Thesis (Ed. D.)--Illinois State University, 2004. / Title from title page screen, viewed Dec. 9, 2004. Dissertation Committee: E. Paula Crowley (chair), Maureen E. Angell, Barbara M. Fulk, Kenneth H. Strand. Includes bibliographical references (leaves 89-97) and abstract. Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 1994. / The date on cover and spine was mis-printed as "1995." Includes bibliographical references (leaves 146-173).

Thesis (M.Ed.)--University of Hong Kong, 1994. / The date on cover and spine was mis-printed as "1995". Includes bibliographical references (leave 146-173). Also available in print.

Thesis (M.Soc.Sc.)--University of Hong Kong, 1988. / Also available in print.

Thesis (MSc)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Violence and aggression are becoming commonplace occurrences in the South African society. It has no cultural, age or gender preference and its effects are becoming more and more visible in the economic, social and interpersonal levels. This assignment aimed to reflect the relationship between aggression and social skills by means of a literature survey. Different theories were discussed to explain the development off aggression and social skills as well as the relationship between these two variables. The primary focus was on the influence of exposure to aggression and/or social skills in childhood years. The development of aggression and social skills plays an important role when it comes to the clarification of the interaction between aggression and social skills. The focus was on external factors like socio-political and socio-economical factors, as well as factors on a more interpersonal level like the family and the education system outside the family. Researchers found that there is an interaction between aggression and the shortfall off specific social skills like: effective communication skills, assertiveness, conflict management or problemsolving skills, disclosure and emotional support. In conclusion, recommendations are made with future research in mind. / AFRIKAANSE OPSOMMING: Geweld en aggressie is besig om 'n allerdaagse verskynsel in die Suid-Afrikaanse gemeenskap te word. Dié geweld het geen grense ten opsigte van kultuur, ouderdom of geslag nie en oefen sigbare druk op sosiale, ekonomiese en interpersoonlike vlakke uit. Die doel van hierdie werkstuk was om die moontlike verband tussen aggressie en sosiale vaardighede aan die hand van 'n literatuurstudie te bespreek. Verskeie teorieë is bespreek om die ontwikkeling van aggressie en sosiale vaardighede asook die verband tussen die twee veranderlikes te ondersoek. Daar is hoofsaaklik gefokus op die invloed van blootstelling aan aggressie en/of sosiale vaardighede in die kinderjare. Die ontstaan van aggressie en sosiale vaardighede speel 'n belangrike rol by die verklaring van die verband tussen aggressie en sosiale vaardighede. Daar is gefokus op eksterne faktore naamlik sosio-politiese en sosio-ekonomiese faktore asook faktore op 'n meer interpersoonlike vlak naamlik die gesin en die opvoedingstelsel buite die gesin. Navorsers het gevind dat daar 'n verband is tussen aggressie en 'n tekort aan spesifieke sosiale vaardighede naamlik: effektiewe kommunikasievaardighede, selfgelding, konflikbestuur of probleemoplossingsvaardighede, ontsluiting en emosionele ondersteuning. Ten slotte is aanbevelings met die oog op toekomstige navorsing gemaak.

Autism Spectrum Disorder (ASD) is characterized a core triad of symptoms: impaired social interaction, problems with verbal and nonverbal communication, and unusual, repetitive, or severely limited activities and interests (APA, 2000). Impairments in social development, however, have been considered the most salient and handicapping aspect of ASD and, traditionally, the primary deficit from which the diagnosis results. From a cognitive standpoint, it has been argued that these social impairments in individuals with ASDs arise as a result of deficits in Theory of Mind (ToM) development. The degree to which impairment in ToM corresponds to real-world social-communicative impairments has received little attention, however. The purpose of this study was to determine whether ToM and pragmatic language skills discriminated between adolescents with ASD and typically developing, age-matched comparison participants. The study also attempted to explore the relationships between ToM, pragmatic language, and social skills and test the model that pragmatic language mediates the relationship between ToM and social skills. Results indicated that ToM significantly predicted pragmatic language skills and that pragmatic language skills, and not ToM, significantly discriminated between adolescents with ASD (N = 10) and typically developing comparison participants (N = 10). The mediation model above was not supported by regression analysis; however, the results do provide some insight into the relationships between ToM, pragmatic language, and social skills. Implications of these findings, limitations of the study, and recommendations for future research were discussed. / School of Education / School Psychology / PhD / Dissertation

The purpose of this research was to explore the perceptions of employers, teachers and graduates of the Oregon Carl Perkins Single Parent/Displaced Homemaker Programs regarding non-technical employment qualities. The Luft "Non-Technical Employment Qualities Survey Instrument" and open-ended questions were used to elicit personal responses from members of each group for the purpose of comparing the results. The research questions addressed the perceived rankings of non-technical employment qualities, the extent to which programs were perceived to have addressed these nontechnical employment qualities, the extent to which graduates were perceived to possess these non-technical employment qualities, the extent to which graduates were perceived to seek and receive feedback regarding these non-technical employment qualities, the specific non-technical employment qualities that were perceived as essential prior to entering the workforce, the perceptions as to why employees were terminated and the perceived reasons why graduates left employment. The findings concluded that the respondent populations were in general agreement as to their perceptions. Employers and teachers agreed more frequently regarding their perceptions as to the extent graduates possessed these non-technical employment qualities and the extent to which graduates sought and received feedback. Graduates agreed more frequently with the employers as to their rankings of the qualities needed, but there was great disagreement between graduates, and their employers as to the number of qualities possessed and the amount of feedback sought. Employers and teachers disagreed more frequently in their rankings as to which qualities were the most important. The principle implication of this research for education with regard to these populations is that a close relationship between employers and the instructors preparing graduates for employment is imperative. The principle research recommendation entails further inquiry into the specific behaviors that demonstrate the possession of these skills and that would prevent employment termination. / Graduation date: 1996

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.

There has been relatively little research on social skills training with young adolescents. Yet adolescence is a key stage in the life cycle, and may well be important for the development of social skills. There is evidence that difficulty with the peer group early in life may be a risk factor for a range of personal problems at a later stage in the life cycle. The research programme sought to evaluate the use of group social skills training with young adolescents in a school setting, and to identify the most useful component. In the first experiment nine young adolescents aged 12-13 were identified as having social skills difficulty. The intervention took the form of a group programme of ten social skills training sessions with a strong individualised component. On measures of social competence and self-report significant gains were made which were maintained at six month follow-up. On a measure of sociometric status there was significant gain by the time of follow-up. A non-equivalent problem-free no-treatment control group (n = 10) of like age made no significant gains on any of the variables measured. There were significant differences between the control group and the treatment group in social competence and sociometric status prior to treatment, but none post treatment nor at follow-up. Using MANOVA a main effect for time was found for the combined measures of social competence and self-report. In the second experiment 41 young adolescents aged 12-13 were allocated to an individualised training (IT) Group (n = 14), a standardised training (ST) Group (n = 13) and a no treatment control group (ii = 14). Therapist effects were controlled by crossing over therapists, so that equal numbers of each group were trained by each pair of therapists. The programme ran over 2 years. A group comparison design taken together with single case designs provided evidence for the effectiveness of the interventions and for the relative superiority of individua].ised training over standardised training. Dependent measures included a self-report questionnaire, a sociometric questionnaire, a behavioural interview schedule, a role-taking test, a social assertiveness test, and a clinical change rating. There was no main effect for type of problem (rejected vs neglected) nor for subject gender. Data relating to therapist performance suggested that therapist effects might make a substantial difference to outcome. It was concluded from the two experiments that the treatments were generally effective and able to produce generalisation, that the individualised approach worked rather better than the standardised approach, and that it was important to control for therapist effects.

The relationship between social skill deficits and emotional and behavioural problems has led researchers to examine the cognitive and behavioural elements of social skill acquisition in childhood. This research aimed to compare the effectiveness of two components of the Aussie Optimism program for enhancing social behaviour in late childhood. One hundred and twenty-eight children (68 boys and 60 girls) aged between 9 and 12 years from two schools participated in the study: (a) 34 students received the social life skills program; (b) 49 students received the optimistic thinking skills program; and (c) 45 students were assigned to a no-treatment control group. Children were assessed with self-report and teacher-report measures of social skills, adjustment and explanatory style at pretest, posttest and three months follow-up. In addition, the relationship between these variables at pretest and health-related variables measured throughout the intervention was examined. The results indicated that the social skills program improved the social skills of participating children at posttest. No intervention effects were found for explanatory style. No intervention effects were found for teacher-rated measures of behaviour or adjustment, although in general students improved on these measures over time. Eating breakfast was associated with increased social skills, and better teacher-rated academic performance and adaptive functioning at pretest. Stressful life events were negatively correlated with academic performance and teacher-rated happiness at pretest, and higher exercise levels were associated with less teacher-rated social problems at pretest. This research indicates that the social life skills intervention program improves the social skills of participating children in the short-term. Limitations and implications of the present findings are discussed. Further research is needed to clarify the impact of health-related variables on intervention outcomes for children.