Social Skills.

The Pro-Social Behaviors.

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2. SOCIAL SKILLS: THE PRO-SOCIAL BEHAVIORS BY: AWAIS ALI LAKHO BUSINESS ADMINISTRATION S HAH ABDUL LATIF UNIVERSITY KHAIRPUR 2

3. DEFINITION : “Social Skills are those behaviors through which, one can predict important social outcomes within a given situation .” OR ‘’Socially acceptable learned behaviors that enable an individual to interact effectively with others and to avoid or escape negative social interactions with others.’’ 3

4. Why Social Skills? Behavior management problems are social skills problems. Academic and social competence are interrelated. Social skills curriculum must match the specific need. Understand the interaction from the perspective of others. Know what skills to teach. Know how to modify the environment to: Prevent (antecedents) Increase appropriate (reinforcement) Decrease inappropriate (punishment) 4

5. Variables that Influence Social Skills 5 5

6. What are the common factors that appear to be curative Safe environment, free from teasing. Homogeneous Grouping-leads to common interests, feeling of acceptance. Naturalistic practice of interaction skills. Trust and Group Cohesion. Formation of lasting friendships. 6

7. Behavioural Problems: Biological issues: hunger, tiredness, illness Sensory issues: noise, light, touch, over-stimulation Lack of structure Challenging or new work, feared situations Having to wait, not get what one wants, disappointments Threats to self-esteem: losing, mistakes, criticism Unmet wishes for attention: ignored, want others to laugh 7

8. 8 Social Skills, Problem Behaviors, and Academic Functioning are Interrelated Problem Behaviors Social Skills Academic Functioning 8

9. 9 Major Categories Of Social Skills ( CCAREES) COMMUNICATION Takes turns in conversations Makes eye contact when talking COOPERATION Follows your directions Follows rules ASSERTION Asks for help from adults Questions rules that may be unfair RESPONSIBILITY Respects the property of others Takes responsibility for own actions 9

10. Continued: EMPATHY Forgives others Feels bad when others are sad ENGAGEMENT Makes friends easily Invites others to join in activities SELF-CONTROL Makes a compromise during a conflict Stays calm when teased 10

11. Social Skills Instruction Direct and planned instructions that are designed to increase social competence with peer’s and others. 11

12. Key Components of Social Skills Training Prioritize skill goals Motivation Skill acquisition Generalization Peer sensitivity Evaluate outcome 12

13. Effectiveness of Social Skills Training Most effective training programs use some combination of modeling, coaching, and reinforcement procedures. Less evidence is available for the effectiveness of cognitive-behavioral procedures (e.g., self-instruction). Lack of evidence for generalization and maintenance is a persistent problem. 13

14. Strategies for Generalization Involve others Use examples from instructional universe Use general case and skill variations Use self-management strategies Use skill variations within and across settings 14

15. Planning Requirements Scheduling Groupings/Membership Curriculum selection/modification Group and behavior management 15

16. 10 Best Social Skills: 1. Listen to others 2. Follow the steps 3. Follow the rules 4. Ignore distractions 5. Ask for help 6. Take turns when you talk 7. Get along with others 8. Stay calm with others 9. Be responsible for your behavior 10. Do nice things for others 16

17. SOME REASONS WHO DON’T USE SOCIAL SKILLS AFTER INSTRUCTION: Don’t view skills as being useful. New behavior doesn’t bring equal or better benefits. New behavior is awkwardly performed. Feels unsuccessful and perceives future failure. Due to the interpersonal history, it is quickly rejected or rarely given the chance to demonstrate new skills. Under stress, resorts to old patterns of reaction. Instruction did not match social skill need. 17

18. Instructional Approach Tell (coaching) Show (modeling) Do (role play) Practice (behavioral rehearsal) Monitor Progress (feedback) 18

19. 19 TELL: Coaching: Provide learning objective Introduce skill via questions Define skill and stress key words Discuss skill importance Outline steps to perform skill 19

20. 20 SHOW: Modeling: Group Work in a boundary Watch and discuss positive video clips Watch and discuss negative video clips Positive example role play Negative example role play 20

21. 21 DO: Review and role play: Define skill State skill steps State skill importance Review steps Group role-play and feedback 21

22. 22 PRACTICE: Behavioral rehearsal Reinforce exhibition of skill Review and apply skill activities Practice skill steps with peers Encourage practice outside 22

23. 23 Monitor Progress: Feedback: Ask yourself to think about how well you are progressing with the social skills? Ask yourself to complete the How Am I Doing activity? 23

24. Quote from Yoda – Star Wars FEAR IS THE PATH TO THE DARK SIDE FEAR leads to ANGER ANGER leads to HATE HATE leads to SUFFERING… 24

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