An Investigation Of The Effectiveness Of An Abbreviated Social Skills Training Program Targeting Relational Aggression In Middle School Students
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An Investigation Of The Effectiveness Of An Abbreviated Social Skills Training Program Targeting Relational Aggression In Middle School Students
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Author : Mallory Ann Coleman
language : en
Publisher:
Release Date : 2011
An Investigation Of The Effectiveness Of An Abbreviated Social Skills Training Program Targeting Relational Aggression In Middle School Students written by Mallory Ann Coleman and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with categories.
Research And Practice In Social Skills Training
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Author : A.S. Bellack
language : en
Publisher: Springer Science & Business Media
Release Date : 2013-11-11
Research And Practice In Social Skills Training written by A.S. Bellack and has been published by Springer Science & Business Media this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-11-11 with Science categories.
It is perhaps trite to refer to human beings as social animals, but never theless it is true. A substantial portion of our lives is spent in interactions with other people. Moreover, the nature, quality, and quantity of those interactions have a tremendous impact on behavior, mood, and the adequacy of adjustment. Faulty interpersonal relationship patterns have reliably been associated with a wide variety of behavioral-psychological dysfunctions ranging from simple loneliness to schizophrenia. Most "traditional" analyses of interpersonal failures have viewed them as consequences or by-products of other difficulties, such as anx iety, depression, intrapsychic conflict, or thought disorder. Con sequently, remediational efforts have rarely been directed to interper sonal behavior per se. Rather, it has been expected that interpersonal relationships would improve when the source disorder was eliminated. While this model does account for some interpersonal dysfunctions (e.g., social anxiety can inhibit interpersonal behavior), it is not adequate to account for the vast majority of interpersonal difficulties. In fact, in many cases those difficulties either are independent of or underlie other dysfunctions (e.g., repeated social failure may produce depression or social anxiety).
Middle School Girls Relational Aggression
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Author : Lauren Perrish Plant
language : en
Publisher:
Release Date : 2014
Middle School Girls Relational Aggression written by Lauren Perrish Plant and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with categories.
The teachers in this action research study examined the problem of relational aggression at Whirlwind Academy. Relational aggression can be defined as the purposeful manipulation of peer relationships with the intent to cause harm. Associated behaviors may include social exclusion, gossip, clique-forming, and cyber bullying. The nine teachers analyzed middle school girl behaviors to identify relational aggression, effective relational aggression intervention, and their own confidence to intervene. In addition to the teachers' collaboration, they met twice with a panel of seven middle school girls to better understand the students' first-hand experiences with the problem. This action research process enabled the teachers to self-reflect about their own experiences with relational aggression and how their personal histories influenced their practices as teachers. By the conclusion of the study, the teachers had changed their identification of relational aggression among their girls at Whirlwind and preventative interventions. They reported that they needed additional support by the school administration to feel confident enough to change their reactive interventions in a sustainable way. This action research process may be duplicated with other teachers or schools to facilitate site-specific relational aggression intervention training.
The Effects Of Teacher Directed And Peer Directed Social Skills Training On The Social Interaction Skills Of Middle School Students With Serious Emotional Disturbances
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Author : Concepcion Ortiz Blake
language : en
Publisher:
Release Date : 1999
The Effects Of Teacher Directed And Peer Directed Social Skills Training On The Social Interaction Skills Of Middle School Students With Serious Emotional Disturbances written by Concepcion Ortiz Blake and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1999 with categories.
Abstract: Aggressive behaviors of students are increasingly a primary concern for both teachers and parents. One means for addressing this problem is to teach students social skills that will enhance socially appropriate behaviors. Previous studies have shown that teaching students with aggressive behaviors specific social skills will provide alternative positive behaviors (e. g., Dunlap & Childs, 1996; Middleton, 1994; Middleton & Cartledge, 1995; Moore, Cartledge, & Heckaman, 1995; Walker, 1998). The purpose of this study was to further investigate the effects of social skills training on the social interaction skills of students with challenging behaviors and examine the effects of teacher-directed and student-directed instruction. In this study the researcher used direct instruction procedures to systematically teach specific social skills to 12 elementary-aged students with serious emotional disorders (SED) in a small group setting. Immediately following the instruction a 18-minute observation was made of the students. Increases in frequency of appropriate behaviors were exhibited by the students during the two intervention phases for all three targeted behaviors, compared to baseline conditions. These increases indicate that the curriculum- based, teacher-directed, and peer-directed social skills instruction was an effective strategy for students with SED in this study. The change in behavior was replicated at each level in the multiple baseline design.
The Design Of A Relational Aggression Prevention Program For 6th Grade Female Students
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Author : GraceAnn Furnari
language : en
Publisher:
Release Date : 2011
The Design Of A Relational Aggression Prevention Program For 6th Grade Female Students written by GraceAnn Furnari and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with Aggressiveness in adolescence categories.
Relational aggression is the use of ostracism, manipulation of social relationships, rumors, and gossip with the intent to injure or manipulate a relationship (Young, Boye, & Nelson, 2006). Relational aggression (RA) and bullying have become problematic for many schools (National Association of School Psychologist, 2010). The National Education Association website reports that six out of ten American teenagers witness bullying in school at least once a day. Additionally, 86% of girls report experiencing harassment in school. Victims of relational aggression experience depression, loneliness, anxiety, peer rejection, and school avoidance (Card & Hodges, 2008; Crick, Casas, & Nelson, 2002; Yoon, Barton, & Taiariol, 2004). This dissertation explores the literature concerning relational aggression in the context of gender, developmental stage, social networks, popularity, and gender socialization. The purpose of this dissertation is to design and develop a program to help prevent relational aggression and assist girls already dealing with relational aggression. The program is designed for a target population of sixth grade female students in a public suburban elementary school. The program is based on a needs assessment conducted in the elementary school. The needs of the target population in the Socialization Domain were assessed with both a self-report and a peer nomination tool. The needs assessment revealed that 72% of the girls in the sixth grade class were nominated by their peers as being relationally aggressive. Additionally, girls who were nominated as being relationally aggressive also reported being victimized by relationally aggressive peers. The program consists of 12 lunchtime sessions that focus on awareness and identification of relational aggression and enhancing social and emotional learning skills such as assertiveness, effective communication, and social problem solving. This dissertation includes lesson plans and handouts. Finally, limitations and implications for school psychology are discussed.
The Design Of A Lunchtime Relational Aggression Prevention Program Targeting Elementary School Aged Females
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Author : Lauren Brooke Elkinson
language : en
Publisher:
Release Date : 2009
The Design Of A Lunchtime Relational Aggression Prevention Program Targeting Elementary School Aged Females written by Lauren Brooke Elkinson and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2009 with Aggressiveness in children categories.
Aggression, in all of its forms, is a growing problem in today's schools. Relational aggression, the attempt to harm another person through manipulation and damage of relationships with others, is a specific form of aggression that is not only increasingly prevalent, but also undertreated (Crick & Gropeter, 1995). Children gossip about peers, exclude each other from activities, and engage in name-calling, among other relationally aggressive behaviors. Females are more likely to engage in this behavior; males tend to engage in more physically aggressive behaviors (Yoon, Barton, & Taiariol, 2004). While frequently dismissed by teachers and administrators as "typical" childhood behavior, studies have shown that relational aggression can be as harmful as physical aggression (Bauman & Del Rio, 2006; Yoon et al., 2004). The purpose of this dissertation is to design and develop a classroom program for a central New Jersey public school to be implemented with third to fifth grade female students during lunch, an unstructured time of day during which children often engage in relational aggression with peers. The program is based on a thorough needs assessment conducted in the middle school for which the program is being designed (Maher, 2000). The program design also relies on Dodge's (1986) Information Processing Model as a foundation for its design (Lochman & Dunn, 1993). The needs assessment examined students' peer relationships and students' bullying behaviors through student and teacher questionnaires. The program consists of ten classroom-based lessons that address bullying, relationship skills, anger management, and problem solving. The other part of the program is a teambuilding component for implementation during lunch and recess. The dissertation includes detailed lesson plans as well as session outlines for teambuilding activities. Also included are introductory lessons, which provide school personnel with a clear lesson for introducing each component of the program to students. Finally, the limitations of the program, implications for the program's use, and future directions are also discussed.
Application Of The Rational Emotive Behaviour Approach In A Social Skills Training Programme In A Secondary School In Hong Kong
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Author : Mei-Ling Cheng
language : en
Publisher:
Release Date : 2017-01-26
Application Of The Rational Emotive Behaviour Approach In A Social Skills Training Programme In A Secondary School In Hong Kong written by Mei-Ling Cheng and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-01-26 with categories.
This dissertation, "Application of the Rational-emotive Behaviour Approach in a Social Skills Training Programme in a Secondary School in Hong Kong" by Mei-ling, Cheng, 鄭美玲, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3196283 Subjects: Rational-emotive psychotherapy - China - Hong Kong - Case studies Social skills - Study and teaching (Middle school) - China - Hong Kong Junior high school students - China - Hong Kong - Psychology
The Effects Of The Accepts Social Skills Training On The Aggressive Behavior Of Elementary Grade 2 Students
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Author : Pauline Haroutioun Nadjarian
language : en
Publisher:
Release Date : 2000
The Effects Of The Accepts Social Skills Training On The Aggressive Behavior Of Elementary Grade 2 Students written by Pauline Haroutioun Nadjarian and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2000 with categories.
A vast amount of research exists on the effect of social skills training on aggressive behavior. The current study investigated the effect of social skills training using the ACCEPTS program on the frequency of aggressive behavior of Grade 2 students in Eastwood College. Aggressive behavior was measured by the frequency recordings through behavioral observations during the pre-training and post-training phases for both the experimental (n=23) and the control (n=20) groups. The experimental group was the section of Grade 2 in Mansourieh campus, while the control group was the section of Grade 2 in the Kafarshima campus of Eastwood College.--An analysis of variance did not show significant differences between the experimental and control groups prior to the onset of the training. An analysis of variance showed significant differences in the post-training phase, thus showing a significant treatment effect. Moreover, teachers were asked questions about the quality of their students' social interactive behaviors. Teachers* descriptions were analyzed in terms of the trained social skills. Results were discussed and recommendations for future research were proposed.
Appraisal Of Middle School Students Participation In A Social Skills Training Program
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Author : Jamilah Muhsinah Hamidullah
language : en
Publisher:
Release Date : 2011
Appraisal Of Middle School Students Participation In A Social Skills Training Program written by Jamilah Muhsinah Hamidullah and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with categories.
This study examines middle school students who participated in a social skills training program to reduce inappropriate behavior. For various reasons, children may not be taught appropriate social skills at home and misbehave socially. Given this apparent deficit, schools can serve these students by supplementing social skills training at school. This study explored the following research questions: (1) Does the social skills training program change the inappropriate behavior of students and in what ways? (2) What are the experiences and perceptions of the students who participated in the social skills training program? the researcher used a phenomenological research design to construct and interpret the data. Ten students participated in the study. Pre- and post-intervention data were gathered through a semi-structured interview format. Students answered pre-intervention interview questions, participated in the Skillstreaming social skills training, completed social skills assignments, and answered questions. Using Lichtman's (2006) three stage coding method data were collected. the findings indicate that this intervention positively affected behavior among participants. Data based on students' experiences indicated that social skills training reduced inappropriate behaviors and improved social competence. When students are allowed to provide feedback based on their experiences future social skills training programs can be designed to be more beneficial. A major limitation was the lack of presentation of open-ended interview questions. the lack of open ended questions as well as participants' failure to reflect fully on their experiences prevented richer interpretation of the data.
Girlss
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Author : Joni D. Splett
language : en
Publisher:
Release Date : 2012
Girlss written by Joni D. Splett and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with Electronic Dissertations categories.
Relational aggression has quickly become a serious issue in schools. In response, school professionals have sought and developed interventions despite a dearth of empirical examination and support. The current study bolsters this area by examining the initial efficacy of GIRLSS, an intervention developed over multiple iterations incorporating the feedback and perspective of involved schools. GIRLSS is a 10-week school-based group counseling, parent training and parent phone consultation intervention based on cognitive behavioral strategies and social learning theory. The current study used a randomized, pretest-posttest design with assignment to either a GIRLSS intervention group (N=22) or a waiting list control group (N=12). Results of multiple regression analyses found that participation in the intervention group significantly predicted reduced levels of school counselor-reported relational aggression reported. Participation in the intervention group also significantly predicted increased knowledge of relational aggression and the GIRLSS curriculum. Increased understanding mediated the relationship between teachers' pretest and posttest report of participants' relationally aggressive behaviors. However, no significant effects were found on proposed secondary outcomes or participants' self-report of RA. Limitations of these findings are discussed, including a small sample size, novel referral and recruitment procedures, and the validity of some outcome measures. Future research should seek to improve GIRLSS in collaboration with interested schools and utilize more sophisticated, feasible and valid recruitment and measurement procedures.