Effectiveness of social skills training with children: A meta-analytic study

Erwin, Philip G.

doi:10.1080/09515079408254154

Cited by 33 publications

(34 citation statements)

References 9 publications

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“…The major problem is achieving generalization and maintenance -getting the children to use the skills they have learned (as they usually do) in situations other than the one in which the instruction occurred (Erwin 1994;Beelman et al 1994;Schneider 1992). Importantly, these meta-analyses focused on the effects of social skills training on different forms of maladjustment, such as aggression and social withdrawal or shyness.…”

Section: Direct Facilitation Of Interpersonal Relationships At Schoolmentioning

confidence: 99%

Effects of School on the Well-Being of Children and Adolescents

Bacete

Perrin

Schneider

et al. 2014

Handbook of Child Well-Being

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Section: Direct Facilitation Of Interpersonal Relationships At Schoolmentioning

confidence: 99%

Effects of School on the Well-Being of Children and Adolescents

Bacete

Perrin

Schneider

et al. 2014

Handbook of Child Well-Being

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“…Research on this issue could directly contribute to elucidating how children respond to other people. In addition, because the ability to provide an effective response when performing social functions (such as persuasion) is positively correlated with social adjustment (Clark and Delia 1976;Erwin 1994;Hargie et al 1994;Jones 1985;Trawick-Smith 1992), such an examination could also shed light on the social adjustment process. The paradigm of this study would largely contribute to these investigations on the selecting process of a relevant mental state.…”

Section: Discussionmentioning

confidence: 97%

Selecting a Relevant Mental State in Young Children’s Persuasion

Satō

Wakebe

2011

Psychol Stud

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Previous studies have found that understanding another person's mental states is a requirement for effective responding to that person. This study examined whether effective responding also requires selecting a relevant mental state of another person. Using a hypothetical persuasion paradigm, we investigated if late 4-and 5-yearolds (N 0120) could present information to counter a receiver's opposition. For example, a boy is attempting to persuade his mother to let him have a bird. If the mother objects to her son having the bird because bird is noisy, then the boy should ask her to have a quiet bird. Presenting appropriate information (e.g., a quiet bird) was found to be more difficult when the person had plural beliefs (e.g., a bird would be clean and noisy) and children had to select the source of opposition (e.g., a bird would be noisy). This suggests that selecting an appropriate mental state of another person is necessary for effective responding. Contingency and developmental analyses revealed that children could present appropriate information only when they could select the source, indicating that the ability to select an appropriate mental state is a key factor in responding effectively to others.

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“…Tüm programlarda ve özellikle sosyal bilişsel yeteneklerde, orta düzeyden ileri düzeye doğru bir etkililik düzeyi saptandığı çok yönlü tüm eğitim modellerinde değişkenler açısından iki alanda en azından ortalama bir etkililik düzeyi belirlendiği vurgulanmaktadır. Ayrıca sosyal problem çözme eğitiminin özellikle sosyal etkileşim yetenekleri üzerinde olumlu bir etki yarattığı belirtilmektedir (Beelmann, Pfingsten ve Lösel;1994). Birden fazla eğitim programının yer aldığı çok boyutlu bir program uygulayarak davranışlar üzerinde değişimlerin araştırıldığı diğer bir çalışma da Lochman ve ark.…”

Section: Discussionunclassified

The Evaluation of the Interpersonal Problem Solving Skills of the Children Attending to the Preschools Applying Different Educational Approaches

Dinçer¹

2005

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

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ABSTRACT. This research was conducted to find out whether there is a difference between two types of preschools (private and institutional) where have been used different educational approaches in terms of children's interpersonal problem solving skills. 122 children which is 5 and 6 years old participated in this study. Preschool Interpersonal Problem Solving Test (PIPS) is applied to the children individually. In the statistical analysis of the data collected "The Significance Test for the Difference between Two Equals" was used. In this study, curriculum of private preschool which has been enriched different educational approaches was found more effective on problem solving and alternative solution thinking skills of children than the institutional preschool's curriculum.

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Effectiveness of social skills training with children: A meta-analytic study

Cited by 33 publications

References 9 publications

Effects of School on the Well-Being of Children and Adolescents

Effects of School on the Well-Being of Children and Adolescents

Selecting a Relevant Mental State in Young Children’s Persuasion

The Evaluation of the Interpersonal Problem Solving Skills of the Children Attending to the Preschools Applying Different Educational Approaches

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