The term social skills has been specifically defined as learned behaviors that allow an individual to engage in socially acceptable interactions with other individuals such that the interactions lead to positive responses from others and aid in the avoidance of negative responses (Elliott & Gresham, 1993). The current study investigated the ability of six adolescent females between the ages of 13 and 16 years to acquire a set of social skills through training. Participants' acquisition of the skills before and after training was assessed through role-play assessments and was experimentally demonstrated using a multiple-baseline across skills design. Secondary survey information (Child Behavior Checklist and adapted Ansell Casey Life Skills Assessment) was collected from participants and their parents to attempt to index effects of training on other behaviors of the youth. All of the participants acquired the skills taught and demonstrated them with increased or variable levels of accuracy post-training. Minimal changes in scores were documented on both secondary survey measures.

Abstract This study evaluated the effectiveness of a classroom based training in teaching social skills to four adolescent females between the ages of 13–17 years old and residing in foster care. The training took place over a three week period, one night a week, for three hours at a time and utilized a Behavioral Skills Training format. The assessments were conducted via role play scenarios; pre- and posttraining. The results show each participant demonstrated an overall increase in skills from pretraining to posttraining indicating that youth in foster care were capable of learning the skills taught.

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The thesis is focused on the description of Personal and Social Education as a subject in teaching languages in primary schools. It describes the changes in the educational system of the Czech Republic and deals with the explanation of Personal and Social Education in different contexts. The aim is to determine how teachers understand targeted integration of this topic and how they work with it during language lessons. The results of how teachers perceive this subject, how it is classified and how they are successful in achieving the goals specified in the FEP are also part of this work.

Made available in DSpace on 2016-12-01T19:18:33Z (GMT). No. of bitstreams: 1 alexandre.pdf: 2045242 bytes, checksum: 1b3e698896436f1fb29516791db96e58 (MD5) Previous issue date: 2012-04-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / In recent decades, structural and socio-political changes occurred in the Brazilian public sphere caused mainly by the redemocratization process of the country. These changes influenced the inclusion of a new approach to public agrarian policies, the Sustainable Territorial Development (STD). The implementation of such programs encourages the construction of participatory spaces that enable the mobilization of a process of co-production of the public goods, i.e. spaces which would allow for a dialogue and the sharing of power and responsibilities between governmental authorities and civil society in the promotion of rural development. The management of these participatory spaces requires public managers to develop new skills and attitudes. Faced with this issue, the present dissertation seeks to answer the following question: In which ways institutional entrepreneurs of CODETER have promoted collective action and mobilized co-production in the management and planning of the rural development of the Santa Catarina mountain range? In order to answer this question, a combined case study strategy was employed which featured diverse techniques of data collection aiming the interpretation of the results. The case study was conducted in the Colegiado de Desenvolvimento Territorial (CODETER) which is located in the Santa Catarina mountain range. CODETER qualifies as na institute that promotes the implementation of STD actions. The analysis of the data was interpreted via the instrument of a range of theoretical lenses. The Theory of Social Skill (FLIGSTEIN, 2009) was used to identify and understand the tactics institutional entrepreneurs used to coordinate and mediate the conflict in planning the territorial development in the context of CODETER. Different paradigms on the phenomenon of collective action were also considered in order to grasp whether there is in fact concerted action in the mountain range of Santa Catarina (CODETER) and what are its main features. Furthermore, based on the concept of co-production of public goods and their variables, we sought to understand to what extent this collective action promotes a new kind of public action, one which would deepen the participation and engagement of civil society with the public problems of the territory. As a result of the field research, the existence of a collective action in the CODETER was confirmed, through which various initiatives that have contributed to rural development of the territory have emerged. A further observation of field research was that the co-production of public goods was occurring, though one of low intensity. Some obstacles observed to co-production in the Collegiate were: disempowerment of some of the players from civil society; uniformity of the represented social groups; and conflicts involving the dispute of resources and institutional interests. Notwithstanding, the co-production is an ongoing process in the CODETER. Currently their advocates display a greater engagement with public issues, a collective understanding of rural development and a deeper sense of belonging to the territory than that prior to the time of implementation of the program. In order that these advances would occur, the role of the institutional entrepreneurs was crucial. They used their social skills to alleviate the limitations of the coproduction process and to promote the legitimacy of the Collegiate in the region. The observed results corroborate the conclusion that the CODETER was institutionalized, becoming a legitimate council in the region, because there was a movement of collective action of different local actors, coordinated by institutional entrepreneurs of the territory / Nas últimas décadas, mudanças estruturais e sociopolíticas ocorreram na esfera pública brasileira, provocadas, principalmente, pelo processo de redemocratização do país. Essas mudanças influenciaram a inserção de uma nova abordagem na agenda das políticas públicas agrárias, o Desenvolvimento Territorial Sustentável (DTS). A implementação de programas governamentais com esse enfoque desafia a constituir espaços participativos que oportunizem a mobilização de um processo de co-produção do bem público, ou seja, que possibilitem o diálogo e o compartilhamento de poderes e responsabilidades entre entidades públicas e da sociedade civil na promoção do desenvolvimento rural. A condução desses espaços participativos exige que os gestores públicos desenvolvam novas habilidades e atitudes. Diante desta problemática, busca-se nessa dissertação responder: De que maneira os empreendedores institucionais do CODETER têm atuado para promover a ação coletiva e mobilizar a co-produção no planejamento e gestão do desenvolvimento rural da Serra Catarinense? Para responder esta questão, foi empregada uma estratégia de investigação de estudo de caso que combinou a utilização de diversas técnicas qualitativas de coleta de dados para orientar a interpretação dos resultados. A pesquisa concentrou-se no Colegiado de Desenvolvimento Territorial (CODETER) da Serra Catarinense, que é um órgão paritário de planejamento e articulação de iniciativas para o DTS. Para embasar a análise, foram utilizadas algumas abordagens teóricas. A teoria da Habilidade Social (FLIGSTEIN, 2009) foi empregada para identificar e compreender as táticas que os empreendedores institucionais utilizaram para coordenar e mediar o conflito no CODETER da Serra Catarinense. Diferentes teorias sobre o fenômeno da ação coletiva também foram considerados para compreender se existe uma ação concertada no Colegiado e quais suas características principais. Além disso, com base no conceito de co-produção do bem público e suas variáveis, buscou-se compreender em que medida essa ação coletiva promove um novo tipo de ação pública, ampliando a participação e o comprometimento da sociedade civil com os problemas públicos do território. Como resultado da pesquisa, constatou-se a existência de uma ação coletiva no CODETER, por meio da qual emergiram diversas iniciativas que contribuíram para o desenvolvimento rural do território. Verificou-se, ainda, a ocorrência de um processo de co-produção do bem público, porém, de baixa intensidade. Alguns dos obstáculos observados para co-produção no Colegiado foram: baixo empoderamento de alguns representantes da sociedade civil; uniformidade dos segmentos sociais representados; e conflitos envolvendo disputas de recursos e interesses institucionais. Contudo, a co-produção é um processo em construção no CODETER. Atualmente, seus representantes possuem um engajamento maior com os problemas territoriais, um significado compartilhado de desenvolvimento rural e um sentimento de pertencimento com o território maior do que o existente na época da sua implantação. Para que esses avanços ocorressem, foi essencial o papel dos empreendedores institucionais que utilizaram suas habilidades sociais para amenizar as limitações do processo de co-produção e promover a legitimação do Colegiado na região. Os resultados observados corroboram que o CODETER se institucionalizou, tornando-se um conselho legítimo no território, porque houve um movimento de ação coletiva dos diferentes atores locais, coordenado por empreendedores institucionais do território

The aim of the dissertation is to define the requisite social skills of the English language teacher as a part of his/her professional competence, in the context of communicative language teaching in classroom interactions at secondary schools. The theoretical part is divided into four chapters. The first chapter addresses the processes involved in foreign language learning and acquisition. It first defines the linguo-didactic framework of the dissertation in terms of the functional communicative approach to language and communicative language teaching. The second chapter deals with the processes of interaction and communication at school with an emphasis on foreign language teaching. Attention is paid to functions and content of educational interactions as practised by the main stakeholders - the teachers and their adolescent pupils. The specifics of foreign language educational interaction and its social features are illustrated. The third chapter seeks to define social skills and their relationship to other skills in the professional competence of the English teacher. In the final chapter the theoretical discussion is summarized and social-skill aspects of foreign language educational interactions are defined. Specifically, these aspects are defined in terms of affect, classroom climate,...