This study delved into the influence of the Massively Multiplayer Online Role-Playing Game (MMORPG), World of Warcraft, on players' real-life social interactions and skill development. Employing a mixed-methods approach that combined surveys and structured interviews, our findings suggested that World of Warcraft is a vibrant hub for socialisation and group activities, particularly among young adults. Our findings also revealed the formation of lasting friendships within the game, with a significant number of players extending these connections beyond the virtual realm to other online platforms and even real-life meetings. Guild membership emerged as a pivotal factor, which may have fostered a strong sense of community and belonging among players, as elucidated by the Social Identity Theory (Tajfel & Turner, 1979). Additionally, our analysis revealed notable improvements in communication and teamwork skills among players, echoing the transformative potential of gameplay discussed in the Theory of Transformative Game Design (Bowman & Baird, 2022). Apart from game designers and researchers, this study is also relevant to everyone seeking to develop their social skills and confidence. These findings emphasised the potential impact of World of Warcraft in fostering social integration, skill development, and the cultivation of meaningful relationships that transcend the boundaries of the game environment. As MMORPGs continue to evolve as influential cultural phenomena, our study contributes valuable insights into the nuanced dynamics of online gaming communities and their broader implications for social interaction and personal growth.

Adolescents, like all individuals, have a need to belong. Consequently, during the adolescent period, adolescents battle with the establishment and maintenance of meaningful relationships. Most of them, unfortunately, do not succeed to establish and maintain such relationships because of a lack of skills to do so. It appears, therefore, that If adolescents are to enhance their interpersonal relationships so as to enable themselves to self-actualize, they need to be taught interpersonal skills. One of the skills that they should be taught is the self-disclosure. As such, the first part of the literature study was devoted to the discussion of self disclosure. The study of literature revealed that self-disclosure has many aspects, the main ones being the nature of the self-disclosure content, self-discloser target, and concealment. In the second part of the literature study, attention was paid to the nature of interpersonal relationships with special reference to adolescents' relationships. The malysis of interpersonal relationships revealed that the establishment and maintenance, is well as the collapse of interpersonal relationships follow a particular pattern. Data concerning perceptions, beliefs and attitudes held by adolescents towards selflish closure in their interpersonal relationships was gathered by means of various Techniques. Parents' perceptions, beliefs and attitudes towards their adolescent children's perceptions, beliefs and attitudes towards self-disclosure in interpersonal relationships were also assessed. The results of the empirical study revealed that adolescents hold selfdefeating perceptions, beliefs and attitudes that make it difficult for them to handle selflisclosure in ways that ought to enhance their interpersonal relationships so as to enable themselves to self-actualize. These perceptions, beliefs and attitudes may not change easily as their parents, the most important component of the adolescents' significant others, seem to be modelling self-defeating perceptions, beliefs and attitudes towards self-disclosure. Lastly, a few guidelines to assist adolescents to handle self-disclosure in ways that ought to enhance their interpersonal relationships so as to enable themselves to self-actualize were given. / Thesis (D. Ed.)

Adolescents, like all individuals, have a need to belong. Consequently, during the adolescent period, adolescents battle with the establishment and maintenance of meaningful relationships. Most of them, unfortunately, do not succeed to establish and maintain such relationships because of a lack of skills to do so. It appears, therefore, that If adolescents are to enhance their interpersonal relationships so as to enable themselves to self-actualize, they need to be taught interpersonal skills. One of the skills that they should be taught is the self-disclosure. As such, the first part of the literature study was devoted to the discussion of self disclosure. The study of literature revealed that self-disclosure has many aspects, the main ones being the nature of the self-disclosure content, self-discloser target, and concealment. In the second part of the literature study, attention was paid to the nature of interpersonal relationships with special reference to adolescents' relationships. The malysis of interpersonal relationships revealed that the establishment and maintenance, is well as the collapse of interpersonal relationships follow a particular pattern. Data concerning perceptions, beliefs and attitudes held by adolescents towards selflish closure in their interpersonal relationships was gathered by means of various Techniques. Parents' perceptions, beliefs and attitudes towards their adolescent children's perceptions, beliefs and attitudes towards self-disclosure in interpersonal relationships were also assessed. The results of the empirical study revealed that adolescents hold selfdefeating perceptions, beliefs and attitudes that make it difficult for them to handle selflisclosure in ways that ought to enhance their interpersonal relationships so as to enable themselves to self-actualize. These perceptions, beliefs and attitudes may not change easily as their parents, the most important component of the adolescents' significant others, seem to be modelling self-defeating perceptions, beliefs and attitudes towards self-disclosure. Lastly, a few guidelines to assist adolescents to handle self-disclosure in ways that ought to enhance their interpersonal relationships so as to enable themselves to self-actualize were given. / Thesis (D. Ed.)

This study examines whether aggression and prosocial behavior shape changes in perceptions of friendship quality within stable reciprocal best friend dyads. A longitudinal Actor-Partner Interdependence Model was used to investigate whether individual characteristics predict changes 6 to 12 weeks later in perceptions of relationship support and negativity. The sample included 76 same-sex dyads drawn from classrooms in grades 4 (M = 9.48 years) through 6 (M= 11.43 years) in two public schools in the United States. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-07-18T20:09:57Z No. of bitstreams: 1 BrunoCardoso.pdf: 865311 bytes, checksum: e66a9dbd12b329a5b1d2d7b172757fae (MD5) / Made available in DSpace on 2017-07-18T20:09:57Z (GMT). No. of bitstreams: 1 BrunoCardoso.pdf: 865311 bytes, checksum: e66a9dbd12b329a5b1d2d7b172757fae (MD5) Previous issue date: 2017-05-16 / The development of satisfactory interpersonal relationships has contributed decisively to a quality of life and psychological health of the people. On the other hand, a difficulty in maintaining relationships in a healthy way and using conflict resolution strategies can lead to losses in the affective relationships between family members, spouses and partners and / or boyfriends contributing to violence against women by an intimate partner. It is understood that a satisfying conjugal relationship demands social skills like exchange of affection, search for approximation, problem solving, and others. These aspects highlight the relevance of investigations regardin the characterization of repertoire of social skills, marital satisfaction and the relationship between these variables in women in situation of intimate partner violence.. This study aims to analyze a relationship between social skills and marital satisfaction of women in situations of intimate partner violence. This study aims to analyse the relationship between social skills and marital satisfaction of women in situations of intimate partner violence. To achieve this goal, 23 women, from na institution specializing in the care of women in situation of violence, responded to three instruments: Questionnaire on Degree and Form of Violence by a woman practiced by intimate partner, Marital Satisfaction Scale, and Inventory of Marital Social Skills. The results showed that the highest levels of violence reported by the women interviewed were of a psychological nature and the level of marital satisfaction is inversely proportional to the situations of intimate partner violence. In addition, women in situations of intimate partner violence self-rated with a total deficit of marital social skills, especially in "expressiveness/empathy", "self-assertiveness " and "proactive self-control" classes, showing difficulties in expressing feelings and thoughts in the marital relationship, guaranteeing their rights to individuality in the relationship, demonstrate empathic understanding, recognize the signs of physiological change in oneself and in the other. The data obtained through correlation pointed out that as general marital social skills and the proactive self-control class was negatively related to the increase in marital dissatisfaction. It was also observed that the more assertive conversational skills the greater the marital dissatisfaction (and with the aspects of the conjugal interaction). It's shown that assertive self-assertion and proactive self-control are also negatively related to an occurrence of violence (general and sexual). Thus, the importance of social skills training for this population and the understanding of the nature of assertive responses in the sociocultural context is noted. The use of social skills contrasts with violent relationships. In this sense, this study contributes to the understanding of the classes of marital social skills that can be targeted for intervention among the population of women in situations of intimate partner violence. The training of these skills, not only for a woman, but for the couple, can be an essential tool for the development of socially competent relationships, based on respect for each other and expansion of marital satisfaction. / O desenvolvimento de relações interpessoais satisfatórias tem contribuído decisivamente para a qualidade de vida e saúde psicológica das pessoas. Por outro lado, a dificuldade em manter relacionamentos de forma saudável e de utilizar estratégias de resolução de conflitos pode ocasionar prejuízos nas relações afetivas entre familiares, cônjuges, parceiros e/ou namorados contribuindo para a violência contra a mulher perpetrada por parceiro íntimo. Compreende-se que uma relação conjugal satisfatória demanda habilidades sociais como a troca de afeto, busca por aproximação, resolução de problemas e outras. Esses aspectos evidenciam a relevância de investigações quanto à caracterização de repertório de habilidades sociais, nível de satisfação conjugal de mulheres em situação de violência por parceiro íntimo e a relação entre essas variáveis. Este estudo tem como objetivo analisar a relação entre habilidades sociais e satisfação conjugal de mulheres em situação de violência perpetrada por parceiro íntimo. Para o alcance desse objetivo, 23 mulheres, de uma instituição especializada no atendimento a mulheres em situação de violência, responderam três instrumentos: Questionário sobre Grau e Forma de Violência contra a mulher praticada por parceiro íntimo, Escala de Satisfação Conjugal, e Inventário de Habilidades Sociais Conjugais. Os resultados mostraram que os níveis mais elevados de situações de violência pelas quais as mulheres indicaram foi de natureza psicológica e o nível de satisfação conjugal é inversamente proporcional às situações de violência por parceiro íntimo. Além disso, as mulheres se autoavaliaram com um repertório total deficitário de habilidades sociais conjugais, principalmente nas classes de “expressividade/empatia”, “autoafirmação assertiva” e “autocontrole proativo”, evidenciando dificuldades quanto a expressar sentimentos e pensamentos na relação conjugal, a garantir seus direitos à individualidade na relação, demonstrar compreensão empática, reconhecer os sinais de alteração fisiológica em si e no outro. Os dados obtidos por meio de correlação apontaram que as habilidades sociais conjugais gerais e da classe autocontrole proativo estiveram relacionadas negativamente com o aumento da insatisfação conjugal. Também foi observado que quanto mais habilidades de conversação assertiva, maior o nível de insatisfação conjugal (e com os aspectos da interação conjugal). As habilidades sociais de autoafirmação assertiva e autocontrole proativo também estiveram relacionadas negativamente com a ocorrência de situações de violência (geral e sexual). Assim, nota-se a importância do treinamento de habilidades sociais conjugais específicas para essa população e da compreensão da natureza das respostas assertivas no contexto sociocultural. O uso de habilidades sociais se contrapõe a relacionamentos violentos. Nesse sentido, este estudo contribui para a compreensão das classes de habilidades sociais conjugais que podem ser alvo de intervenção junto à população de mulheres em situação de violência por parceiro íntimo. O treino dessas habilidades, não só para a mulher, mas para o casal, pode se constituir como ferramenta essencial para o desenvolvimento de relacionamentos socialmente competentes, pautados no respeito ao outro e ampliação da satisfação conjugal.

The purpose of the project was to develop a curriculum guide that would allow teachers to effectively and efficiently utilize a school garden to teach the required standards while promoting peace among the students. To develop this a thorough review of literature in the following areas was used: school gardening, peace curriculum, and curriculum design.

Thesis (MEd) -- Macquarie University, Australian Centre for Educational Studies, School of Education, 2008. / Bibliography: leaves 86-89. / Introduction -- Literature review -- The challenge program -- Methodology -- Analysis of questionnaire data -- Analysis of interviews -- Discussion of results. / This study investigates the effects of a week long challenge program on adolescents' social skills and in particular social competence. Current research has shown that there can be positive outcomes for participants attending outdoor education programs, however little is known about the nature and causes of such effects for short term programs. -- Thirty six students attending schools in the Sutherland Shire, south of Sydney were nominated by teachers to attend the week long program and subsequent follow-up sessions. The Life Effectiveness Questionnaire H-1 (Neill, Marsh & Richards, 2003) was completed pre and post program and again six months later. This was used to quantify any change that occurred in the eight constructs measured by the questionnaire deemed to constitute "life effectiveness' in the post program period. -- A cohort of students (n=100) was interviewed immediately after the program and six months later. The questioning sought to determine if participants observed changes in their own social skills and those of others. Interviwees were also asked to identify specific activities that they felt were of general benefit and assisted in the development of personal social skills. The instructor and supervising teacher who attended the same program were asked to identify changes in participants and significant events that may have contributed to participants' reported changes. -- Results from the questionnaire showed significant gains in the constructs of Social Competence and Time Management. These however declined over the sixth month period after the program. It appears that the effect of short term outdoor education programs on Life Effectiveness is short lived. In contrast, the qualitative data collected from interviews showed that participants had observed changes in their social skills and attributed these to the challenge and group activities within the program. Participants reported that these benefits were long lasting. -- The findings of this study demonstrate the positive benefits of short term outdoor education programs and the need to further investigate the post program experience. / Mode of access: World Wide Web. / viii, 94 leaves ill

Made available in DSpace on 2016-06-02T19:44:06Z (GMT). No. of bitstreams: 1 2858.pdf: 6401 bytes, checksum: fbf0ec8ce422330c724ce05aa50b8176 (MD5) Previous issue date: 2010-03-01 / Financiadora de Estudos e Projetos / Aiming to promote better employability conditions among people with physical disability, the literature review indicates the improvement of the social skills repertoire. Social skills programs can contribute to an individual s entry, adaptation and career development in the job market. The purpose of the current research was to assess the need, the process and the effects of a Professional Social Skills Training Program for physically disabled people who were looking for a job. The research involved a multiple probe design with two separate groups. The sample consisted of 16 people with physical disability, between the ages of 18 to 36, assigned to either: an experimental group (G1) or a wait-list control group (G2). First, the pretest was conducted with both groups. Then, the intervention was carried out with the G1, followed by the posttest at this time, the second pretest was conducted with the G2. Next, the same intervention was conducted with the G2, followed by the posttest and a third assessment of G1. Finally, each group was evaluated using the follow-up assessment. The dependent variable (social skills performance) was measured using different instruments (self-report and direct observation), various indicators (frequency, difficulty, quality) and in everyday and specific work situations. The instruments used were the: (a) Social Skills Inventory; (b) Interpersonal Difficulties Scale; and (c) Professional Social Skills Observation Protocol. Other instruments used include: Self-Assessment Professional Entry Questionnaire, Assessment Learned Social Skills Questionnaire, Peer Assessment, Field Diary and Observation Record for each Session. The independent variable consisted of an intervention, Professional Social Skills Training Program. In order to analyze the data, descriptive statistics and nonparametric tests were used, making both intergroup and intragroup comparisons. The Needs Assessment indicated deficits in the participants social skills repertoire and contributed to program planning. The program was conducted in a group context, with 16 sessions of approximately 90 minutes each. Considering interpersonal relations at work as the underlying context, the skills that were addressed included: civility, feedback, communication, irrational beliefs, empathy, offering help, citizenship, assertiveness, criticism, problem solving, job interview skills and expression of positive feelings. Some of the key teaching strategies included: experiential strategy, homework assignments, instruction, positive reinforcement, behavioral rehearsal, modeling and feedback. The Process Assessment revealed that both groups had high attendance, achieved intermediate goals, completed homework assignments, had high involvement in the group activities, and reported examples of progress and skills generalization to their natural context. For both groups, the Results Assessment showed significant gains in social skills after the application of the program, maintenance of skills improvements after two and four months and generalization of learned skills to other contexts and with other partners from the natural environment. Very likely, this program can be used in various institutions. / Na promoção de melhores condições de empregabilidade das pessoas com deficiência física, a revisão da literatura indica a necessidade de aprimoramento do repertório de habilidades sociais. Programas de habilidades sociais podem contribuir para a inserção, o ajustamento e a progressão no mercado de trabalho. O objetivo desta pesquisa foi avaliar a necessidade, o processo e os efeitos de um Programa de Treinamento de Habilidades Sociais para o Trabalho junto a pessoas com deficiência física desempregadas. O procedimento consistiu em um delineamento de múltiplas sondagens com dois grupos. A amostra foi composta por 16 pessoas com deficiência física, com idade entre 18 e 36 anos, que formaram o grupo experimental (G1) e o grupo controle de espera (G2). Ambos os grupos foram submetidos inicialmente ao pré-teste. Em seguida, foi realizada a intervenção com o G1 e após seu encerramento o pós-teste, fazendo-se também o segundo pré-teste com o G2. Na sequência, realizaram-se a intervenção com o G2 e o pós-teste, incluindo nova avaliação do G1. Finalmente, cada grupo passou pela avaliação de follow-up. A variável dependente (desempenho de habilidades sociais) foi mensurada por meio da aplicação de diferentes instrumentos (autorrelato e observação), com indicadores diversificados (frequência, dificuldade e qualidade) e em situações cotidianas e específicas de trabalho. As repetidas avaliações foram realizadas por meio dos instrumentos: (a) Inventário de Habilidades Sociais; (b) Escala de Dificuldades Interpessoais; e (c) Sistema de Observação de Habilidades Sociais Profissionais. Outros instrumentos também foram usados: Questionário de Autoavaliação do Preparo para Inserção Profissional, Questionário de Avaliação das Habilidades Sociais Aprendidas, Avaliação por Pares, Diário de Campo e Registro de Observação das Sessões. A variável independente consistiu em uma intervenção, denominada de Programa de Treinamento de Habilidades Sociais para o Trabalho. Para o tratamento dos dados, foram empregadas estatísticas descritivas e testes não-paramétricos, focando tanto a análise intergrupo como a intragrupo. A Avaliação de Necessidades apontou déficits no repertório de habilidades sociais dos participantes e contribuiu para o planejamento do programa. O programa foi desenvolvido em grupo, com 16 sessões de aproximadamente 90 minutos cada. Tendo como contexto as relações interpessoais no trabalho, as habilidades desenvolvidas foram: civilidade, feedback, comunicação, crenças irracionais, empatia, oferecer ajuda, cidadania, assertividade, críticas, resolução de problemas, desempenho em entrevista de emprego e expressão de sentimento positivo. Dentre os principais procedimentos de ensino, destacaram-se: vivências, tarefas de casa, instrução, reforçamento positivo, ensaio comportamental, modelação e feedback. A Avaliação de Processo revelou, em cada grupo, assiduidade, alcance de metas intermediárias, cumprimento das tarefas de casa, envolvimento nas atividades, relato de progressos e de generalização. Em ambos os grupos, a Avaliação de Resultados indicou ganhos significativos de habilidades sociais após aplicação do programa, manutenção do aprendizado após dois e quatro meses e generalização das habilidades aprendidas para outros contextos do ambiente natural. Sugere-se o aproveitamento desse programa em diversas instituições.

Made available in DSpace on 2016-06-02T19:46:03Z (GMT). No. of bitstreams: 1 2290.pdf: 827516 bytes, checksum: 957bb7149ac86ce3b3a24345345e3e35 (MD5) Previous issue date: 2009-02-13 / Universidade Federal de Sao Carlos / Identifying the features related to the quality of teacher-student interaction and to the set of teacher and student s social skills is a key aspect for a more accurate understanding of learning difficulties. Studies show qualitative differences in the pattern of social interactions established by children with low and high academic performance with their teachers. However, due to small numbers of participants, those results might not be generalized. The main goal of this study was to identify behavioral patterns of students with low and high academic performance in the social interaction with the teacher, from academic social skills classes, investigating how the likely qualitative differences in patterns of interaction was an extended sample of participants. 41 students with low academic performance (GSLAP) and 44 students with high academic performance (GSHAP) from first to fourth grades, attending to Public Elementary Schools, participated in this research. It was performed shootings of the classroom environment to collect the data about behavioral patterns of students in the social interaction with the teacher. Children´s pattern of social skills were evaluated by the Social Skills Rating System (SSRS-BR) in the version of self-assessment and evaluation by the teacher. The shootings were analyzed through observations of the academic social skills classes. The SSRS-BR s results were analyzed according to criteria established by instrument. Data analysis included descriptive and inferential statistics. Concerning to academic social skills, main results were: (a) there were differences between academic social skills classes show more frequently by GSLAP and by GSHAP; (b) a few number of academic social skills classes shown statistically significant differences about gender and academic subject; (c) no academic social skills classes shown statistically significant differences about grade. The main results about social skills were: (a) GSHAP obtained mean performance in the selfassessment and in the evaluation by the teacher; (b) GSLAP obtained mean performance in the self-assessment and obtained lower than the mean performance in the evaluation by the teacher; (c) in the self-assessment and in the evaluation by the teacher there were not statistically significant differences about grade in the GSLAP and in the GSHAP; (d) there were statistically significant differences about gender in some SSRS-BR s scores in the GSLAP and in the GSHAP. Results show a difference between the behavioral patterns of students with low and high academic performance in the interaction with the teacher, and differences between the patterns of social skills of these two groups. Though these differences might not be stated as critical to their academic difficulties, they certainly might not be ignored as a condition that aggravates the possibilities of development of students in the school. / Identificar aspectos relacionados à qualidade da interação professor-aluno e ao conjunto de habilidades sociais dessa díade são aspectos essenciais para uma compreensão mais precisa das dificuldades no processo de aprendizagem. A literatura aponta diferenças qualitativas no padrão de interação social estabelecido por crianças com baixo e com alto desempenho acadêmico no relacionamento com seus professores, no entanto, esses resultados sugerem dificuldades de generalização devido ao número reduzido de participantes nesses estudos. O objetivo geral da presente pesquisa foi identificar, a partir das classes de habilidades sociais acadêmicas, os padrões comportamentais dos alunos com baixo e com alto desempenho acadêmico nas interações sociais com o professor, investigando como as prováveis diferenças qualitativas nos padrões de interação se configuram em uma amostra ampliada. Participaram da pesquisa 41 alunos com baixo desempenho acadêmico (GBD) e 44 alunos com alto desempenho acadêmico (GAD) que cursavam de 1ª a 4ª série do Ensino Fundamental I na rede pública. Foram realizadas filmagens em contexto natural de sala de aula para avaliar os padrões comportamentais dos alunos ao interagir com o professor e para avaliar o repertório de habilidades sociais das crianças foi utilizado o Sistema de Avaliação de Habilidades Sociais (SSRS-BR) na versão de auto-avaliação e avaliação pelo professor. As filmagens foram analisadas por meio de observações a partir de um sistema de classes de habilidades sociais acadêmicas e o SSRS-BR foi analisado a partir dos critérios estabelecidos pelo próprio instrumento. O tratamento dos dados incluiu análises estatísticas descritiva e inferencial. Sobre os padrões comportamentais dos alunos ao interagir com o professor, os principais resultados foram: (a) há diferenças entre as classes de habilidades sociais acadêmicas mais freqüentemente apresentadas pelo GBD e pelo GAD; (b) poucas classes de habilidades sociais acadêmicas apresentaram diferenças estatísticas significativas em relação ao gênero e à demanda acadêmica; (c) nenhuma classe de habilidades sociais acadêmicas apresentou diferença estatística significativa em relação à série. Sobre as habilidades sociais os principais resultados foram: (a) o GAD apresentou desempenho dentro da média na auto-avaliação e na avaliação do professor; (b) o GBD, na auto-avaliação apresentou desempenho dentro da média e na avaliação do professor abaixo da média; (c) na auto-avaliação e na avaliação do professor não foram encontradas diferenças estatísticas significativas entre as séries tanto no GBD como no GAD; (d) foi encontrada diferença estatística significativa entre o gênero em alguns fatores do SSRS-BR no GBD e no GAD. Os resultados mostram que há diferença entre os padrões comportamentais dos alunos com baixo e com alto desempenho acadêmico na interação com o professor, assim como, há diferenças entre o repertório de habilidades sociais desses dois grupos de alunos. Embora essas diferenças não possam ser afirmadas como determinantes de suas dificuldades acadêmicas, certamente não podem ser ignoradas como condição presente que agrava as possibilidades de desenvolvimento dos alunos no contexto escolar.

Made available in DSpace on 2016-06-02T19:46:05Z (GMT). No. of bitstreams: 1 2324.pdf: 598527 bytes, checksum: 5324acdd4d792095a004d7e15fc41932 (MD5) Previous issue date: 2009-02-20 / Financiadora de Estudos e Projetos / The interaction between students and teacher-student are considered a basic aspect of the education-learning process. The nature and the quality of this interaction will play a decisive role on this process s characteristics and on the products of the school. The present study intends to verify in a larger sample based on the System of Educative Social Skills, which classes and subclasses teachers have in the interactions with their students and demands observed; characterize possible patterns of behaviors teachers and check the influence of sociodemographic characteristics in issuing these standards and to analyze the frequency and the quality of teacher interaction and students with low academic performance and students with good academic performance. In this research, the sample was twenty teachers from Elementary School in interaction with its pupils. The pupils were selected by Protocol of teacher evaluation and formed a group with four learning difficult students and four good academic performance students. The correlational method was used to check the relations between variables. The study was conducted in classrooms of three basic education municipal schools of a town from São Paulo state. The instruments were: 1) Instrument of socioeconomic status evaluation ( Critério Brazil ); 2) a Protocol for teacher s characterization; 3) a Protocol of evaluation by the teacher and 4) Educative Social Skill s System (ESS). There was a pilot study to define aspects as adaptation time, demands to be made, the length of videotaping and the positioning of equipments in the classroom. Data collection was registered in thirds of 30 minutes each. The first part of time was adaptation and the other two were the videotaping of demands (Portuguese and Mathematic classes).The filming analysis was done through systematic observation and the frequencies was registered in a protocol based in ESCS. For reliability of observation data, three judges of prior knowledge of Social Skills were trained to analyze 20% of data collected. Descriptives and inferential analysis were used (Mann-Whitney test and ANOVA Kruskal-Wallis test). The results indicated: (a) the existence of a stable pattern, because the participants showed little flexibility and variability of behavior; (b) the influence of variables such as age, degree and range in issuing behavior considered ESS, (d) was not statistically significant difference between groups of students, but it was observed that the teachers the most positive responses from students with good academic performance of students. These results led to a characterization of the teachers repertoire and showed the need for implementation of programs of intervention in social skills for these teachers. / A interação tanto entre alunos como entre professor e aluno são considerados aspectos fundamentais para a compreensão do processo de ensino-aprendizagem A natureza e a qualidade da interação entre professor e estudante será decisiva sobre características desse processo e dos produtos da escola. Nesse sentido, o presente estudo teve como objetivos verificar em uma amostra ampliada com base no Sistema de Habilidades Sociais Educativas, quais classes e subclasses os professores apresentam com maior e menor frequência na interação com seus alunos e nas demandas observadas; caracterizar possíveis padrões de comportamento dos professores e verificar a influência de características sociodemográficas na emissão desses padrões e analisar a frequência e a qualidade da interação professor e alunos com baixo desempenho acadêmico e alunos com bom desempenho acadêmico. Foram participantes 22 professores do Ensino Fundamental I em interação com seus alunos. Os estudantes foram selecionados a partir do Protocolo de Avaliação para o professor e formouse em cada sala de aula um grupo com quatro alunos com baixo desempenho e outro com quatro alunos com bom desempenho acadêmico. Foi utilizado o método correlacional para se verificar as relações existentes entre as variáveis. O estudo foi realizado em salas de aulas, de três escolas municipais de Ensino Fundamental I de uma cidade do interior do Estado de São Paulo. Foram utilizados como instrumentos: (1) Protocolo de caracterização dos professores; (2) Instrumento de avaliação socioeconômica (Critério Brasil); (3) Protocolo de avaliação para o professor; (4) Ficha de Localização do Aluno em Sala de Aula; (5) Sistema de Habilidades Sociais Educativas (SHSE). Realizou-se um estudo piloto para definir aspectos como tempo de adaptação, demandas a serem utilizadas, tempo de filmagem e posicionamento dos equipamentos em sala de aula. Para a coleta de dados foram filmados três períodos de 30 minutos cada. O primeiro período foi de adaptação e os outros dois de filmagem das demandas (português e matemática). As análises das filmagens foram feitas por meio de observação sistemática e as frequências registradas em um protocolo de registro de frequência do SHSE. Para obter fidedignidade dos dados de observação três juízes com conhecimento prévio na área de Habilidades Sociais foram treinados para analisar 20% da amostra coletada. Na análise estatística dos dados foram realizados testes descritivos e inferenciais (Teste de Mann-Whitney e teste ANOVA Kruskal-Wallis). Os resultados indicaram: (a) pouca flexibilidade e variabilidade de comportamentos pelos professores; (b) os comportamentos dos professores não estavam sob controle das características das demandas observadas; (c) a influência de variáveis como idade, curso superior e série na emissão de alguns comportamentos considerados HSE; (d) não foi observada diferença estatística significativa entre os grupos de alunos, mas foi observado que os professores consequenciam mais positivamente as respostas dos alunos com bom desempenho acadêmico do que as dos alunos com baixo desempenho. Esses resultados permitiram realizar uma caracterização do repertório de HSE dos professores e mostraram a necessidade de realização de programas de intervenção em habilidades sociais para esses professores.