Describes application of techniques for structuring interchange and feedback process in adolescent psychotherapy groups, including random assignment of "roles" for each member during sessions, "parent hot seat" exercises, group goal booklets, and negotiation exercises. Techniques discussed have proven helpful in ensuring effective group…

Defines social skills and reviews recent advances in the assessment and classification of children's social skills. Notes that social skills have been shown to be critical prerequisites to academic and interpersonal success, making knowledge of advances in the evaluation of social skills essential to functioning of school counselors. (Author/NB)

Presents coding manual developed from communication skills program which offers rating system for face-to-face talk processes derived from response mode framework proposed by Goodman and Dooley (1976). Major sections of manual correspond to six major response modalities. Within each major mode, subcategory is defined and examples are offered.…

Reports schoolwide social skills assessment and training model including two-gate student identification procedure (in-class social skills training for all students and small group intensive training for at-risk target students). Model is directed at reducing future serious problems by addressing identified difficulties early. Notes that of…

Sees deficits in social-cognitive skills as major problem for many offenders. Outlines development of computer-based software package designed to support existing life-skills training programs. Notes program is based on extensive field data collected from life-skills instructors. Describes data and model upon which product is based along with…

Developed interpersonal skills training program and conducted study to investigate effect of training program on self-reported conflict resolution styles of eleventh grade students (49 participants, 50 controls). At posttest, trained females (n=22) reported using significantly more nonconfrontational strategies than nontrained females (n=21).…

Challenges inhibiting forms of individualistic competition and presents use of cooperative learning as an effective method for conflict resolution and interpersonal skill building. Sees cooperative approach for classroom use as both developmental and ongoing. (Author/NB)

Notes that troubled children and youth often lack specific skills that are prerequisites for development of conscience and prosocial orientation. Describes how Boys' Town Model of teaching concrete interpersonal skills serves to empower youth with new options for prosocial behavior. Contends that once in possession of expanded repertoire of…

Competencies necesary for the interaction of hearing impaired students in a group setting are discussed. Areas explored include attending skills, skills for spontaneous interaction, strategies for clarifying communication, and social skills. (PHR)

Group behavioral social skills training was more effective than the control condition in increasing positive social behavior, attention to the transaction, and degree of empathy. It was also more effective in decreasing negative social skill behavior. (Author)

Describes the advantages of the skills training model and the concept of bicultural competence as applicable to a wide range of problem areas particularly relevant to American Indian people. Provides a guide for social competence in which this population is able to meet the general demands of cultural adaptation. (LLL)

By focusing on the client's psychosocial and vocational problems in a group setting, the skills requisite to rehabilitation can be adequately developed. Structured Experiental Training, a group model using the principles of goal involvement, enhances clients' ability to take responsibility and become more active in their own rehabilitation.…

Counseling skills of concreteness enable clients to get a more specific awareness of their present problems and develop more functional strategies for taking action. A conceptual framework for recognizing and eliciting client material that needs to be explored concretely is presented. (Author)

This model for facilitating the development of prehelping skills is a viable model of service delivery. If prehelping skills of attending, observing, and listening are not taught systematically, the development of skills involved in responding, integrative understanding and facilitating action become increasingly difficult. (Author)

Areas of social behavior are reviewed in terms of the increasing emphasis on mainstreaming and normalization for children with special needs and the resulting concerns of psychologists and educators with the social interaction difficulties of learning disabled children. These areas of social behavior that contribute to a child's peer interactions…