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Social skills groups improve children's social competence by teaching self-relaxation skills, problem solving skills and assertive interaction skills. Children learn to stay calm, maintaining sufficient emotional control to think clearly so they are able to behave in ways that gain the respect of their peers and increase their own self-esteem. SOCIAL SKILLS GROUPS: INFORMATION FOR PARENTS Purpose Method The general orientation of these groups is an educational, positive approach aimed at building skills that will make things better, rather than focusing on problems or working towards long-term personality change. The groups emphasize “learning by doing” rather than just talking, and hence feature role playing lifelike social situations rather than lengthy discussions of what has gone wrong in the past. The group is used by the child as a safe, neutral environment in which to learn and practice more effective ways of getting along with others. As the child becomes more effective and confident at using these skills through practice in the group, he or she is encouraged to put them into practice outside the group. At the start of each session, group leaders question each child briefly about events of the preceding week, specifically focusing on if group members used skills previously taught in group sessions. Information is obtained on the outcome of these attempts and is incorporated for use in further teaching. The next few minutes are spent practicing relaxation and self-control skills. The majority of time in each group session is devoted to practicing each child’s specific social skills goals in the context of life-like situations. The skill practice takes the form of structured role-plays or guided cooperative play with real games or “make believe” play as appropriate to the child’s developmental level. During role plays, each child takes a turn at practicing skills relevant to their own goals within the context of social situations acted out in as life-like a manner as possible using their group members as peers. Group leaders instruct the child (and others in the role-play) in what and how to act in the simulated situation. After a role-play ends, the children who watch the role play, as well as group leaders, give the child feedback on their performance during the role play. During cooperative play oriented sessions, children play various games or imaginative play activities under the close supervision of group leaders. The emphasis is on such skills as playing by the rules, taking turns, resolving conflicts that occur during play, coping with the frustrations that occur during play, and being a “good winner” and “good loser.” Group leaders intervene frequently during play to reward instances of good social skills and to teach more appropriate alternatives “on the spot” when poor social behavioral occurs. All group sessions are videotaped so that role plays or critical events that occur during play can be see as “instant replays” to help children better understand their behavior and its effects on others. Video feedback has proven to be a very valuable teaching tool to help children “see themselves as others see them”. This helps them to understand social sequences (the causes and consequences of their social behavior), and to help children understand certain aspects of behavior (such as voice tone) that are hard to convey using words alone. A token reinforcement system is used within the groups to encourage attending and participating. Approximately 15 minutes before the end of each session, a free time period occurs during which children can exchange tokens earned for various prizes (food is not used) or preferred activities. This free time period creates further opportunities for group leaders to observe children’s social skills in less structured situations and to intervene as needed. Parent Involvement Results Importance of Regular Participation Fees Where are Groups Held? |
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All skills are taught within the context of small (maximum of 7) therapy groups which meet once each week. At least one licensed mental health professional and one associate leader with training and experience working with children, conduct all groups. Groups are formed primarily according to age, so that the children have opportunities to learn with others their own age. An individualized assessment is conducted (usually in just two Intake sessions) prior to a child’s joining a group so as to achieve the best match between the child’s needs and the group’s resources. Whenever the child’s parents give permission, the child’s teacher and other key professionals are contacted to get their input into the child’s treatment plan.
Parent involvement is crucial to the child’s social skills improvement. Group leaders communicate with the parents of each group member at the end of each group session, and schedule individualized parent sessions periodically to review each member’s progress within and outside of group. During these talks, they set goals, discuss methods, and otherwise manage the child’s treatment so that progress can occur in the shortest possible time.