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Related Experiment Videos

Social skills training in schools: an evaluation study.

C M Verduyn1, W Lord, G C Forrest

  • 1Bolton General Hospital, Farnworth, U.K.

Journal of Adolescence
|March 1, 1990
PubMed
Summary

A school-based social skills program significantly improved children's social activity, behavior, and self-esteem compared to a control group. These positive effects persisted for six months.

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Area of Science:

  • Child Psychology
  • Educational Psychology
  • Behavioral Science

Background:

  • Behavioral problems in children can impact social development.
  • Early intervention through school programs may address these issues.
  • Social skills training is a potential strategy for improving child behavior.

Purpose of the Study:

  • To evaluate the effectiveness of a school-based social skills program.
  • To assess the impact of social skills training on children's behavior and self-esteem.
  • To determine the long-term effects of the intervention.

Main Methods:

  • Screening of middle school children for behavioral problems.
  • Random allocation to a social skills training group or a control group.
  • Assessment using teacher, parent, and self-report measures at baseline and follow-up.

Main Results:

  • Significant improvements in social activity and parent-reported social behavior in the treatment group.
  • Enhanced self-esteem observed in children receiving social skills training.
  • Positive outcomes were maintained at a 6-month follow-up, with age and gender-related differences in self-esteem changes.

Conclusions:

  • School-based social skills programs can be effective in improving children's social functioning and self-esteem.
  • The benefits of social skills training can be sustained over time.
  • Tailoring interventions based on age and gender may optimize outcomes.

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