A cognitive–social learning model of social-skill training.

Abstract

Prior efforts to systematically organize and define the growing area of social-skill training with children are characterized by several major shortcomings that may impede the progress of future research. As an alternative, the present article explores the purposes, methods, major findings, and future directions of socialskill training research from the perspective of a cognitive-social learning explanation of behavior change. Social-learning principles are utilized to provide both an explanatory framework and a potential technology for social-skill training methodology. Attention is devoted to conceptualizing skill-training methods in terms of theoretically derived variables and components as well as formal properties of training. Findings from empirical research are reviewed with respect to important or promising variables, their hypothesized function in behavior change, and their demonstrated effects on children's social behavior. Current and future research trends are discussed in light of the proposed model and available empirical evidence.

Apprendre à penser pour mieux résoudre les conflits interpersonnels en classe maternelle

“…Néanmoins, aucun n'est à l'abri des questionnements éthiques, tant en ce qu'ils impliquent une plus ou moins grande ingérence dans les acquis personnels et culturels des jeunes qu'en ce qu'ils commandent parfois des décisions administratives difficiles en regard des bénéficiaires de services thérapeutiques (Nelson, Potasznik et Bennett, 1983). Comme on peut s'y attendre, les orientations des programmes d'entraî-nement aux habiletés sociales sont rarements pures, du moins dans leurs appli-cations (Ladd et Mize, 1983), et les tendances sont de plus en plus à la mixité des cibles (Spence, 1983), comme c'est le cas pour l'intervention que nous proposons d'analyser dans les lignes qui suivent.…”

Integration of a social skills training: a case study of children with low social skills

“…behavioural changes aft.er they participated in the cognitive-social learning model of skills training (Kfosey 2001;Mize and Ladd 1990;Zimmerman 2008). Helping children to develop prosocial behaviours by teaching cognitive social strategies using the cognitive-social learning model is considered an effective way to help children enhance their social behaviours because it focuses on behavioural change (Choi and Kirn 2003;Choi, Kim, and Hyatt 2004;Ladd and Mize 1983;Mize 1995).…”

“…In implementing a cognitive-social skills model, previous studies have utilised three basic training objectives: (1) enhancing skill concepts; (2) promoting skilful performance; and (3) fostering skill maintenance and generalisations (Hartup 1992; Ladd and Mize 1983;Mize 1995). These studies reported that the training objectives had helped children to develop prosocial behaviours by teaching social skills strategies.…”

Alexandria - A Virtual Repository of Knowledge

“…Classical studies (Ladd & Mize, 1983) have shown that learning, whilst being a personal form of development, also may convey the "social experience" that grants students the ability to interact with their peers and be able to build connections that will further benefit their development. To that end, the digital medium provides an excellent technical way to preserve, distribute and annex material; however, digital medium falls short when it comes to providing social interactions between and among students.…”