Social Skills Training

Social Skills Training Strategy

Social skills training usually consists of a variety of components, including instruction, model presentation, behavior rehearsal, feedback, programming of change, and homework assignments. Other procedures that may also be used, depending on what is found during assessment, include self-instruction training, relaxation training, cognitive restructuring (e.g., decreasing unrealistic expectations or beliefs), and interpersonal problem-solving training (helping clients to effectively handle challenging situations that arise in social situations, such as reactions of anger that prevent successful use of social skills).

Social skills training should be preceded by a contextual assessment. Exactly what situations are involved, who is involved, and where do relevant exchanges occur? What are the clients' goals? Social behavior is situationally specific in terms of what is effective. A behavior that is effective in achieving a [Page 552]given outcome in one situation may not be successful in another. This highlights the importance of clearly describing situations of concern. Only through a careful assessment can one determine whether a lack of social skills is an issue. That is, clients may have skills but not use them. Clients' entering repertoires should be clearly described. This step requires identifying skills clients already possess. The gap between current skill levels and required skills can then be accurately assessed. Role plays are valuable for this purpose. The behaviors that make up an effective reaction differ in different situations. Definitions of socially effective behavior differ in the extent to which personal outcomes (effects on oneself) as well as social outcomes (effects on others) are considered. Most definitions emphasize providing reinforcing consequences in a way that is socially acceptable and does not harm others. Practice-related literature may offer guidelines about what is effective. Situations of concern as well as effective response options have been identified for many groups, including psychiatric patients, adolescents, the elderly, and individuals with different kinds of physical disabilities. Task analyses of behaviors of interest may be available. These provide an empirically based training guide. Youth residing in a halfway house rated specific staff behaviors on a scale ranging from A to F. Examples of highly rated behavior included joking and doing what was promised. Disliked behavior included criticism and not following through on promises. Normative criteria may be used as a criterion for selection of behaviors to focus on (what most people do in a situation). A concern here is that the norm may not reflect what is desirable. For example, schoolteachers may give low rates of praise and high rates of criticism. Another disadvantage of norm-referenced objectives is lack of information about the specific behaviors required to attain an objective. A task analysis identifying behaviors required to achieve a certain outcome may be required. Obstacles to success should be identified. For example, anxiety or anger may hamper effective use of available skills. Unique socialization patterns may hinder changing behavior in positive directions. Beliefs such as “I must please everyone” may pose an obstacle to acting in new ways.

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