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Small group experience for socially withdrawn girls
1School of Nursing, Oregon Health & Sciences University, Portland, USA.
Summary
This study improved social skills in withdrawn girls through group activities. Participants showed enhanced social reasoning and developed lasting friendships, highlighting the importance of social interaction experiences.
Area of Science:
- Child Psychology
- Developmental Psychology
- Social-Emotional Learning
Background:
- Social competence, crucial for mental health, is often impaired in socially withdrawn children.
- Social withdrawal is linked to depression and limited social engagement.
- Developing effective social behavior requires targeted learning experiences.
Purpose of the Study:
- To implement and evaluate a group intervention for socially withdrawn school-age girls.
- To foster social competence, including self-assertion, prosocial behavior, and problem-solving skills.
- To create a safe environment for social interaction and relationship skill development.
Main Methods:
- A small group intervention was conducted with five socially withdrawn school-age girls.
- Weekly meetings included shared snacks and craft projects to facilitate conversation.
- A school nurse facilitated self-assertion, prosocial behavior, and social problem-solving in a non-rejecting setting.
Main Results:
- Participants demonstrated improved social reasoning and social skills post-intervention.
- The girls developed friendships with each other that continued after the group concluded.
- The group setting provided a valuable platform for practicing social interactions.
Conclusions:
- Group interventions can effectively enhance social competence in socially withdrawn children.
- Providing safe, structured social experiences is vital for developing relationship skills.
- Positive social outcomes, including friendship development, can result from targeted support.