Reviews number of social difficulties facing black families (delinquency, addiction, welfare dependence, family dissolution, unwed parents, school failure) and problems specific to black males. Describes activities undertaken by Male Responsibility Program (MRP) of Detroit (Michigan) Urban League, which works to develop culturally specific…

Discusses one form of group interpersonal-skill training, relationship-enhancement (RE) therapy, which was offered to patients and staff as a pilot program. Patients and staff found learning RE behaviors and skills to be beneficial to their communication and helpful in improving their relationships. (Author/GCP)

Examines the functions of the three basic response forms in Japanese: "hai,""ee," and "un." Frequently, the distinction between them is described as politeness vs. formality. Shows that the difference among the three forms lies also in their functions. (Author/VWL)

Suggests that, although pragmatic theory is like grammatical theory in that it seeks full explicitness and is pitched at the level of subpersona systems, it is unlike grammatical theory in that it is an account of performance mechanisms rather than of knowledge systems (competence). (Author/VWL)

Investigates reports of empirical research designed to increase the social interaction skills of preschool children with autism. This research generally involved the training of typically developed children to interact with children with autism; only one study focused training on the child with autism. (MKA)

Describes the rule structure within which 3- to 5-year-olds operate as they develop social pretend skills. Identifies implicit and explicit rules supported with narrative excerpts. Explicit rules include having a leader who suggests the plot, asking to play, taking a role in the pretend sequence, and playing fairly. Implicit rules include…

Examines empathic responding skills among counselors-in-training across three training tracks (community, school, school add-on certification). Suggests there are little variations in empathic responding, a basic element in counselor education training. Empathic responding scores did not differ among four universities involved. Suggests improving…

Examines the extent to which assertiveness and related social skills, personal competence, and refusal efficacy predict alcohol involvement in adolescents. Males were at higher risk for poor refusal skills and reported higher alcohol involvement. Youth characterized by poor social skill development reported lower refusal efficacy, lower grades,…

Examined the classification agreement of risk status across alternative behavior rating methods for 80 preschool children and their teachers and studied target behavior selection. Compared the Social Skills Rating System (F. Gresham and S. Elliott, 1990) to a structured teacher interview. Overall, classification agreement in each comparison was…

Examines social and academic competence of 157 secondary school students. Results show a significant interaction effect for academic effort, academic subject, and academic achievement. Argues that the contrasting correlations between academic and social competence may be explained by the various operationalizations of social competence.…

An intervention had three phases: (1) a worker who was taught instructional skills then taught a disabled worker a new task; (2) the nondisabled workers encouraged others to interact with the disabled worker; and (3) the disabled worker was taught appropriate conversational exchanges. Coworker instruction alone did not increase the disabled…

Data from 58 nursing students and 19 teachers evaluated an alternative curriculum that integrates problem-based learning with training in planning and social skills and reflection on learning. Compared to prior students, those in the new program appear more capable of reflecting on knowledge. Application of theory to practice needs improvement.…

Agricultural educators must promote the development of interpersonal skills as part of being employable to help students become successful in the workforce. The development of these skills can be included in classroom instruction, through supervised agricultural experiences, and through participation in Future Farmers of America activities.…

Companies are focusing on training supervisors before promotion. Content of such training typically includes interpersonal skills; the art of day-to-day supervision; and the management perspective on company mission, philosophy, and goals. (SK)

The development of two types of interpersonal understanding, reflecting an increasing ability to take others' perspectives, negotiations, and shared experiences, is examined as a basis for classroom assessment of children's interpersonal understanding. A classroom conflict is used to illustrate how knowledge of this development helps teachers to…