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E-raamat: Social Skills: Developing Effective Interpersonal Communication [Taylor & Francis e-raamat]

(Managing director of Alex Kelly Ltd; Speech therapist, Social Skills and Communication Consultant, UK.)
  • Formaat: 326 pages, 69 Tables, color; 36 Line drawings, color; 23 Halftones, color; 59 Illustrations, color
  • Ilmumisaeg: 27-Nov-2018
  • Kirjastus: Speechmark Publishing Ltd
  • ISBN-13: 9781315173405
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  • Taylor & Francis e-raamat
  • Hind: 147,72 €*
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Social Skills: Developing Effective Interpersonal CommunicationSuurem pilt
  • Formaat: 326 pages, 69 Tables, color; 36 Line drawings, color; 23 Halftones, color; 59 Illustrations, color
  • Ilmumisaeg: 27-Nov-2018
  • Kirjastus: Speechmark Publishing Ltd
  • ISBN-13: 9781315173405
Teised raamatud teemal:
Taylor & Francis e-raamatudRohkem infot Taylor & Francis e-raamatute kohta
Raamatu kodulehekülg: https://www.taylorfrancis.com/books/9781315173405
What can we do to help those who struggle to develop effective social skills? Social Skills: Developing Effective Interpersonal Communication is a definitive guide to understanding and meeting the needs of those who have difficulty with social skills. Written in a clear and accessible manner, this book provides a theoretical framework to the teaching of social skills alongside a range of practical ideas for practitioners. The book offers a four-step plan that can be adapted for use with young people or adults who are struggling with any aspect of their social skills. A simple model for assessing social skills is provided, as well as ways to measure the impact of intervention. Full of interesting examples and case studies, it includes discussion of how to teach social skills, how social skills develop through childhood, why they sometimes might not, and why social skills difficulties can have an impact on self-esteem and friendships. It includes a breakdown of social skills into the following areas: body languageeye contactlistening and paralanguagestarting and ending conversations maintaining conversations assertiveness Written by one of the most well-known Speech and Language therapists in this field and the creator of the internationally successful Talkabout resources, this book provides a key reference for the study of social skills. It will be essential reading for educators, therapists, parents and anyone supporting others in developing communication and social skills.
List of tables and figures xiv
Introduction to this book from the author xviii
A few quotes about the author and her work xx
1 Social skills: an introduction 1(14)
The art of communication
1(1)
Defining social skills and social competence
2(4)
Socially skilled behaviours are goal directed
3(1)
Socially skilled behaviours are interrelated
4(1)
Social skills are defined in terms of identifiable units of behaviour
4(1)
Social skills are behaviours which can be learned
4(1)
Social skills are appropriate to the situation
5(1)
Social skills are under the cognitive control of the individual
5(1)
Socially skilled people can read their audience
5(1)
The difference between men and women (and our brains)
6(2)
Why are social skills important?
8(4)
Quality of life
8(1)
Relationships
9(1)
Success at school and work
10(2)
Staying out of trouble
12(1)
In summary
12(1)
Key points from
Chapter 1
13(2)
2 Body language 15(20)
The importance of body language and how to read it
15(6)
Context, congruence and clusters
17(2)
Open versus closed body language
19(1)
Emotional leakage
20(1)
Our limbs...what are they saying?
21(11)
Hands
21(3)
Arms
24(3)
Feet
27(1)
Legs
27(1)
Standing positions
27(1)
Sitting positions
28(2)
Proximity
30(2)
Key points from
Chapter 2
32(3)
3 Eyes and faces 35(16)
Eye contact
35(9)
Where to look
36(1)
Eye behaviour
37(7)
Facial expression
44(5)
The six universal emotions
45(4)
Key points from
Chapter 3
49(2)
4 Listening and paralanguage 51(16)
An introduction to conversation skills
51(1)
Paralinguistic skills or prosody
52(2)
Intonation
53(1)
Volume and rate
53(1)
Fluency and clarity
53(1)
Listening
54(10)
A definition of listening
55(1)
Types of listening
55(1)
The process of listening
56(3)
Factors that affect listening
59(5)
Key points from
Chapter 4
64(3)
5 Starting and ending conversations 67(14)
The greeting and parting phase
67(1)
Starting or opening a conversation
68(5)
Establish rapport
68(1)
Opening line...or small talk
69(2)
The four most common mistakes when starting a conversation
71(1)
The door opener
72(1)
Ending a conversation
73(3)
The functions of ending a conversation
73(1)
Factual closure
74(1)
Motivational closure
74(1)
Social closure
75(1)
Perceptual closure
76(1)
Six top tips to ending a conversation
76(2)
1 Use nonverbal behaviour to show you're ready to end the conversation
76(1)
2 Use verbal cues that show you're ready to end the conversation
77(1)
3 Restate one or two of the main points you talked about
77(1)
4 Say you have to leave
77(1)
5 Be gracious
77(1)
6 Suggest a future meeting (optional)
77(1)
Key points from
Chapter 5
78(3)
6 Maintaining a conversation 81(16)
Turn taking
81(5)
The turn taking dance
82(3)
Differences due to culture and gender
85(1)
Avoiding silence
86(1)
Questions
86(6)
The purpose of asking questions
87(1)
Types of questions
88(2)
Top tips for asking questions to get to know someone
90(1)
Answering questions/responding
91(1)
Repairing a conversation
92(1)
Relevance
93(2)
Changing the topic
94(1)
Key points from
Chapter 6
95(2)
7 Assertiveness 97(22)
Defining assertiveness
97(10)
Passive behaviour
98(2)
Aggressive behaviour
100(1)
Assertive behaviour
100(5)
The purpose of assertiveness
105(1)
The causes of unassertiveness
106(1)
Teaching assertiveness
107(9)
Content
107(1)
Process
108(1)
Nonverbal responses
108(1)
Expressing feelings
108(2)
Standing up for yourself
110(1)
Making suggestions
111(1)
Refusing
111(1)
Disagreeing
112(1)
Complaining
113(1)
Apologising
114(1)
Requesting explanations
115(1)
Summary
116(1)
Key points from
Chapter 7
116(3)
8 Self-esteem 119(18)
Defining self-esteem
119(9)
The development of self-esteem
120(4)
High self-esteem
124(1)
Low self-esteem
125(1)
The benefits of high self-esteem
126(2)
Assessing self-esteem
128(2)
The Rosenberg Self-Esteem Scale
128(1)
Talkabout interview
129(1)
Developing self-esteem
130(4)
The link between self-esteem and social skills
134(1)
Summary
134(1)
Key points from
Chapter 8
135(2)
9 Friendship skills 137(16)
Defining friendships
137(2)
Why are friends important? What are the benefits?
139(3)
Friendships and a child's development
142(4)
Social development
142(2)
Emotional development
144(1)
Cognitive development
144(1)
Psychosocial adjustment
145(1)
How do friendships develop?
146(3)
Motivation
146(1)
Self-confidence
147(1)
Opportunity
147(1)
Social skills
147(2)
Friendship skills and the link to social skills
149(1)
Relating online
150(1)
Key points from
Chapter 9
150(3)
10 The development of social skills 153(18)
Genetics and biology
154(2)
Joint attention and symbolic communication
156(1)
Attachment
157(1)
Child-rearing
158(1)
Observational learning-parents
159(1)
Reinforcement
160(2)
Observational learning-peers and siblings
162(1)
Learning the 'why and when'
163(1)
The development of theory of mind
163(1)
Other factors that affect the development of social skills
164(1)
Attitudes to the environment
164(1)
Effects of deprivation
164(1)
Stages of development for social skills
165(3)
Key points from
Chapter 10
168(3)
11 Autism Spectrum Disorder and social skills 171(20)
A diagnosis of Autism Spectrum Disorder
172(2)
Areas of difficulty for the person with ASD
174(8)
Social use of language or 'pragmatics'
174(1)
Conversational skills
175(2)
Literal understanding of language
177(1)
Body language
178(1)
Prosody
179(1)
Relationships
180(2)
Theories of ASD and how they affect social communication
182(5)
Theory of mind
182(3)
Weak central coherence
185(1)
Empathising-systemising (E-S) theory
186(1)
Executive dysfunction theory
186(1)
Summary
187(1)
Key points from
Chapter 11
188(3)
12 Assessing social skills 191(24)
Methods of assessment
191(5)
Observational methods
192(2)
Behaviour rating scales
194(1)
Interviewing
195(1)
Self-reports
195(1)
What do we assess?
196(6)
Assessment of body language
197(2)
Assessment of paralinguistic skills
199(1)
Assessment of conversation skills
199(1)
Assessment of assertiveness
200(2)
Planning intervention
202(2)
Interpreting a social skills assessment
204(5)
Case example 1: 15-year-old young adult with Down's Syndrome
204(2)
Case example 2: 9-year-old child
206(3)
Summary
209(5)
Key points from
Chapter 12
214(1)
13 Teaching social skills 1: approaches to teaching social skills 215(14)
Different approaches to intervention
216(2)
Behavioural approach and Applied Behaviour Analysis (ABA)
216(1)
Social learning approach
217(1)
Structured learning approach
217(1)
Cognitive behavioural approach
217(1)
Developmental approach
217(1)
The evidence for social skills training
218(2)
The four-step plan to intervention
220(6)
Step 1 The behaviour
220(1)
Step 2 The motivation
221(2)
Step 3 The environment
223(1)
Step 4 The strategy
224(2)
Key points from
Chapter 13
226(3)
14 Teaching social skills 2: social skills interventions 229(28)
Therapeutic 1:1 interventions
230(9)
Comic Strip conversations™
230(3)
Social Stories™
233(6)
Therapeutic group interventions
239(4)
Setting up a social skills group
240(2)
Running a social skills group
242(1)
Creative arts interventions
243(7)
Role play, drama and storytelling
244(2)
Modelling
246(3)
Puppets
249(1)
Technology interventions
250(3)
Using media
251(1)
Video modelling
252(1)
Computer based software applications
252(1)
Summary
253(1)
Key points from
Chapter 14
254(3)
15 Teaching social skills 3: teaching social skills in schools 257(16)
Why are social skills important to teach in school?
257(3)
Quality of life, success and staying out of trouble
257(1)
Social skills and cognitive development and learning
258(2)
Different approaches to teaching social skills in school
260(6)
School climate or culture: looking at the bigger picture
260(2)
The whole class approach
262(1)
The targeted group approach
262(1)
The use of peers
263(1)
The use of play
264(2)
Examples of developing social skills in schools
266(5)
A whole school curriculum approach
266(3)
A targeted approach
269(1)
Top tips for developing social skills in schools
270(1)
Summary
271(1)
Key points from
Chapter 15
272(1)
16 Teaching social skills 4: the role of parents 273(20)
Developing self-esteem at home
274(5)
Ten ideas to develop self-esteem
274(5)
Developing social skills at home
279(7)
Helping a shy, withdrawn child
280(3)
Helping an aggressive child
283(3)
Summary
286(3)
Key points from
Chapter 16
289(4)
17 Evaluation: measuring the effectiveness of social skills interventions 293(18)
Defining evaluation and why it is important
293(1)
What makes a good evaluation?
294(9)
Step 1 The initial assessment and the baseline score
296(2)
Step 2 Setting targets
298(1)
Step 3 Reassessment of targets and baseline assessment
299(4)
Reassessment of targets
299(2)
Reassessment of baseline assessment
301(2)
Examples of evidence
303(5)
1 The Afasic Project: secondary schools
303(1)
2 The Afasic Project: primary schools
304(1)
3 The Ashley School Academy Trust in Lowestoft
304(2)
Why hasn't it worked? Questions to ask yourself
306(2)
Summary
308(1)
Key points from
Chapter 17
308(3)
References 311(10)
Index 321
Alex Kelly is a speech and language therapist based near Southampton, UK. She runs two businesses, both based in Hampshire: Speaking Space Ltd offers speech and language therapy and occupational therapy to children and adults, training in all areas of communication, and a day service for adults with intellectual disabilities and autism. Alex Kelly Ltd offers training and consultancy in social skills. Alex is the author of the best-selling Talkabout books and lectures internationally on all aspects of social skills.
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