Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro / Estudos atuais apontam a importância da qualidade nos relacionamentos sociais para o bem-estar físico, psicológico e social na terceira idade, mas não fornecem dados suficientes que indiquem como auxiliar os idosos a se tornarem socialmente competentes, ou seja, como desenvolver habilidades sociais na terceira idade. Um método bastante utilizado para ensinar habilidades sociais para diferentes populações tem sido o Treinamento de Habilidades Sociais. O presente estudo pretende avaliar a eficácia de um Programa de Treinamento em Habilidades Sociais para Idosos (THSI) no aumento tanto do repertório de habilidades sociais como do bem estar subjetivo de estudantes da UnATI/UERJ. A pesquisa foi dividida em duas fases. Na primeira fase, foram utilizados a Escala de Depressão em Geriatria-15, o Mini-exame do Estado Mental e o Questionário de Dificuldades em Situações Sociais com a finalidade de selecionar os participantes do estudo. A atual pesquisa contou com a participação de 40 idosos, sendo que a escolha das pessoas que fariam parte do grupo experimental e do grupo controle foi baseada na compatibilidade entre a disponibilidade de horário dos estudantes e o horário escolhido para o treinamento. A segunda fase da pesquisa envolveu investigar a eficácia do THSI. Para a avaliação das habilidades sociais, foi utilizado o Inventário de Habilidades Sociais que compreende cinco fatores (enfrentamento e auto-afirmação com risco; auto-afirmação na expressão de sentimentos positivos; conversação e desenvoltura social; auto-exposição a desconhecidos e situações novas e o autocontrole da agressividade) e sete situações de jogos de papéis. O bem-estar subjetivo foi analisado através da Escala de Satisfação com a Vida e da Escala PANAS. Todo esse material foi aplicado, antes e logo depois do THSI, tanto no grupo controle como no experimental. O THSI foi realizado em 12 encontros de uma hora e meia de duração e teve como objetivo o ensino direto e sistemático das habilidades sociais com o propósito de aperfeiçoar a competência social dos idosos nas situações de: iniciar conversação; fazer pedidos; responder a pedidos; fazer pedido de mudança de comportamento; cobrar dívidas; responder a críticas; falar em público; fazer e receber elogios. A partir dos dados obtidos no material especificado acima, pôde-se observar mudanças positivas entre os participantes do grupo experimental como o desenvolvimento da habilidade assertiva. Os resultados desta pesquisa sugerem que a implementação de programas de treinamento em habilidades sociais em grupo, com pessoas na terceira idade, contribuirá para a aprendizagem e o aperfeiçoamento das habilidades sociais desta população. / Current studies suggest to the importance of quality in social relationships for the physical, psychological and social well-being in the third age, but they dont provide enough data that indicates how to assist the elderly to become socially competent, that is, how to develop social skills in the third age. A method that has been recurrently used to teach social skills for different populations is the Social Skills Training. This study aimed to evaluate the effectiveness of a Social Skills Training Program for the Elderly in the increase of the repertoire of social skills as well as of the subjective well-being of students at UnATI/UERJ. The research was divided in two phases. On the first phase, there have been used the Geriatric Depression Scale-15, the Mini-Mental State Examination and the Questionnaire of Difficulties in Social Situations with the purpose of selecting the participants of the study. The current research had the participation of 40 elderly people, in which the choice of the people that would be part of the experimental group and the control group was based on the compatibility between the availability of the students and the schedule chosen for the training. The second phase of the research involved investigating the effectiveness of the Social Skills Training. For the evaluation of the social skills, it was used the Inventory of Social Skills which comprises five factors (confrontation and auto-affirmation with risk; auto-affirmation in expressing positive feelings; conversation and social nimbleness; auto-exposition to strangers and new situations and the self-control of the aggressiveness) and seven role play situations. The subjective well-being was analyzed through the Life Satisfaction Scale and PANAS scale. The complete material was applied, before and right after the Social Skills Training, in the control group as well as in the experimental one. The Social Skills Training was carried through in 12 meetings of one and a half hour each and had as the objective the direct and systematic teaching of the social skills with the purpose of improve the social competence of the elderly on the situations of: beginning a conversation; making requests; responding to requests; asking for a change of behavior; collect debts; respond to criticism; speak in public; make and receive compliments. From the data got on the above specified material, positive changes could be observed among the participants of the experimental group as the development of the assertive skill. The results of this research suggest that the implementation of the Social Skills Training in group, with elderly, will contribute for the learning and improvement of social skills of this population.

Social and cognitive skill acquisition were evaluated in 33 (male=24, female=11) outpatients with schizophrenia or schizoaffective disorder. A social skills training treatment group (n=19) was compared to a wait-list control (n=14). Participants' mean age was 41 years, mean number of hospitalizations 10.4, and mean number of years with diagnosis 15.8. Assessment measures included WAIS-III Picture Arrangement subtest, Social Cue Recognition Test, COGLAB, WMS-III Word List subtest, and SADS-C. Results did not support the main hypotheses of improved social and cognitive skills in the treatment group. Participants with better memory and attention at pre-testing also did not show an advantage in social skills improvement. Contrary to hypotheses, the control group improved the most on some social and cognitive measures. Several supplemental hypotheses yielded the following results: lack of volunteer participation from paranoid schizophrenia individuals; evidence that schizoaffective disorder participants may be less cognitively impaired and better able to benefit from social skills training; and younger, less chronic participants with better attentional capacities may benefit most from social skills training. Findings are discussed in light of the possibility that improving social skills might not improve social and cognitive functioning, at least with the dosage of social skills training provided in this study. Limitations such as a sampling bias and small study size are also considered as possible explanations for the pattern of findings. Clinical and research implications are discussed to apply and extend the current findings.

Autism spectrum disorder (ASD) affects the lives of 1 in 54 children in the United States. By definition, these children often have social communication deficits as well as restrictive and repetitive behaviors that are socially isolating. Inclusion of participants with disabilities such as ASD in classroom or group settings with peers is a high-priority goal for building skills that lead to independent living and higher quality of life for all. Balancing an individual’s class or group participation is not always easy with different levels of social skills, however. In a classroom, this can translate to difficulty in knowing how to participate in a way that is equal to that of their peers—oftentimes children with ASD do not realize that others also need a turn to speak or that other children are not as interested in their restricted ¬interests as they are. We used differential reinforcement and self-monitoring within an existing token system to reduce excess participation in group settings for some individuals, with the goal of better balancing opportunities for all group members to participate. Called "Stack the Deck," this simple intervention allowed for more uninterrupted instruction time with fewer talk outs and meltdowns from adolescents with ASD. Our intervention occurred in a clinical setting, a once-weekly social skills group utilizing the PEERS Social Skills manualized intervention for adolescents with ASD. Groups ran for 12–14 weeks in duration and taught skills such as how to make friends, how to enter and exit conversations, as well as how to host "get-togethers." Our sample size was 33, with 26 males and 7 females. These participants met criteria for autism spectrum disorder and/or had significant social impairment, and had age-appropriate verbal and cognitive abilities by parent report (later measured within the study). Across our A-B intervention, we saw changes over time when it came to participation rates for over-responders (participants who attempted to respond far above the group average during baseline) and under-responders (participants who attempted to respond at rates far below the group average during baseline), with no changes (the desired result) for individuals who were already participating at an appropriate rate. Over-responders showed the most significant changes. A secondary finding of reduced talk-outs overall within the groups was also found. These results suggest that a fairly simple group behavioral intervention was able to produce a group environment more conducive to direct instruction that has direct application to inclusive classrooms as well as clinical environments. Further research can determine if the effects within individuals seen in one setting carry over to others.

Many individuals with an Autism Spectrum Disorder (ASD) have deficits in social skills (e.g., Church, Alisanski, & Amanullah, 2000;). More specifically, individuals with an ASD may have deficits in tacting and commenting on the emotions of others as well as their own (Hobson, 1986). One potential way to facilitate the acquisition of social skills by individuals with an ASD is through the use a social skill application. The OiGO© application was developed to offer a modality to allow individuals to appropriately tact and comment on emotions. The purpose of this study was to evaluate whether participants would learn to tact and comment on the emotional responding of other individuals using OiGO©. This study used a multiple baseline across participants with embedded probes design to assess the effects of OiGO© plus reinforcement on tacting and commenting vocally and through the use of the application. Correct vocal responding increased from baseline levels for one of three participants. In addition, all participants quickly met mastery criterion via OiGO© responding during the OiGO© plus reinforcement phase. Furthermore, responding during the generalization probes was variable. These results combined suggest that individuals with autism can quickly learn to use this application.

The purpose of this study was to investigate the effects of individualized social story interventions on the social communication skills of three children with Asperger's Syndrome (AS). Using a multiple baseline across participants desing, three social stories were implemented and direct observations of the participants' identified target behaviors were collected three times per week during unstructured school activities (e.g, recess). Data revealed an increase in the social communication skills of two of the three participants when the treatment was implemented. In addition, maintenance of treatment effects was observed in two participants. These data support recommendations for using social stories to teach social skills to children diagnosed with autism spectrum disorders.

The Centers for Disease Control (CDC) reported that approximately 1 in 54 children in the U.S. is diagnosed with an Autism Spectrum Disorder (ASD) (CDC, 2020). The prevalence of individuals diagnosed with or at-risk for ASD has increased over the past two decades (Baio et al., 2018). Impairments in social functioning, a central feature of ASD, have widespread effects on the lives and opportunities of individuals with this disorder (American Psychiatric Association, 2013). As a result, individuals with ASD are less satisfied with opportunities for social inclusion, physical well-being, and interpersonal relationships compared to individuals with intellectual disabilities (Arias et al., 2018). Technology-aided intervention may be used to reduce some of the barriers limiting access to social skills intervention. In particular, the technology-aided intervention can provide a highly motivating medium for the rehearsal of skills in a safe, controlled, and self-paced manner (Parsons & Beardon, 2000), allow for treatment programs to be implemented with high precision and fidelity with less variability, and reduce the cost of the intervention and other accessibility barriers (Ploog et al., 2013). VR has been studied extensively in training social skills for individuals diagnosed with ASD. With the flexibility and projected effectiveness that VR offers, it can provide more opportunities to learn and practice strategies for recognizing daily challenges that involve forming social relationships and related reasoning with more flexibility. VR provides a safer platform for people with ASD rather than practicing the social skill with actual people in a class or a group, it can be an excellent precursor for teaching these skills. There exists sufficient literature to provide evidence regarding the effectiveness of VR-based SST relevant for OT practice. However, the gap between the existing literature and method to integrate it in OT practice restrains OT practitioners to adopt and integrate VR in practice. Lack of comprehensive training designed specifically for OT practitioners to educate about the methods to implement, VR system selection for the priority population, and the theoretical base for implementation and use are some common barriers to using VR. To this end, this program is designed to empower OT practitioners to become efficient and confident in using this technology for addressing social skills deficits related to ASD. This is a professional development program to be delivered based on theory-driven approaches. The program is comprised of a training workshop accompanied by a hands-on practice element to provide OT practitioners with the avenue to learn, practice, and evaluate their current practices and knowledge regarding VR. Acquiring this training in using VR-based approaches will not only prepare therapists to confidently provide just the right challenge to the clients with autism according to their needs but also enhance the scope of individual OT practice.

Group social skills training (GSST) is an important intervention approach to help children and adolescents with autism spectrum disorder (ASD) to find more success in social engagement and inclusion. However, there is a lack of research using direct behavioral observations, especially in generalization of acquired skills to settings other than the treatment setting. We provided social skills training to 25 adolescents with ASD using a curriculum shown to have positive effects (the UCLA PEERS® curriculum). We also administered the Autism Social Skills Profile (ASSP) and Social Communication Questionnaire – Current (SCQ-Current) to the parents of participants before and after the GSST to ensure it had the intended effect, which showed minor improvements in some areas of social engagement, though not statistically significant. We then provided seven participants and their peers in their community groups with a brief intervention that taught principles of including those with disabilities. We analyzed each of these seven participants’ level of social engagement in their community groups before and after the intervention using a multiple baseline design. Peer inclusion instruction produced mixed results across participants. We discuss the feasibility and future directions for the generalization of acquired social skills.

No description available.

Além do aprendizado de conhecimentos básicos e técnicos, promover competência social e habilidades interpessoais de universitários da área da Saúde torna-se fundamental para o desenvolvimento de relações saudáveis e produtivas no contexto acadêmico e na linha do cuidado. O campo das Habilidades Sociais, uma área da Psicologia, tem fornecido fundamentação desde a metodologia de avaliação de repertório social, até programas de Treinamento de Habilidades Sociais (THS) em contextos educacionais. Atualmente, é crescente o interesse em pesquisas qualitativas na Saúde por englobar o universo de significados, motivos, crenças, valores e atitudes, correspondendo a um espaço mais profundo das relações humanas. Objetivos: Investigar do ponto de vista qualitativo o programa de THS com universitários, oferecido pela disciplina de Psicologia III no Curso de Fonoaudiologia; descrever as potencialidades e dificuldades do repertório de HS conforme a autopercepção dos universitários; identificar os ganhos percebidos pelos universitários ao longo do programa de THS; analisar a relação entre o THS com o autoconhecimento nas relações interpessoais e na relação profissional-paciente. Metodologia: Participaram desta pesquisa 22 universitários, com faixa etária entre 19 e 21 anos de ambos os sexos, que cursavam o segundo ano do Curso de Fonoaudiologia de uma Instituição de Ensino Superior do interior paulista. Empregaram-se abordagem qualitativa e análise de conteúdo dos relatos produzidos pelos universitários no 1o, 8o e 15o encontros do THS e das sínteses (8o e 15o). Resultados: Foram identificadas três temas para análise: \"A importância do conhecimento teórico/técnico para a formação do fonoaudiólogo\", \"A importância do THS no contexto acadêmico e para a prática clínica\" e \"Avaliação dos universitários sobre os efeitos do THS\". No que se refere ao conhecimento teórico/técnico, os relatos apontaram a importância de que este seja desenvolvido de maneira contínua, valorizando as metodologias ativas empregadas. Quanto ao treinamento, os participantes descreveram maior prevalência de potencialidades e dificuldades das habilidades assertivas nos relacionamentos interpessoais do contexto acadêmico. Também foi apontada maior dificuldade de empatia com colegas e na comunicação com professores. No contexto profissional, as dificuldades permearam a ansiedade de falar em público e ser assertivo ao trabalhar em grupo. Quanto aos ganhos identificados, prevaleceu a assertividade com os dois interlocutores envolvidos nesta pesquisa; porém, todas as habilidades sociais tiveram resultados considerados positivos nos dois contextos, destacando a comunicação empática com paciente como facilitadora do processo terapêutico. O THS foi avaliado positivamente, pois permitiu a identificação de potencialidades, dificuldades e ganhos no repertório de HS no contexto acadêmico, sendo apontado como uma forma de preparação para a prática clínica, promovendo o autoconhecimento, o desenvolvimento de comportamentos socialmente habilidosos e a generalização para outros contextos. Conclusão: A inserção do THS na formação profissional de universitários na Fonoaudiologia mostrou-se bastante promissora ao ampliar o repertório de habilidades e competências para além do conhecimento teórico/técnico, tendo o autoconhecimento papel central neste processo, culminando com mudanças de comportamento na vida pessoal e profissional. Salienta-se a relevância do THS em cursos de graduação na área da Saúde, pelo contexto da relação profissional-paciente. / Beyond learning of basic and technical knowledges, promote social competence and interpersonal abilities of undergraduate students from health area becomes fundamental to the development of healthy and productive relationship in the academic context and in the direction of care. The Social Skills (SS) field, an Psychology area, has provided grounds from assessment methodology of social repertoire, even the Social Skills Training programs (SST) in educational contexts. Currently, It is increasing the interest in qualitative research in Health encompassing the universe of meanings, reasons, beliefs, values and attitudes, corresponding to a deeper area of human relationships. Objectives: Investigating from the qualitative point of view of the SST program with university students, offered by the Psychology (III) discipline in the speech therapy course; describe the potentialities and difficulties of the SS repertoire according to the self-perception of the university students; identify the perceived gains from the university students throughout the SST program; analyze the relationship between the SST with the self-knowledge in interpersonal relations and professional-patient relationship. Methods: 22 undergraduate students participated this research, aged between 19 and 21 years of both genders, who attended the second year of Speech-Language Pathology course from an undergraduation school of São Paulo State. Were applied qualitative approach and content analysis from the reports produced by the undergraduate students on the 1st, 8th and 15th SST meetings and the summaries (8th and 15th). Results: Three themes have been identified for analysis: \"The importance of theoretical/technical knowledge for the Speech-Language Pathologist training\", \"the importance of the SST in the academic context and for clinical practice\" and \"Evaluation of university students about the effects of the SST\". As regards the theoretical/technical knowledge, the reports showed the importance that this is developed continuously, valuing the employed active methodologies. As for the training, the participants have described increased prevalence of potentialities and difficulties of assertive abilities in interpersonal relationships in the academic context. It was also pointed greater difficulty of empathy with colleagues and communicating with professors. In the professional context, the difficulties permeated the anxiety of public speaking and be assertive when working in a group. As to the identified gains, prevailed the assertiveness with the two parties involved in this research; however, all the social abilities had positive considered results in two contexts, highlighting the empathetic communication with patient as a facilitator of the therapeutic process. The SST was evaluated positively, because it allowed the identification of potentialities, difficulties and gains in the SA repertoire at the academic context, being appointed as a form of preparation for clinical practice, promoting the self-knowledge, the development of socially skillful behaviors and the generalization to other contexts. Conclusion: the insertion of the SST on vocational training of university students in speech-language pathology showed promising to expand the abilities repertoire and competencies in addition to the theoretical/technical knowledge, having the self-knowledge central role in this process, culminating with behavioral changes in personal and professional life. Emphasises the relevance of the SST in undergraduate courses in the Health area, in the context of the professional-patient relationship.

Gyvenant permainų visoumenėje vis daugiau dėmesio skiriama jaunuolių socialinių įgūdžių ugdymui. Socialinių įgūdžių ugdymas padeda asmeniui prisitaikyti socialinėje aplinkoje ir kartu gerinti aplinkos sąlygas siekiant užtikrinti sėkmingą asmenybės funkcionavimą. / In the society of changes the training of social skills is paid more and more attention. The training of social skills helps the person to conform in a social environment and to improve the surrounding in order to warrant successful work.