The Pro-Social Behaviors.

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2. SOCIAL SKILLS: THE PRO-SOCIAL
BEHAVIORS
BY:
AWAIS ALI LAKHO
BUSINESS ADMINISTRATION
SHAH ABDUL LATIF UNIVERSITY KHAIRPUR
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3. DEFINITION:
“Social Skills are those behaviors through which, one
can predict important social outcomes within a
given situation.”
OR
‘’Socially acceptable learned behaviors that enable an
individual to interact effectively with others and to
avoid or escape negative social interactions with
others.’’
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4. Why Social Skills?
 Behavior management problems are social skills
problems.
 Academic and social competence are interrelated.
 Social skills curriculum must match the specific need.
 Understand the interaction from the perspective of
others.
 Know what skills to teach.
 Know how to modify the environment to:
 Prevent (antecedents)
 Increase appropriate (reinforcement)
 Decrease inappropriate (punishment)
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5. Variables that Influence Social Skills
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6. What are the common factors that appear
to be curative
 Safe environment, free from teasing.
 Homogeneous Grouping-leads to common interests,
feeling of acceptance.
 Naturalistic practice of interaction skills.
 Trust and Group Cohesion.
 Formation of lasting friendships.
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7. Behavioural Problems:
 Biological issues: hunger, tiredness, illness
 Sensory issues: noise, light, touch, over-stimulation
 Lack of structure
 Challenging or new work, feared situations
 Having to wait, not get what one wants, disappointments
 Threats to self-esteem: losing, mistakes, criticism
 Unmet wishes for attention: ignored, want others to laugh
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Social Skills, Problem Behaviors, and
Academic Functioning are Interrelated
Problem
Behaviors
Social
Skills
Academic
Functioning
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Major Categories Of Social Skills (CCAREES)
 COMMUNICATION
 Takes turns in conversations
 Makes eye contact when talking
 COOPERATION
 Follows your directions
 Follows rules
 ASSERTION
 Asks for help from adults
 Questions rules that may be unfair
 RESPONSIBILITY
 Respects the property of others
 Takes responsibility for own actions
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10. Continued:
 EMPATHY
 Forgives others
 Feels bad when others are sad
 ENGAGEMENT
 Makes friends easily
 Invites others to join in activities
 SELF-CONTROL
 Makes a compromise during a conflict
 Stays calm when teased
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11. Social Skills Instruction
Direct and planned instructions that are designed
to increase social competence with peer’s and
others.
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12. Key Components of Social Skills Training
 Prioritize skill goals
 Motivation
 Skill acquisition
 Generalization
 Peer sensitivity
 Evaluate outcome
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13. Effectiveness of Social Skills Training
 Most effective training programs use some
combination of modeling, coaching, and
reinforcement procedures.
 Less evidence is available for the effectiveness of
cognitive-behavioral procedures (e.g., self-
instruction).
 Lack of evidence for generalization and maintenance
is a persistent problem.
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14. Strategies for Generalization
 Involve others
 Use examples from instructional universe
 Use general case and skill variations
 Use self-management strategies
 Use skill variations within and across settings
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15. Planning Requirements
 Scheduling
 Groupings/Membership
 Curriculum selection/modification
 Group and behavior management
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16. 10 Best Social Skills:
1. Listen to others
2. Follow the steps
3. Follow the rules
4. Ignore distractions
5. Ask for help
6. Take turns when you talk
7. Get along with others
8. Stay calm with others
9. Be responsible for your behavior
10. Do nice things for others
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17. SOME REASONS WHO DON’T USE SOCIAL
SKILLS AFTER INSTRUCTION:
 Don’t view skills as being useful.
 New behavior doesn’t bring equal or better benefits.
 New behavior is awkwardly performed. Feels
unsuccessful and perceives future failure.
 Due to the interpersonal history, it is quickly rejected
or rarely given the chance to demonstrate new skills.
 Under stress, resorts to old patterns of reaction.
 Instruction did not match social skill need.
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18. Instructional Approach
 Tell (coaching)
 Show (modeling)
 Do (role play)
 Practice (behavioral rehearsal)
 Monitor Progress (feedback)
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TELL: Coaching:
1. Provide learning objective
2. Introduce skill via questions
3. Define skill and stress key words
4. Discuss skill importance
5. Outline steps to perform skill
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SHOW: Modeling:
1. Group Work in a boundary
2. Watch and discuss positive video clips
3. Watch and discuss negative video clips
4. Positive example role play
5. Negative example role play
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DO: Review and role play:
1. Define skill
2. State skill steps
3. State skill importance
4. Review steps
5. Group role-play and feedback
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PRACTICE: Behavioral rehearsal
Reinforce exhibition of skill
1. Review and apply skill activities
2. Practice skill steps with peers
3. Encourage practice outside
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Monitor Progress: Feedback:
 Ask yourself to think about how well you are progressing
with the social skills?
 Ask yourself to complete the How Am I Doing activity?
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24. Quote from Yoda – Star Wars
 FEAR IS THE PATH TO THE DARK SIDE
 FEAR leads to ANGER
 ANGER leads to HATE
 HATE leads to SUFFERING…
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