This study was to explore the effects of the social skill training programs integrating with picture books for the 2nd grade students¡¦ social skills of immediate and sustainable impact. Specific recommendations for the findings were provided for future research and implementation of social skills training. The study used the nonequivalent quasi-experimental designs and took two different classes of 2nd grade in a medium-sized elementary school in Pingtung County. There were 25 subjects in experimental group, and 26 subjects in control group; theformer were practiced for eight weeks with eight units of social skill training programs integrating with picture books and the latter were practiced with general a general integrated curriculum. Using the scale of Children Social Skills to collect data during the pretest, posttest and follow-up posttest, and then, all data were dealt with by the analysis of one-way ANCOVA. Furthermore, the qualitative data of Session Feedback Form, worksheet, teachers¡¦ observation were also anlayzed. The study found social skill training programs integrating with picture books has both immediate and incessant guidance effect on promoting experimental group children¡¦ whole social skills, and subscales of cooperative, positive assertive as well as negative assertive skills. While, promoting the subscales of empathy and self-control skills only found immediate guidance effect with no incessant guidance effect. The qualitative anlaysis found the experimental group has positive attitude on social skill training programs integrating with picture books.

In workplace, any kinds of teamwork and management in an organization, like cooperation, communication, and leadership, all of the activities need personal interaction, and the interaction is related to the work results. So, the purpose of this study is to find out the relationships between social skill and job performance, and explores how social skill affecting job performance, in addition, whether different degree of task interdependence could influence study results. This study is conducted through opinion survey by random sampling in manufacturing and service industry. With the valid 119 questionnaires replied by the staffs and the direct supervisors, the finding of this study can be summarized as follows: 1. Social skill impacts the in-role performance positively. 2. Social skill impacts each of the co-worker support and the supervisor support positively. 3. supervisor support has mediating effect between social skill and in-role performance positively. Keywords: Social Skill¡BIn-role Performance¡BSupervisor Support¡BCo-worker Support¡BTask Interdependence.

Made available in DSpace on 2016-12-23T14:38:04Z (GMT). No. of bitstreams: 1 Rafael Rubens de Queiroz Balbi Neto.pdf: 355331 bytes, checksum: 7b4cd110a058af98f96b9875e7a05459 (MD5) Previous issue date: 2011-03-10 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / As pesquisas com o Método de Rorschach no Sistema Compreensivo, estudando população adulta de não pacientes, no Brasil, caminham para normatização. Estudos de metanálise transculturais sobre esses resultados apontam que a amostra brasileira apresenta os maiores valores para o Índice de Déficit Relacional (CDI) dentre 14 países. O CDI se relaciona com o manejo da demanda das relações sociais, podendo variar de 0 a 5, sendo que pessoas avaliadas como CDI=4 ou 5, consideradas positivas para o CDI (CDI+), normalmente apresentam problemas no enfrentamento das demandas comuns do meio social. A descrição de Habilidades Sociais (HS) assemelha-se à do CDI, servindo assim para investigar o CDI. O objetivo desta pesquisa de método misto concomitante é entender melhor as relações entre Déficit Relacional e Habilidades Sociais. Para isso, participaram da pesquisa 27 universitários avaliados pelo Inventário de Habilidades Sociais (IHS) como altas habilidades sociais (AHS; IHS>75%) ou baixas habilidades sociais (BHS; IHS<25%), sendo 12 BHS e 15 AHS, 14 do sexo masculino (9 BHS e 5 AHS) e 13 do sexo feminino (6 BHS e 7 AHS). Os participantes foram avaliados pelo Método de Rorschach e por uma entrevista qualitativa que investigou, entre outros fatores, as demandas sociais e os relacionamentos interpessoais. Dos 27 avaliados, 8 (29,6%) apresentaram CDI+, valor abaixo da amostra brasileira, que é de 55%. A amostra é pequena, não permitindo refutar possíveis associações significativas entre as medidas do CDI e do IHS. Todavia, das 15 BHS, 06 (40%) foram avaliadas CDI+; por outro lado, das 12 AHS, apenas 02 (16,7%) foram avaliadas CDI+. Portanto, há indicação de que pessoas avaliadas como BHS tendem mais a CDI positivo do que AHS. Os resultados da entrevista qualitativa apontam semelhança entre os relatos de participantes avaliados como BHS e os avaliados CDI+, indicando associação qualitativa descritiva entre Déficit Relacional e Baixas Habilidades Sociais. Conclui-se que os dados apontam validade do CDI para populações de escolaridade superior ou superior incompleto, e o Método de Rorschach como instrumento válido para avaliação de relações interpessoais com essa população / The surveys with Rorschach Method in the Comprehensive System, on adult, nonpatient population in Brazil, are converging to standardization. Meta-analytical, transcultural surveys on those results indicate that the Brazilian samples present the highest rates in the Coping Deficit Index (CDI) among 14 countries. CDI refers to handling with demand of social relationships, varying from 0 to 5, where those rated CDI=4 or 5, and therefore considered CDI positive (CDI+), usually have problems in responding to ordinary demands from social environment. The description of Social Skills (SS) is similar to that of CDI, and can therefore be used to investigate CDI. The purpose of this research about concomitant, mixed method is to better understand the relationships between CDI and SS. For that purpose, 27 undergraduates, scored, after the Inventory of Social Skills (ISS), as either high social skills (HSS; ISS>75%), or low social skills (LSS; ISS<25%), took part of the survey. 12 of them were LSS and 15 HSS, with 14 males (9 LSS and 5 HSS) and 13 females (6 LSS and 7 HSS). The subjects were evaluated after the Rorschach Method, as well as after a qualitative interview that investigated, among other factors, both social demands and interpersonal relationships. Out of the 27, 8 (29.6%) presented CDI+, below the 55% of the Brazilian sample. Since the sample is narrow, there is no sufficient evidence against possibly significant associations between CDI and ISS. Nonetheless, out of the 15 LSS, 06 (40%) were scored CDI+; on the other hand, out of the 12 HSS, only 02 (16.7%) were scored CDI+. Thus, there is indication that people evaluated as LSS tend to a positive CDI, rather than HSA do. The results of the qualitative interview indicate similarity between the accounts of the subjects scored as LSS and those of the evaluated as CDI+, showing descriptive qualitative association between Coping Deficit and Low Social Skills. It is concluded that data support CDI validity for both graduate and undergraduate populations, and that Rorschach Method is a valid instrument for interpersonal relationships surveys among such population

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-04-05T12:27:23Z No. of bitstreams: 2 Dissertação - Luciana Santos Marques - 2015.pdf: 2405811 bytes, checksum: 6fba20b4ad5629565476eb27d03beee0 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-04-05T12:28:57Z (GMT) No. of bitstreams: 2 Dissertação - Luciana Santos Marques - 2015.pdf: 2405811 bytes, checksum: 6fba20b4ad5629565476eb27d03beee0 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-04-05T12:28:57Z (GMT). No. of bitstreams: 2 Dissertação - Luciana Santos Marques - 2015.pdf: 2405811 bytes, checksum: 6fba20b4ad5629565476eb27d03beee0 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-08-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / I propose in this research reveal minutiae of the constitution of the professional identity of 10 (ten) managers of education and their interpersonal relationships at school, from the point of view of the same. All participating managers are inserted in the Public school, Municipal Education Schools, a town in Goiás, formed in environments such as kindergartens and elementary schools I and II, they are assuming functions in the direction or coordination escolar. Outlined the objective, inquirer the formation of professional identity and interpersonal relationships education manager in the workspace, under the eye of the manager. This study addresses various methodological approaches, including the Paradigm phenomenological research in education that will give support to this research, integrated, articulated and related to each other with studies of theoretical and practical field of Social Skills, the Language Theory, in line with the approaches of qualitative and quantitative analysis, addressing theoretical distinct. A study that includes demands in the area of Social Psychology and Linguistics, considering the multiple approaches that address the scientific field in a view averse to homogenization. Data collection was the result of questionnaires with closed and open questions, interview transcripts and audio-recorded history information managers, described through narrative. From the use of instruments such as the IHS, and the exercise of self-questioning, promoted by the various instruments to collect data on the supplied dynamic, to make the hermeneutical circle, understanding of managers about himself was widening and generating new ideas and perceptions. Data from the study revealed that: a) participants are not accustomed to the reflective self-assessment exercise, with regard to the rescue of his memories and aspects related to professional identity construction and their interpersonal relationships. I checked the principle that: b) the perception of managers regarding the constitution of their professional identity and interpersonal relations in the workplace was very restricted. From the use of instruments such as the IHS, and the exercise of self-questioning, promoted by the various instruments to collect data on the supplied dynamic, to proceed to the hermeneutic circle: c) the understanding of managers about themselves was whether expanding and generating new ideas and perceptions. That let them feel free to express their concerns as to describe the component parts and identifying their subjectivities was revealing and liberating. I suggest, as a provocation, the educator who works in the area of management, encourage thinking in their daily practice, its own activity, daily, action-reflection. An intellectual exercise made possible by scientific text / Proponho nesta pesquisa desvelar minúcias da constituição da identidade profissional de 10 (dez) gestores da educação e suas relações interpessoais no espaço escolar, sob o ponto de vista dos mesmos. Todos os gestores participantes estão inseridos no espaço de Escolas Públicas Municipais de Educação, de uma cidade do interior de Goiás, constituídas em ambientes como creches e escolas de ensino fundamental I e II, assumindo funções na direção ou na coordenação escolar. Delineei como objetivo investigar a constituição da identidade profissional e as relações interpessoais do gestor da educação no espaço de trabalho, sob o olhar do gestor. Este estudo aborda distintos enfoques metodológicos, dentre eles, o Paradigma Fenomenológico de pesquisa em educação, que dará sustentação a esta pesquisa, integrado, articulado e relacionado entre si com estudos do campo teórico-prático das Habilidades Sociais, a Teoria de Linguagem, em consonância com as abordagens de análise qualitativa e quantitativa, abordando distintos teóricos. Um estudo que contempla demandas da área da Psicologia Social e da Linguística, considerando as múltiplas abordagens que configuram o campo científico em uma visão avessa à homogeneização. A coleta de dados foi resultado de questionários com questões fechadas e abertas, transcrições de entrevista áudio-gravada e de informações do histórico dos gestores, descritas por meio de narrativa. A partir do uso de instrumentos, como o IHS, e do exercício de auto-questionar, promovido pelos diversos instrumentos para coleta de dados, na dinâmica ofertada, ao proceder ao círculo hermenêutico, à compreensão dos gestores a respeito de si foi ampliando-se e gerando novas reflexões e percepções. Os dados do estudo revelaram que: a) os participantes não estão acostumados ao exercício reflexivo de auto-avaliação, no que diz respeito ao resgate de suas memórias e dos aspectos relacionados à constituição identitária profissional e de suas relações interpessoais. Verifiquei a princípio que: b) a percepção dos gestores em relação à constuição de sua identidade profissional e das relações interpessoais no espaço de trabalho era muito restrita. A partir do uso de instrumentos, como o IHS, e do exercício de auto-questionar, promovido pelos diversos instrumentos para coleta de dados, na dinâmica ofertada, ao proceder ao círculo hermenêutico: c) à compreensão dos gestores a respeito de si foi se ampliando e gerando novas reflexões e percepções. O fato de deixá-los à vontade para expressarem suas apreensões, a ponto de descreverem os elementos que os compõem e que identificam suas subjetividades foi revelador e libertador. Sugiro, como uma provocação, ao educador que atua na área de gestão, fomentar o pensar em sua prática cotidiana, uma atividade própria, diária, de ação-reflexão. Um exercício intelectual possibilitado pelo texto científico.

This purpose of this study was to investigate the effectiveness of an intervention package that combined Skillstreaming procedures for the development of social skills with the use of video modeling for middle school students identified with ASD. Specifically, the purpose of this study was to determine if the video modeling intervention package has an impact on social skill performance of three middle school-aged students with ASD. A multiple probe design across participants was employed to assess the effects of the video modeling intervention package on two beginning social skills (i.e., initiate greetings and initiate a conversation). The participants were three middle school-aged students with ASD enrolled in a self-contained classroom. The dependent variable was the percentage of correct social skills components performed when greeting the teacher and initiating a conversation within in the first 10 minutes of class each morning. The independent variable was an intervention package that included video modeling and direct instruction for each social skill component with Skillstreaming procedures (i.e., modeling, role playing, feedback). The results of this research indicated that all three students improved their social skills performance following the implementation of the video modeling intervention package. Furthermore, during the maintenance phase, the social skills performance of each student was maintained. Recommendations for further study and for teachers of students with ASD are presented.

Although social anxiety disorder is most often diagnosed during adolescence, few investigations have examined the clinical presentation of this disorder exclusively in adolescents. Prior studies have demonstrated that some clinical features of SAD in adolescents are unique relative to younger children with the condition. Furthermore, the extant literature on daily functional impairment in this population is limited. In this investigation, multiple areas of functioning were examined in adolescents with SAD (n = 16) and normal control adolescents (n = 14): specific social skills, subjective distress and physiological reactivity during one speech performance task and one social interaction task; alcohol use and expectancies; subjective and objective quality of sleep; and daily distressing social activities. No differences were observed in sleep actigraphy, self-reported sleep difficulties, alcohol use, or alcohol expectancies. Adolescents with SAD reported greater distress during both analogue tasks relative to NC adolescents. During the speech task, adolescents with SAD exhibited significantly greater speech latency (4.42 seconds vs. 1.75 seconds) and spoke significantly less (83.09 seconds vs. 167.75 seconds) than NC adolescents. Additionally, SAD participants manifested greater skin conductance during the speech task. During the social interaction, adolescents with SAD asked significantly fewer questions (2.20 vs. 7.07) and required significantly more confederate prompts (2.33 vs. 1.14) to stimulate interaction. Finally, adolescents with SAD reported more frequent anxiety-provoking situations in their daily lives and greater avoidance of these situations, including answering questions in class, assertive communication, and interacting with a group. iv The findings are discussed with respect to the current understanding of alcohol use, quality of sleep, and social functioning in adolescents with SAD.

With the increase in the prevalence rate of children with autism in the U.S. there is a growing need for empirically based treatments to address the many deficits that children with autism manifest. Social Stories™ is one such treatment that has grown in popularity to address social deficits in children with autism. However, no meta-analysis done in recent years has found Social Stories™ to be an effective treatment, stating weak and inconsistent research methodologies as one of the primary issues in the studies examined. The current study sought to examine the use of Social Stories™ using best practice research standards for single subject design. A total of 4 elementary aged students with a special education eligibility of autism participated in the study. Results of the study revealed an increase in pro-social skills for all 4 participants and a promising future for further Social Story™ research and the quest to recognize it as an effective, empirically based treatment for children with autism. Furthermore, teachers reported that they found Social Stories™ to be an effective, feasible intervention, that helped them to better understand their students’ social deficits.

No description available.

No description available.

This PhD thesis focuses on determinants of labour market outcomes in development economics with a special interest in South Africa and China. After an introduction in chapter 1, the key chapter 2, Ethnic Diversity and Labour Market Outcomes: Evidence from Post-Apartheid South Africa joint with Sara Tonini, investigates how ethnic diversity amongst black South Africans affects their employment opportunities in the post-Apartheid era. We find that ethnic diversity has a positive impact on the employment rate of the black South Africans, and it only affects ethnic groups with relatively large population size. To address the endogeneity of ethnic composition, we explore the location of historical “black homelands” and argue that districts more equally distant to multiple homelands are more ethnically diverse. In our instrumental variable regressions, a one standard deviation increase in ethnic diversity index increases employment rate by 3 (5) percentage point in 1996 (2001), which is around 8% (13%) of the average employment rate. We then propose a model of a coordination game to explain these findings. A more ethnically diverse place requires a higher rate of inter-ethnic communication to maintain social connection. As inter-ethnic communication requires more skills than intra-ethnic connection, people in ethnically diverse districts are motivated to invest more in social skills to be able to communicate with those outside their own group. The acquisition of these social skills makes them better equipped for the labour market. The remaining two chapters look into the intergenerational transmission of socio-economic status in South Africa and China. Chapter 3, Returns to Education, Marital Sorting and Family Background in South Africa joint with Patrizio Piraino, applies the model of Lam (1993, JPE) which combines intergenerational transmission of ability and assortative mating to investigate the relative explanatory power of father-in-law’s and father’s background for male wages. In the empirical analysis, after correcting for potential measurement errors in earnings and education, we find that father-in-law’s schooling is more correlated with male workers’ labour market earnings, employment rate and labour force participation than own father’s schooling in contemporary South Africa. This difference is more obvious when parental educational levels are higher. Chapter 4, Higher Education Expansion and Intergenerational Mobility in Contemporary China, studies how higher education affects the upward mobility of people from relatively disadvantaged families. Intergenerational occupational mobility is stimulated when children from different social classes end up in similar occupations. Whether or not they have similar occupational status depends not only on their level of education but also the occupational returns to education. Given there is already a convergence in educational achievements between children from different social classes in contemporary China, in this paper, I focus on their occupational returns to education. Occupational status is measured by the widely-accepted ISEI scaling system ranging from 16 to 90 points with large number indicating higher occupational status. I take advantage of an exogenous college expansion policy in 1999 as a natural experiment and find that one additional year of education increases the occupational status of their first job by 2.243 (2.774) points on average along the ISEI scale in OLS (IV) regressions. And children from upper-class families do not necessarily have higher returns to education than children from other social classes. The average occupational returns to education are higher for the most recent job than the first job, but the difference among social classes is still not significant.