Titlebook: Children’s Peer Relations: Issues in Assessment and Intervention; Issues in Assessment Barry H. Schneider,Kenneth H. Rubin,Jane E. Leding B

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Observational Assessment of Social Problem Solvingeen some convergence on social effectiveness and acceptability as critical components of the competency construct (Foster & Ritchey, 1980; O’Malley, 1977; Weinstein, 1969). Ford (1982), for example, defined social competence as “the attainment of relevant social goals in specified social contexts, u

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Children’s Peer Relations: Assessing Self-Perceptions a rating-scale sociometric measure, Graham received an average rating of 1.5 from his classmates, with 1 being the lowest possible rating one could receive on a 5-point scale. In addition, the classroom teacher had intercepted a note being passed around class which read, “Everybody who hates Graham

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難取悅

Fitting Social Skills Intervention to the Target Groupentially powerful approach to preventive intervention with children who are at future risk for various forms of disorder. Many of the contributors to this volume, including the present one, share this hope. Obviously those who share such a vision believe that social maladjustment, particularly with

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An Evolving Paradigm in Social Skill Training Research With Childrens research has been extensively reviewed of late (e.g., Asher & Renshaw, 1981; Conger & Keane, 1981; Ladd & Mize, 1983; Wanlass & Prinz, 1982), and it is clear that considerable diversity exists under the general rubric of social skill training research with children.

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Children’s Social Skills Training: A Meta-Analysiscal adjustment in later years. It has not been clearly established, however, that interventions aimed at increasing childhood competence can improve the outcome for the children involved. Nevertheless, the number and variety of social skills training programs emerging in both the professional litera

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Social Behavior Problems and Social Skills Training in Adolescence. The difficulties lie mainly in the sphere of social behavior, and recent developments in the study of interaction have a lot to contribute here. The main practical application is in devising methods of social skills training for adolescents with social difficulties, and in advising parents and oth