Social Skills Training (SST) for Students

August 12, 2020Ayesha Azhar, MS-CGEC/Semester II 1

Ayesha Azhar
MS-Child Guidance & Educational
Counseling (CGEC)
(Semester II)(Aug, 2020)
*
Clinical Psychology Unit
Department of Psychology
Govt. College University,
Lahore., Pakistan
Course: Placement-Case Report-II (CPSY-7211)

*
Social Skills (SS)
1. Introduction
2. Assessment Tools for Social Skills
3. Techniques & Activities for SST
4. References
5. Q&A
Social skill training

*

*
*...a set of learned abilities that
enable an individual to interact
competently and appropriately in
a given social context. (APA, 2001)
*...the behaviors, verbal and non-
verbal, that we use in order to
communicate effectively with
other people.
SST-Introduction

*“Effectiveness of social skills” is called
“social competence” i.e. The ability to deal
social communications effectively after
evaluating diverse social situations in order
to adopt the most congruent social behavior
to form and sustain healthy relationships.
*Social Competence is also called
“Social-Emotional Health”.
SST-Introduction

*
* It is a cognitive-behavioral approach that
works to help people improve their social
skills (interpersonal relations), so they
can become socially competent.”
(APA,2020).
* It is a kind of therapy, both individual
or group, can be used for the people
who are in need of controlling
social resistance (inhibition) or
social ineffectiveness.
SST-Introduction

*
Nature
Verbal
Non-Verbal
Level
Basic
Complex
SST-Introduction
(Spence, 1983).

*
*Basic spoken language, conversational
and listening skills having:
 Amount of speech
 Quality of speech
(sound pitch, clarity, pitch)
 content of Speech (topic, material,
questions, clarity, repetitions, interest)
 fluency, stuttering/stammering,
response-latency
(Spence, 1983, Pp.9-14).
SST-Introduction

Eye contact body-
gestures,
kinesics / Body
movements
Facial
expressions
Smiling,
laughing
maintaining
space
(proxemics)
Shaking
hands, Touch
Appearance Nodding head
Physiological
Changes.
Frowning Crying, Yelling,
Weeping
(Spence, 1983, Pp.9-14).
SST-Introduction
*

*
*...are the simplest aspects of verbal &
non-verbal skills.
* For instance:
 Eye-contact,
 voice quality,
 body gestures,
 smiling etc.
(Spence, 1983, Pp.9-14).
SST-Introduction

*
*These are the combination and interplay of
many basic skills to be used in a specific
social context.
*For instance:
Interview Skills, Teaching, Delivering
speech, debating, handling bullying or
aggression, handling criticism or apologizing
behavior, Professional dealing, interaction
with strangers
(Spence, 1983, Pp.9-14).
SST-Introduction

*
* Communication
* Cooperation
* Assertion
* Responsibility
* Empathy
* Engagement
* Self Control
(Elliott, n.d.).
SST-Introduction

*
(Combs & Slaby, 1998; Elliott, n.d.)
Listening to others Using good manners
Making an eye-contact Asks for Help
Follows Classroom Rules Follow others’ directions
Managing Time Sharing things
Cooperates With Others Working in groups
Ignores Peer Distractions Takes Turns in Conversations
Shows Kindness to Others Co-operating & helping others
Acts Responsibly With Others Respect to other’s personal space
Keeping hands to themselves Controls Temper in Conflict Situations
Answering questions of teacher Healthy interaction with teachers
SST-Introduction

https://www.pinterest.com/pin/296885800436171584/#:~:text=Saved%20from%20teacherspayteachers.com

*
*Assess your own social skills
*What type of social skills you
use/like the most and why ?

*
*Recognizing emotions in others
*Effective communication
*Conflict resolution
*Self-regulation of emotions
*Social problem solving
*Acceptance and tolerance for others
*Healthy assertiveness
SST-Introduction

*
*Social skills,
problem behaviors,
and academic
functioning are
interrelated.
SST-Introduction
https://www.tes.com

*SST enables children to have an integrated-
functioning in between all the three components
of social interaction i.e. thinking, feeling and then
behaving or doing
(Bellini, 2008 as cited in FDLRS, 2011)
SST-Introduction

*Social Skills are the
Foundation for Academic
Success!
*Students who are socially
skilled spend more time on
task and more time helping
others. As a result, learning
time goes up, classroom
problem behavior goes down,
and achievement increases.
(Elliott, n.d.).
SST-Introduction

*
Assessment
Differentiate:
Competence,
skill,
performance
choosing
Intervention
Implementing
Intervention
Evaluation of
progress
Social skill training
(FDLRS, 2011)

*

*
*Think about behavioral observation,
semi-structured interview &
subjective ratings of your any client
in recent placement and assess
his/her social skills
Assessment for SST....

*

*
* The staff (teachers, school counselor, school-
nurse etc.) can provide valuable information
about the client’s social behavior.
* Information gathered through structured tests
and questionnaires seems to be more reliable
and it becomes easier for the staff to reply
objectively.
i. Social Behavior at school (age 5-10 years)
ii. Staff Questionnaire on social behavior”
(adolescents)
iii.School Social Behavior Scales (SSBS-2)
(Spence, 1983, p.19-22)
(Merrell, 2002)

i.
* For younger children aged 5-10 years studying
in any regular school
* 42-Items (in English) with 3-responses i.e. “Yes
/ No / if Yes in what way”
* designed to be used with the client’s regular
teachers (observe closely)
* Information about certain behavior problems
and social differences at school
(Spence, 1983, p.19-22)

(Spence, 1983, Pp. 21-22)
Assessment of SST....

* Designed to check relationships of the client
with peers, staff and general social behavior
in adolescents, High/higher secondary school
students
* Includes both basic and complex skills
* 24 items each with a five point rating scale
(in English)
* One (25th) item with a ten point rating scale
of general social performance
* No. of items are:
ii.
Peer relationship=8 Staff relationships= 7 G. Social Behavior = 9

(Spence, 1983, Pp. 19-20)

iii
*Designed to assess social competence and antisocial behavior
of children and adolescents aged 5-18 years during their school
time
*Teachers or other administrators who are in close contact with
the client are asked to fill this scale
*Two subscales:
•Scale-A: Social Competence Sub-scale. 32 items with three
further sub-scales: Academic-Behavior Relations with Peer,
Self-Management/Self-Compliance,
•Scale-B: The Antisocial Behavior Sub-scale. 32 items with
three subscales: Hostile/Irritable, Antisocial-Aggressive, and
Defiant/Disruptive. (Alfonso et al., 2007; Merrell, 2002)
(Merrell, 2002)

*
* List of Social Situation Problems” assess elder
students’ (adolescents’) difficulties in social settings
both inside and outside school/institution.
* Age range of students 10 years to 16 years
* A list of sixty (60) social situations with “yes/no response
* Items may be read aloud as simple as possible
* Requisite modifications and alterations may be made
according to needs/norms of different societies/cultures
* Through this questionnaire, complex social skills may be
identified that need Social training (SST).
(Spence, 1983)

*
*a test-series to assess problem areas in emotional perception of
the client with the help of: Facial expressions; Cues of postures ;
Cues of Gestures; Cues of voice; Speech-content
*first identify the client’s emotional responses through role-playing
in which the characters play a mixture of emotional cues.
*If the client shows some difficulty to identify the expressed
emotions, then these tests may be used. Four tests:
i. Test of perception of emotion from facial expression
ii. Test of perception of emotion from posture cues
iii.Test of perception of emotion from voice quality cues
iv. Test of perception of emotion from gesture cues
Spence (1983. 35-41)

(FDLRS, 2011, slide # 17)

*
*Think about your any client and Fill
“Staff Questionnaire on social
behavior (adolescents)” (24 items )
to assess his/her social skills

*

*The next stage is to differentiate between the
client’s actual social competence in real social
world, level of acquisition of required skill and
deficits/problems in his/her performance.
*Skill Acquisition Difficulty means that the client
does not possess the skill and cannot successfully
perform the skill.
*Performance Difficulty means that the person
has the skill but does not perform the skill due to
certain factors.
*Thus the aim of social skills training is to
promote skill acquisition and to enhance social
performance
Stage 2: Determine....
(FDLRS, 2011)

(FDLRS, 2011, slide 20)
Stage 2: Determine....

*

* Behavior Skills Training (BST)(Miltenberger, 2008; Spence, 1983)
*Transactional Analysis techniques (Burne, 1961, 1964)
*Basic Communication Skills Training (Kehoe, 2011).
*Interpersonal Skills Training (Heath and Bryant, 2000)
*Problem Solving Skills Training (Goldfried & Davision, 1976)
*Cognitive Behavior Play Therapy (Knell, 1998)
*Assertiveness Skills Training (Salter, 1961)
*Miscellaneous techniques
*Islamic concept/model of Social Skills
Stage 3: Interventions/Techniques of SST....

*
*Behavioral skills are interpersonal,
self-regulatory, and task-related
behaviors that connect to successful
performance in education and
workplace settings (Elchert et al., 2017).
*BST comes from a behavioral background.
It is an empirically supported training
package that designed to overcome
clients’ deficits/problems in behavior
skills.
Stage 3: Interventions/Techniques of SST....BST

*BST training focuses on the
specific deficient components
(knowledge, proficiency,
discrimination, or motivation)
that are maintaining the client’s
problem.
*BST procedures are typically
used to teach skills that can be
simulated in a role-play context.
(Miltenberger, 2008; Spence, 1983)

*

i.
*First of all, target behavior is selected, then instructions
are given and initial discussions are made on it (Sprense, 1983, p.43)
*Instructions means verbal, written or both description of
the target behavioral skill, its importance or rationale, and
when and when not to use the skill. Repeat this step as
necessary (Fazal, 2015)
*Instruct, define, and describe the appropriate behavior for
the learner.
*To be most effective, instructions should be specific &
should describe exactly the behaviors that are expected
from the learner
Stage 3: Interventions/Techniques of SST....(BST)
(Miltenberger, 2008).

* Instructions should also specify the appropriate
circumstances in which the learner is expected
to engage in the behavior.
* Factors may influence the effectiveness of
instruction:
• Level of instructions
• Deliver by credible person
• Rehearsal
• Pair with modeling
• Attention
• Repetition

*With modeling, the correct behavior is
demonstrated for the learner.
*The learner observes the model’s
behavior and then imitates the model.
*For modeling to be effective, the learner must
have an imitative repertoire
*Modeling may be live or it may be symbolic.
*In live modeling, another person demonstrates
the appropriate behavior in the appropriate
situation.
ii.

*With symbolic modeling, the correct behavior is
demonstrated on videotape, audiotape, or possibly
in a cartoon or a movie
*A number of factors influence the effectiveness of
modeling
• Outcome
• Characteristics
• Complexity
• Role Attention
• Repetition
• Generalization
• Rehearsal
• Context of modeling behavior

iii.
*Rehearsal, an important part of BST procedure is the
opportunity for the learner to practice the behavior
after receiving instructions & watching a model
*Factors may influence the effectiveness of rehearsal:
• Rehearsed in the proper context
• Programmed for success
• Reinforcement
• Corrective feedback
• Demonstrations

iv.
*In BST procedures, feedback is specifically defined as
the delivery of praise for correct performance and
further instruction after incorrect performance.
*Feedback involves praise or other reinforcers for
correct performance.
*It may also involve correction of errors or further
instruction in how to improve performance.
*Feedback often amounts to differential reinforcement
of some aspects of the behavior with correction of
other aspects.

*Factors may influence the effectiveness of feedback:
• Immediacy
• Praise
• Descriptive
• Do not be negative
*Reinforcement. In BST, another follow-up support
technique is to provide reinforcement for maintained
performance of a target skill. The careful use of
reinforcement can help maintain desired behavior over
long periods of time (Reed et al., 2018).
*Corrective feedback... if the requisite behavior is not
learnt, then the procedure may be repeated as

*
i. Identify and define the skills you want to teach.
ii. Identify all relevant stimulus situations (SDs) in which
the skills must be used.
iii.Assess the learner’s skills in the stimulus
situations to establish a baseline.
iv. Begin training with the easiest skill or
the easiest stimulus situation
v. Begin a training session by instructing, describing
and modeling the behavior its important aspects.
vi. After the learner hears the instructions and sees the
model, provide the opportunity for rehearsal.

vii.Immediately after the rehearsal, provide feedback
viii.Repeat the rehearsal and feedback
process until the learner has executed
the behavior correctly a couple of times
ix.After success with one training situation, move to
another situation and continue the process of
instructions, modeling, rehearsal, and feedback until
the learner has mastered each skill in each situation
x. Once the learner has mastered all the skills in all
simulated situations during training sessions, program
for generalization to the natural situations where the
skills are needed.

Note: Corrective feedback... if the requisite behavior is
not learnt, then the procedure may be repeated as
(Κρεστενίτης, n.d.)

*
*BST procedures are effective in teaching a variety
of skills to students, special children and all kind
of people to deal:
• Social Skill Deficit
• Self-esteem,
• shyness, low confidence
• Self-Protection
• Abduction Prevention
• Sexual Abuse Prevention
• Fire Emergency Skills
• Management Skills etc.
(Miltenberger, 2008)

*
*Plan BST for a shy student of
class 6 who feels shyness to
interact with other class fellows

*
* TA is a theory of communication
* its main focus is on human interactions
and hence it can be applied in social
skills training, too. For example:
i. Strokes
ii. Ok-ness-life positions
Stage 3: Interventions/Techniques of SST....TA

*i.
 A stroke is a unit of contact or recognition from
one person to another
(Berne, 1971 as cited in Joy, 2013a; MIP, 2020; Steiner, 2003; McLeod, 2010, p.252).
 Whenever we make eye contact with someone,
we acknowledge them and we give them one
unit of recognition, or a stroke (Slathia, 2013)
 Positive or Negative strokes
 Verbal or Non-verbal strokes
 Conditional or Unconditional strokes
 Actual or Symbolic strokes
 Internal or External strokes

(Slathia, 2013, August 16).

(Khandelwal, n.d.).

*Develop a list of Verbal and/or Non-Verbal
strokes that may be given and exchanged in
the following situations:
* Positive strokes:
* At home ………………………….………………
*At work ……………………………………………
*In social life/school ………………………………
*Negative strokes:
* At home ………………………………….………
*At work ……………………………………………
*In social life/school...……………………….…… (MIP, 2017)
*
*

* A basic attitude of acceptance toward
self and others. (McLeod, 2010, p.252)
* related to Analysis of Life Positions
* Life positions represent fundamental
stances a person takes up about the
essential value he
perceives in himself
and others.
ii.

*Think about your own life position
*Discuss with your friend
*How we can change our ok-ness?
*

*
*It is the ability to convey or share ideas and
feelings with others effectively. According to
Kehoe (2011), some basic communication skills
that children can be used to improve their social
skills, are as follows:
i. Prepare what you're going to say.
ii. Be Empathetic/ Emotional acceptance,
iii. Non-verbal Communication Skills.
iv. Active listening
Stage 3: Interventions/Techniques of SST....BCST

Active Listening: It
refers to an act of
mindfully hearing and to
comprehending the
meaning of words spoken
by another Four phases
of active listening
* Clarification.
* Paraphrasing.
* Reflection.
* Summarization.
Stage 3: Interventions/Techniques of SST.... BCST
https://www.pinterest.com/pin/533676624584937307/#:~:text=Saved%20fr
om%20mylemarks.com

August 12, 2020Ayesha Azhar, MS-CGEC/Semester II
68
Training Program for School Children-
Teaching Listening to others (Elliott, n.d)
* It can be implemented directly by the counselor
* or the teachers may be guided to use it in the
class room.
* It is basically group-based intervention.
* The program is planned in following steps:
Tell Show Do
Practice Monitor Generalize

ii. Show- Modeling. The
counselor or Teacher leads,
shows video clips, students use
booklets and role-plays
*Students work in booklet
*Show and discuss positive
video clip and discuss
*Show and discuss negative
video clip and discuss
*Positive example role play
*Negative example role play
i. Tell-“Coaching”. The
Counselor or teacher leads,
students follow in booklet
provided for training:
*Provide learning objective
*Introduce skill via
questions
*Define skill and stress key
words
*Discuss skill importance
*Outline steps to perform
skill

iv Practice- Behavioral
rehearsal in class
*Student activated, practice
with classmates, reinforce
exhibition of skill
*Review and apply
*Students practice skill steps
with classmates
*Encourage practice outside
of class
*Progress & Monitor,
*iii. Do- Review and role
play: The counselor or
teacher leads, students
follow and role play
*Students define skill
*Students state skill steps
in their booklet
*Students state skill
importance
*Review steps
*Group role-play and
feedback

*VI. Generalize. Applying
Learning in Multiple Settings
*Teacher initiates, students
complete activity outside of class
*Give Homework assignment to use
skill in other settings or with other
students
*Have students share their booklets
with a parent, friend, other adult,
or sibling to communicate
information about the social skill
they are learning
*Have students complete the
Practice activity in their booklets
V. Monitor
Progress: Having
students self
assess:
*Ask students to think
about how well they
are progressing with
the social skill
*Ask students to
complete the How Am
I Doing activity in
their booklet

*
(Heath & Bryant, 2000)
Stage 3: Interventions/Techniques of SST.... IPST
(McIntyre. n.d.).
https://www.alamy.com/interpersonal-skills-image337103176.html

*Conflict Resolution Training includes
social skills for dealing with life’s frustrations &
threats.
*They include: Being able to deal with fear,
anger, being left out, teasing & taunting,
negative peer pressure, the urge to fight,
anger directed by others, making mistakes
(publicly & privately)
Time out - to remove a child from a conflict
situation,
To keep the children in the conflict situation
to guide children how to resolve their own
conflicts and show them how to work
themselves out so that they can do on their
own.

https://www.dreamstime.com/stock-illustration-conflict-resolution-important-steps-image85666674#:~:text=Download%20preview
(Counselor Chelsy,
https://www.pinterest.com/pin/199917670941177767/)

*
*Imagine two students (grade 7)
daily quarrel to sit on a same
specific seat in their class.
*What will you do to resolve this
conflict?

Persuasion/ Convincing
Skills Training.
*Persuasion is the act of trying to convince
someone to do something.
*A counselor should guide the clients how
to persuade in a positive manner having a
reason or evidence.
*For example: The counselor can persuade
the clients to try out for sports
Stage 3: Interventions/Techniques of SST....IPST

*
https://www.worksheetplace.com/

Mannerism.
*Students need to learn good
manners because it will help
them get along with others in
society.
*When children have good
manners, however, they simply
know that how to analyze a
situation and change their social
behavior accordingly.
(https://www.letstalkrelations.com/ ;
https://teachables.scholastic.com/)

https://www.jobcluster.com/blog/importance-of-good-manners

Identity your good & bad manners
esp. during online classes
*
https://slideplayer.com/slide/2550079/https://www.teacherspayteachers.com/Product/Good-Manners-Lesson-Worksheet-
3883778#:~:text=Subject

*
In social life of schools, School
going children face a variety of
problems every day, ranging
from academic difficulties to
problems on the sports field.
But, when you give them a
clear formula for solving
problems, they'll feel more
confident in their ability to try.
Stage 3: Interventions/Techniques of SST....PSST
https://www.pinterest.com/pin/412994228317244630/#:~:
text=Saved%20from%20teacherspayteachers.com

Stage 3: Interventions/Techniques of SST....PSST
https://www.pinterest.com/pin/490751690640105830/#:~:text=Saved%20from%20google.com

*
(Knell, 1998)
*
* It helps the children to develop shared
interests, cooperation, attention, when
they play with toys with other kids. The
following play games are included in the
social group play therapy:
• Role play
• Play board games
• Bean bag conversation
• Use of Masks, puppetry etc.
Stage 3: Interventions/Techniques of SST.... PSST

Role play &
Reverse Role Play
A technique used in human relation
training and psychotherapy in which
participants act out various social
roles in dramatic situations.
Super hero play
the client is ask to play or
draw or even color in the
drawing of his favorite super-
hero character
Stage 3: Interventions/Techniques of SST.... CBPT

Adaptive doll play
In play therapy, the use of dolls
and figurines, which may
represent individuals familiar
to the child, to facilitate the
expression of feelings, to enact
stories that express emotional
needs, or to reveal significant
family relationships.
(APA, 2018)
Stage 3: Interventions/Techniques of SST.... CBPT

*
Stage 3: Interventions/Techniques of SST....Misc.
Biblio-therapy
• ..form of therapy that uses structured
reading material (APA, 2018).
• It can assist children in overcoming
social & other problems by having them
read stories about characters who have
successfully resolved a dilemma similar
to their own. Identification with a
literary model can foster thought and
possible resolution to a problem (Davies, n.d.).

*Corresponding with students via letters
or email is a good way especially when
everyone is physically distanced.
*During this pandemic of COVID-19 in
year 2020, social skills training is also
taking many new turns and now people
are interacting through emails, online
meetings, social media etc. not to lose
their social circles and
communications.
Stage 3: Interventions/Techniques of SST... Misc...
Building Relationships through
Letter/online (Miller, 2020).

*Supportive psychotherapy uses models that
emphasize communication of interest, empathy and
maintain optimism or hope
*Application of supportive psychotherapy includes
 Guidance
 Advise
 Respect
 Praise or encouragement
 Coping with illness
 Deal with crisis
Supportive Psychotherapy
(Muqueeth & Kazmi, 2013, https://www.slideshare.net/discoverccs-org/cognition-learning-and-
creativity?qid=c25cf20a-29b7-41c2-9ffd-1e25b0ead717&v=&b=&from_search=1)
Stage 3: Interventions/Techniques of SST... Misc...

*
(Quran-o-Hadith)*
*Islamic teachings promote a
healthy social life for all human
beings. Hence, Islamic concept of
social skills should be promoted
*Islamic concept highlights the
importance of instructions, role
model, observation, imitation,
reinforcement and feedback to
inculcate positive pro-social skills
in human beings since childhood.
Stage 3: Interventions/Techniques of SST... Islamic Model

https://www.slideshare.net/illusionist-bscs/lecture12-

*Now all over the world, lots of work and researches are being
carried out to highlight effective communication social skills as
stressed by Islam. Here are a few example:
*Ezabadi, F. G., & Fallah, M. H. (2014, January). The Effects of
Training Social Skills with an Islamic Approach on the
Conflicts between the Parents and Their High-School
Daughters in Yazd Township. International Journal of
Academic Research in Psychology, 1(1), DOI: 10.6007/IJARP/v1-i1/934 URL:
http://dx.doi.org/10.6007/IJARP/v1-i1/934
*Muhammad, N., & Omer, F. (Dec., 2016). Communication skills in
Islamic Perspective. Al-Idah, 33. Retrieved from
https://iri.aiou.edu.pk/indexing/wp-content/uploads/2018/05/1-Dr.-Niaz.pdf
* Maulana, A. O. (2008, January). Islamic Life Skills Based
Education Manual- Final Version (1st ed.). ebbok
version retrieved from
https://www.researchgate.net/publication/260676375_Islamic_Life_Skills_Based_Education_Manual-
_Final_Version

*

*
* It is action phase to conduct therapeutic
sessions Interventions for social skills can
be implemented in a number of settings e.g.
 Individualized or Group programs
 Class-wide or Self-contained class
(Classroom management curriculum)
 Natural environment and Home
 General education setting
 Include peers without disabilities
 School-based social skills programs
 Parent training programs
 Summer camps or afterschool programs etc. (Kallis, 2016)
Social skill training: Stage 4 & 5....
(FDLRS, 2011)

*
Monitoring, Appraisal and Evaluation of
Progress
*Again through Observations (Structured,
Natural setting), Interviews, Rating
scales etc. the effectiveness of any SST
program may be monitored
and evaluated.
Social skill training: Stage 4 & 5....
(FDLRS, 2011)

*
*Which interventions/techniques
you like the most to apply as
School Counselor in Pakistan

*

*
Bishop, Sue. (1996). Training Activities Assertiveness Skills
Training-A sourcebook of Activities. New Delhi, India:
Viva Books Private Limited.
Miltenberger, R. G. (2008). Behavior Modification
Principles & Approaches (4th ed.). USA: Thomson
Wadsworth.
Spence, Sue. (1983). Social Skills Training with Children
and Adolescents-A Counselor’s Manual. Great Britain:
NFER Nelson.
(Available in the library of Clinical Psy.
Unit, Psy Deptt., GCU, Lahore.)

*
* Alberti, R. E., & Emmons, M. L. (n.d.). The Assertiveness Inventory. Retrieved on July 29, 2020, from
https://www.unh.edu/health/sites/default/files/media/PDF/EmotionalHealth/assertivness_inventory.pdf
* Alfonso, V. C., Rentz, E., Orlovsky, K., Ramos, E. (2007, March 1). Test Review: School Social Behavior Scales, Second Edition. In Journal of
Psychoeducational Assessment. 25 (1). 82-92. Retrieved on July 6, 2020, from https://doi.org/10.1177/0734282906291793
* American Psychological Association. (2020). APA Dictionary of Psychology. Retrieved on June 22, 2020, from https://dictionary.apa.org/
* Angadi, G. (2012, May 2). I'm OK, You're OK, by Thomas A Harris MD [PowerPoint Slides]. Retrieved on July 31, 2020, from
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