The effects of social skills training with withdrawal-rejected children on social skills,peer acceptance and social esteem

• Main Authors: Lin Pey Chyi, 林佩琪
• Other Authors: Sue Huaw Tang
• Format: Others
• Language: zh-TW
• Published: 2000
• Online Access: http://ndltd.ncl.edu.tw/handle/78780125187631287064

碩士 === 國立東華大學 === 教育研究所 === 88 === Due to the characteristics of withdrawal and lacking of social skills, the so-called“withdrawal-rejected children”generally encounter the difficulty of constructing the peer relations, and their social esteem is also not as strong as that of normal children. The aim of this study intends to design a suitable social skills training program to train the withdrawal- rejected children, and to investigate how this training program affect the withdrawal-rejected children’s behavior over social skills, peer acceptance and social esteem issues. The target population of this study was defined as the students of Jong-Shiao elementary school in Hualien. Twelve students were selected via sociomentry method and Class Play Question- naire. These children were further randomly assigned to experimental group and control group. In further, four welcome children were joined into experimental group to act as models to be followed and so as to make the group process more smooth. Experimental group received the training twice a week, each lasted 50 minutes, and totally sixteen social skills training program were completed. The program used in this study were constructed in terms of combining surveyed- references and other schemes, and according to the real needs of the withdrawal-rejected children as well. The content included the skills of cooperation, clear expression, eye contacting, concentrate on listening, admiration, talking actively and submitting request. The main discoveries of this study were as follows: (1)The social skills training program had the immediate and long-term enhancing effects of the withdrawal-rejected children’s social skills. (2)The social skills training program had the long-term enhancing effects of the withdrawal-rejected children’s peer acceptance, but didn’t have the immediate enhancing effects. (3)The social skills training program had the immediate enhancing effects of the withdrawal-rejected children’s social esteem, but didn’t have the long-term enhancing effects. (4)The feedback from the members of the social skills training group all are positive, showing that the intervention of sixteen training schemes hold positive effects. (5)For each member of experimental group, social skills training program hold positive effects. According to above findings, suggestions were offered for counselors and advanced researches.