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The School Practitioner’s Concise Companion to Health and Well Being$
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Cynthia Franklin, Mary Beth Harris, and Paula Allen-Meares

Print publication date: 2008

Print ISBN-13: 9780195370591

Published to Oxford Scholarship Online: April 2010

DOI: 10.1093/acprof:oso/9780195370591.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 14 October 2019

Design and Utility of Life Skills Groups in Schools

Design and Utility of Life Skills Groups in Schools

Chapter:
(p.149) 10 Design and Utility of Life Skills Groups in Schools
Source:
The School Practitioner’s Concise Companion to Health and Well Being
Author(s):

David R. Dupper

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195370591.003.0010

This chapter discusses the use of social skills training (SST) groups as a preventive or remedial intervention with children and youth. It begins with a discussion of social competence as a significant developmental accomplishment of children and youth who are experiencing problems. It discusses definitional problems surrounding the concept of social skills, best practices in the assessment of social skills, and research findings on the effectiveness of school-based SST groups as a promising intervention method for developing the social competencies of children and youth. The chapter then provides a brief discussion of issues related to cultural and racial differences and issues related to gender differences that should be considered in implementing SST interventions. Following this is an illustration of actions taken by a program staff in an effort to obtain support for and commitment to a social competence group in an elementary school. It concludes with a summary of major points and additional resources.

Keywords:   school-based intervention, life skills training, social competence, social skills

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