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8

Dekker, Karien, and Margje Kamerling. "Social skills scores." Journal for Multicultural Education 11, no. 4 (2017): 275–86. http://dx.doi.org/10.1108/jme-09-2016-0048.

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Purpose The paper aims to examine to what extent and why parental involvement as well as characteristics of ethnic school population influence social skills scores (social position, behavioural skills) of students. Design/methodology/approach The study used the COOL5-18 database (2010) that included 553 Dutch primary schools and nearly 38,000 students in Grades two, five and eight (aged approximately 5, 8, 11, respectively). Multilevel regression analyses were used for analysis. Findings The findings indicate that parental involvement has a positive impact on the social skills scores of the st

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9

Watanabe, Yayoi, and Eriko Harada. "Social Skills Training." Proceedings of the Annual Convention of the Japanese Psychological Association 82 (September 25, 2018): TWS—008—TWS—008. http://dx.doi.org/10.4992/pacjpa.82.0_tws-008.

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10

Carter, Jane, and George Sugai. "Teaching Social Skills." TEACHING Exceptional Children 20, no. 3 (1988): 68–71. http://dx.doi.org/10.1177/004005998802000321.

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11

Trower, P. "Social skills training." BMJ 294, no. 6573 (1987): 663–64. http://dx.doi.org/10.1136/bmj.294.6573.663-a.

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12

Pray, Bruce S., Cathy W. Hall, and Robert P. Markley. "Social Skills Training." Remedial and Special Education 13, no. 5 (1992): 43–49. http://dx.doi.org/10.1177/074193259201300507.

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13

Kelly, Alex. "Developing social skills." Tizard Learning Disability Review 22, no. 3 (2017): 159–63. http://dx.doi.org/10.1108/tldr-04-2017-0020.

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Purpose The purpose of this paper is to discuss the different features of social skills and outline a hierarchy of social skills model. Design/methodology/approach This paper draws on clinical work over 25 years and presents the results of research using a hierarchical approach to developing social skills. Findings Social skills interventions delivered according to a hierarchy of social skills (self-awareness and self-esteem; body language; conversational skills; friendship skills; assertiveness) are effective in improving social skills. Practical implications Effective assessment should deter

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14

Taylor, A. Sean, Carla A. Peterson, Paula McMurray-Schwarz, and Terrie Sue Guillou. "Social Skills Interventions." Young Exceptional Children 5, no. 4 (2002): 19–26. http://dx.doi.org/10.1177/109625060200500403.

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15

Mikami, Amori Yee, Mary Jia, and Jennifer Jiwon Na. "Social Skills Training." Child and Adolescent Psychiatric Clinics of North America 23, no. 4 (2014): 775–88. http://dx.doi.org/10.1016/j.chc.2014.05.007.

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16

Agran, Martin, Carolyn Hughes, Colleen A. Thoma, and LaRon A. Scott. "Employment Social Skills." Career Development and Transition for Exceptional Individuals 39, no. 2 (2014): 111–20. http://dx.doi.org/10.1177/2165143414546741.

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17

Halbinger, Maria Anna, and Toke Reichstein. "Entrepreneurs' social skills." Academy of Management Proceedings 2015, no. 1 (2015): 14550. http://dx.doi.org/10.5465/ambpp.2015.14550abstract.

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18

Muir, W. M. "Social skills programmes." British Journal of Special Education 10, no. 1 (2007): 40. http://dx.doi.org/10.1111/j.1467-8578.1983.tb00141.x.

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19

Westby, Carol. "Explore Social Skills." Word of Mouth 27, no. 3 (2015): 11–12. http://dx.doi.org/10.1177/1048395015616379c.

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20

Cartledge, Gwendolyn, Diane Stupay, and Caroline Kaczala. "Social Skills and Social Perception of LD and Nonhandicapped Elementary-School Students." Learning Disability Quarterly 9, no. 3 (1986): 226–34. http://dx.doi.org/10.2307/1510468.

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Twenty-six pairs of elementary-aged LD and nonhandicapped children were assessed individually on social perception (empathy) and social skills measures. Empathy was determined by the children's responses to stories involving various emotional situations, and was defined both as their tendency to identify with the emotion another person is experiencing (empathy-1) as well as their ability to label emotions in others (empathy-2). Social skill was measured by teacher ratings of the subjects on the Social Behavior Assessment (SBA). With the exception of the Task-Related category on the SBA, statis

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21

Segrin, Chris. "Young adults’ social skills are independent of their parents’ social skills." Communication Research Reports 11, no. 1 (1994): 5–12. http://dx.doi.org/10.1080/08824099409359935.

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22

Wittenberg, Mitchell T., and Harry T. Reis. "Loneliness, Social Skills, and Social Perception." Personality and Social Psychology Bulletin 12, no. 1 (1986): 121–30. http://dx.doi.org/10.1177/0146167286121012.

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23

Γουγουλάκης, Πέτρος. "Social skills, social capital and education." Επιστήμη και Κοινωνία: Επιθεώρηση Πολιτικής και Ηθικής Θεωρίας 29 (August 7, 2015): 37. http://dx.doi.org/10.12681/sas.864.

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Πλαίσιο αναφοράς του λόγου του παρόντος κειμένου αποτελεί η επίκαιρη θεωρητική και πολιτική συζήτηση περί ικανοτήτων τις οποίες θα πρέπει να καλλιεργήσουν, μέσα από διαδικασίες δια βίου μάθησης, τα μέλη μιας σύγχρονης κοινωνίας ώστε να μπορέσουν να αντεπεξέλθουν στις προκλήσεις και απαιτήσεις πραγματικοτήτων όπως η (οικονομική) παγκοσμιοποίηση, η πληροφορική επανάσταση και η πολυπολιτισμικότητα ως απόρροια του νέου χαρακτήρα των μεταναστευτικών ρευμάτων. Ενδεικτική είναι και η σύσταση του Συμβουλίου της Ευρωπαϊκής Ένωσης και του Ευρωπαϊκού Κοινοβουλίου σχετικά με την καλλιέργεια βασικών ικανοτ

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24

Riggio, Ronald E., and Yass Sotoodeh. "Social Skills and Birth Order." Psychological Reports 64, no. 1 (1989): 211–17. http://dx.doi.org/10.2466/pr0.1989.64.1.211.

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This study examined differences in bask dimensions of social skill among birth orders. 205 undergraduate students completed a questionnaire that asked about family sibling structure and family income along with a standardized, self-report measure of social skills/social competence, the Social Skills Inventory. Analyses indicated no significant birth-order effects on any of the social skills dimensions, even when controlling for factors of age spacing, subjects' sex, family income, and family size.

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25

TSUCHIYA, Yukino, and Kenji ENDO. "The Influence of NVC Skills Training on Social Skill." Proceedings of the Annual Convention of the Japanese Psychological Association 76 (September 11, 2012): 1AMB31. http://dx.doi.org/10.4992/pacjpa.76.0_1amb31.

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26

Marwanti, Theresia Martina, Nenden Rainy Sundary, and Benny Setya Nugraha. "SOCIAL SKILL OF COMMUNITY ORGANIZERS AT BANCEUY TRADITIONAL KAMPONG, SUBANG." Indonesian Journal of Social Work 5, no. 1 (2021): 29–44. http://dx.doi.org/10.31595/ijsw.v5i1.408.

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The purpose of the research is to know how far the social skill of community organizers at anceuy Traditional Community which has special tradition . Community organizers should have skilsl in organizing community such as facilitative and educational skills. The Sub-problematics of the research are facilitative and educational skills of community organizers. The method used is quantitative with descriptive approach. The total respondents are 15 respondents using census technique. Data gathering techniques are questioner. observation and documentation study. Validity test used Pearson Product M

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27

TAKAHASHI, YUSUKE, KENSUKE OKADA, TAKAHIRO HOSHINO, and TOKIE ANME. "Social Skills of Preschoolers." Japanese Journal of Educational Psychology 56, no. 1 (2008): 81–92. http://dx.doi.org/10.5926/jjep1953.56.1_81.

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28

Carter, Jane, and George Sugai. "Social Skills Curriculum Analysis." TEACHING Exceptional Children 22, no. 1 (1989): 36–39. http://dx.doi.org/10.1177/004005998902200108.

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29

Gresham, Frank. "Social Skills Intervention Guide." Special Services in the Schools 8, no. 1 (1993): 137–58. http://dx.doi.org/10.1300/j008v08n01_07.

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30

Sullivan, Kathleen A., and John S. Wodarski. "Life and Social Skills." Journal of Evidence-Based Social Work 3, no. 2 (2006): 67–89. http://dx.doi.org/10.1300/j394v03n02_04.

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31

Judith, A. Hall. "Social Skills for Professionals." Contemporary Psychology: A Journal of Reviews 33, no. 1 (1988): 68–69. http://dx.doi.org/10.1037/025310.

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32

Lambert, Monica A., and Cynthia Sue Hubert. "The Social Skills Game." Intervention in School and Clinic 36, no. 4 (2001): 232–33. http://dx.doi.org/10.1177/105345120103600408.

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33

LYSAKER, PAUL H., MORRIS D. BELL, WAYNE S. ZITO, and STEPHEN M. BIOTY. "Social Skills at Work." Journal of Nervous and Mental Disease 183, no. 11 (1995): 688–92. http://dx.doi.org/10.1097/00005053-199511000-00003.

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34

Westby, Carol. "Evaluating Social-Emotional Skills." Word of Mouth 23, no. 3 (2011): 12–13. http://dx.doi.org/10.1177/1048395011428422c.

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35

Jayasinghe, Migel. "Social skills at work." Behaviour Research and Therapy 30, no. 2 (1992): 202–3. http://dx.doi.org/10.1016/0005-7967(92)90148-a.

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36

Perkins, Elizabeth R. "Social skills at work." Nurse Education Today 11, no. 3 (1991): 241. http://dx.doi.org/10.1016/0260-6917(91)90072-i.

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37

Riggio, Ronald E., Joan Tucker, and David Coffaro. "Social skills and empathy." Personality and Individual Differences 10, no. 1 (1989): 93–99. http://dx.doi.org/10.1016/0191-8869(89)90184-0.

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38

Argyle, Michael, and Luo Lu. "Happiness and social skills." Personality and Individual Differences 11, no. 12 (1990): 1255–61. http://dx.doi.org/10.1016/0191-8869(90)90152-h.

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39

Scourfield, Jane, Peter McGuffin, and Anita Thapar. "Genes and social skills." BioEssays 19, no. 12 (1997): 1125–27. http://dx.doi.org/10.1002/bies.950191212.

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40

Orzhytskyi, R., and V. Mazin. "Boxing improves social skills." Pedagogical sciences reality and perspectives, no. 104 (2025): 88–93. https://doi.org/10.31392/udu-nc.series5.2025.104.17.

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41

Radley, Keith C., Evan H. Dart, Kate A. Helbig, Stefanie R. Schrieber, and Mary E. Ware. "Building Social Skills: An Investigation of a LEGO-Centered Social Skills Intervention." Advances in Neurodevelopmental Disorders 4, no. 2 (2020): 134–45. http://dx.doi.org/10.1007/s41252-020-00149-8.

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42

Ma'rifah, Siti Ainul, and Effy Wardati Maryam. "Social Support, Social Skills, and Social Adjustment among New Santriwati." Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling 8, no. 2 (2022): 139. http://dx.doi.org/10.26858/jppk.v8i2.41521.

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This study aims to examine the relationship between social support, social skills, and social adjustment among new santriwati at Pesantren Bidayatul Hidayah in Mojokerto. This study was a correlational quantitative research. The subjects of this study were new santriwati at Pesantren Bidayatul Hidayah Mojokerto with a total population of 123 santriwati. Data were collected using Social Support Scale, Social Skill Scale, and Social Adjustment Scale with the reliability of 0.798 each. Based on the results of multiple regression analysis of 123 subjects, it was found that there is a relationship

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43

Bălaș-Baconschi, Cristina, and Andrada Bărbulescu. "Reducing Inappropriate Behaviors and Enhancing Social Skills in Children with ASD Through Social Stories." Educatia 21, no. 23 (December 21, 2022): 92–103. http://dx.doi.org/10.24193/ed21.2022.23.10.

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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

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44

Gomes, Adriano José da Silva, Juliana Francisca Cecato, José Montiel, José Eduardo Martinelli, and Gleiber Couto Santos. "Influence of Social Skills in educational processes." Perspectivas Médicas 25, no. 1 (2014): 20–26. http://dx.doi.org/10.6006/perspectmed.20140103.5720327683.

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45

Goel, Tarika. "Social and Emotional Skills Development for ADHD." International Journal of Science and Research (IJSR) 12, no. 11 (2023): 644–49. http://dx.doi.org/10.21275/sr231107104742.

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46

Dogan, Rebecca K., Melissa L. King, Anthony T. Fischetti, Candice M. Lake, Therese L. Mathews, and William J. Warzak. "Parent-implemented behavioral skills training of social skills." Journal of Applied Behavior Analysis 50, no. 4 (2017): 805–18. http://dx.doi.org/10.1002/jaba.411.

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47

Simons, Ronald L. "Generic Social Work Skills in Social Administration:." Administration in Social Work 11, no. 3-4 (1988): 241–54. http://dx.doi.org/10.1300/j147v11n03_22.

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48

Storey, Keith. "Social Validation Issues in Social Skills Assessment." International Journal of Disability, Development and Education 43, no. 2 (1996): 167–74. http://dx.doi.org/10.1080/0156655960430206.

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49

Madjar, Nir, Elena Chubarov, Gil Zalsman, Mark Weiser, and Gal Shoval. "Social skills, executive functioning and social engagement." Schizophrenia Research: Cognition 17 (September 2019): 100137. http://dx.doi.org/10.1016/j.scog.2019.100137.

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50

Riggio, Ronald E., Kristin P. Watring, and Barbara Throckmorton. "Social skills, social support, and psychosocial adjustment." Personality and Individual Differences 15, no. 3 (1993): 275–80. http://dx.doi.org/10.1016/0191-8869(93)90217-q.

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