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Hashmi, Salim; Vanderwert, Ross E.; Paine, Amy L.; Gerson, Sarah A. – Developmental Science, 2022
Doll play provides opportunities for children to practice social skills by creating imaginary worlds, taking others' perspectives, and talking about others' internal states. Previous research using functional near-infrared spectroscopy (fNIRS) found a region over the posterior superior temporal sulcus (pSTS) was more active during solo doll play…
Descriptors: Toys, Play, Social Cognition, Interpersonal Competence
Noor-i-Kiran Naeem; Christine Phiri Mushibwe – Discover Education, 2025
In the evolving landscape of digital education, fostering digital resilience among students navigating social media platforms has become crucial. This scoping review, guided by the revised Arksey and O'Malley protocol, aims to identify and evaluate strategies employed by students to develop digital resilience within educational contexts on social…
Descriptors: Electronic Learning, Resilience (Psychology), Higher Education, College Students
Alexander, Kimberly; Vermette, Paul – Excelsior: Leadership in Teaching and Learning, 2019
The New York State Education Department (NYSED) adopted a set of three standards for social and emotional learning (SEL) in August 2018. In doing so, they have paved the way for explicit instruction in and assessment of 21st-century skills. The three-goal framework selected by NYSED (2018) is modeled after the five competencies of the…
Descriptors: Social Emotional Learning, Academic Standards, State Standards, Cognitive Processes
Graham, Sandra E.; Diez, Mary E. – Journal of Character Education, 2015
Character development in higher education is a complex process. This process has often been delegated to a single course on ethics or courses on religion. The authors of this article pose an alternative higher educational process whereby character development is rooted in a series of abilities that are contextualized throughout the entire…
Descriptors: Higher Education, Values Education, Undergraduate Students, Guidelines
Corbett, Blythe A.; Key, Alexandra P.; Qualls, Lydia; Fecteau, Stephanie; Newsom, Cassandra; Coke, Catherine; Yoder, Paul – Journal of Autism and Developmental Disorders, 2016
The efficacy of a peer-mediated, theatre-based intervention on social competence in participants with autism spectrum disorder (ASD) was tested. Thirty 8-to-14 year-olds with ASD were randomly assigned to the treatment (n = 17) or a wait-list control (n = 13) group. Immediately after treatment, group effects were seen on social ability,…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Interpersonal Competence
Ellis, Alan Reid – ProQuest LLC, 2012
Early aggression is a problem in its own right and a risk factor for further developmental problems. Although both effortful control and social information processing (SIP) skills are negatively associated with aggression and are targeted by aggression prevention programs, little is known about the relation between them or about their joint…
Descriptors: Aggression, Grade 3, Grade 4, Elementary School Students
Conner, Natalie W.; Fraser, Mark W. – Research on Social Work Practice, 2011
Objective: The purpose of this study was to pilot test a multicomponent program designed to prevent aggressive behavior in preschool children. The first program component was comprised of social-emotional skills training. It focused on improving the social information processing and emotional-regulation skills of children. The second component was…
Descriptors: Neighborhoods, Intervention, Aggression, Caregivers
Peace Corps, 2013
The "Life Skills and Leadership Manual" is designed to be used by Peace Corps Volunteers and their counterparts who work with youth worldwide to develop the knowledge, skills, and attitudes integral to three Youth in Development sector competencies: (1) Support healthy lifestyles and prepare youth for family life; (2) Prepare youth for…
Descriptors: Voluntary Agencies, Volunteers, International Organizations, Daily Living Skills
Dyson, Ben P.; Linehan, Nicole Rhodes; Hastie, Peter A. – Journal of Teaching in Physical Education, 2010
The purpose of this study was to describe and interpret the instructional ecology of Cooperative Learning in elementary physical education classes. Data collection included a modified version of the task structure system (Siedentop, 1994), interviews, field notes, and a teacher's journal. T-tests of the quantitative data revealed that instruction…
Descriptors: Physical Education, Cooperative Learning, Skill Development, Teaching Methods
Feng, Hua; Lo, Ya-yu; Tsai, Shuling; Cartledge, Gwendolyn – Journal of Positive Behavior Interventions, 2008
The authors investigated the effects of a theory-of-mind (ToM) and social skill training program on the ToM assessments and social interactions of a sixth-grade high-functioning student with autism. A multiple probe design across behaviors and settings was conducted to evaluate the training program on the participant's learning outcomes. The…
Descriptors: Intervention, Autism, Interpersonal Competence, Cognitive Processes
Zyromski, Brett; Joseph, Arline Edwards – Journal of School Counseling, 2008
Empirical research suggests a correlation between Cognitive Behavioral Therapy (CBT) interventions and increased academic achievement of students in middle schools. An argument was presented for utilizing CBT intervention within the delivery system of comprehensive school counseling programs in middle schools; specifically in individual…
Descriptors: Middle School Students, Academic Achievement, Cognitive Restructuring, School Counseling

Jackson, Eugene – Journal of Humanistic Education and Development, 1986
Examined the relationship between cognitive labeling of affect and demonstrated empathy among 60 college students. Results indicated internal empathy exerted an indirect effect on socially demonstrated empathy through the intervening effects of labeling mood. (Author/BL)
Descriptors: Cognitive Processes, College Students, Empathy, Higher Education

Hodgson, James W. – Journal of Counseling Psychology, 1981
Studied matched groups of depressed college students who were treated by behavioral-interpersonal and cognitive treatments, each under two conditions. Both kinds of treatment proved more effective than no treatment, with some evidence of superiority of the behavioral-interpersonal approach. (Author)
Descriptors: Cognitive Processes, Comparative Analysis, Counseling Techniques, Depression (Psychology)
Beutler, Suzanne A. – 1976
This paper attempts to show a one-to-one relationship between the various activities involved in dramatic interpretation and specific language arts skills: reading, writing, speaking, and listening. The skills listed in this model reflect both the cognitive and the affective domains and include concentration, perception, factual recall,…
Descriptors: Affective Behavior, Cognitive Processes, Communication Skills, Drama
Chadsey-Rusch, Janis – 1990
This paper proposes a definition of social skills in order to operationalize the components that need to be considered when teaching social skills to individuals with mental retardation in employment settings. It also presents current approaches to teaching social skills in employment settings. Social skills are defined as goal-oriented,…
Descriptors: Adults, Cognitive Processes, Definitions, Employees
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