Lerner and colleagues (2011) were interested in understanding the utility of a social skills intervention (SSI) that focus on improving social performance in children and adolescents with high-functioning autism spectrum disorders (HFASDs). They utilized a contemporary version of the Drama-based Social Pragmatic Intervention called Socio-Dramatic Affective-Relational Intervention (SDARI) (Lerner, Mikami, and Levine, 2011)
Lopata and colleagues (2010) also conducted an RCT to compare the efficacy of a manualized SSI when treating 36 HFASD children between the ages of 7 and 12. The intervention was adapted from Skillstreaming and involved five daily 70-minute sessions for a period of 5 weeks over the summer (Lopata et al
To remedy this lack of understanding Matson and colleagues (2013) examined the association between challenging behaviors and social competence in a large group of children (N = 109) between the ages of 3 and 16 years diagnosed with autism spectrum disorders, including Asperger's syndrome. The challenging behaviors examined included aggression, self-injury, eccentric, sexual, or escaping supervision (Matson, Hess, and Mahan, 2013)
In Ireland a consultation model has been studied which involves school psychologists working with teachers to provide remedial help with autism-related behavioral challenges (reviewed by Minihan, Kinsella, and Honan, 2011). The consultation process involved four phases: (1) problem identification, (2), problem analysis, (3) plan implementation, and (4) plan evaluation (Minihan, Kinsella, and Honan, 2011)
, 2013). The PEERS program, however, incorporates modifications designed to address the needs of HFASD children specifically (Schohl et al
The limitations of the RCT conducted by Lopata and colleagues (2010) were addressed in a replication RCT conducted two years later. The main limitations cited by the authors was the lack of a confirmation of diagnosis using a gold standard and a long-term assessment of the durability of the changes over time (Thomeer et al
The group is intentionally made to have this consistency due to the recognition of the fact that the military suicides ae experienced in all races and all social and cultural backgrounds, hence, in order to cater for this diverse composition of children, the team had to be culturally diverse. The cultural diversity in the team has enabled the team to have a multiple talent base that enables it to handle the clients effectively, it has also allowed the clients to trust the team and have a positive view of the team and hence enrolling with an open mind with positive attitude towards getting the needed help once they are through the sessions (Cathryn L.C., 2008: Pp6-8)
There was then a debriefing session for each member of the training team to present to the other trainers the content they further researched and came up with. The members of the training team would then make contributions on each individual's content and the final material agreed upon for more professionalism and uniformity and also forms a common knowledge among the trainers for ease of support to each other during the sessions (Linkner J., 2010)
These narratives will allow the social worker heading the program to know how far the team achieved the intended goals and also possibly pick from the narratives the strongest points that are common among the students. In the process of the presentations and trainings, there will be independent individuals who are specialists in fields related to the guidance and counselling of the children wo will help develop the graphic rating scale which, though considered subjective, will give an indication of the performance of each presenter and when aggregated, there is a possibility of getting the level of performance that the team achieved as a whole (Nordmeyer B., 2015)
Our team program accurately falls into this standard of measure since the training will be conducted over a ten weeks period and the sessions will be carried out by different team members, all with a single vision and aim at the end of the training; to help the suicide survivors to get out of the depression that they may be in and live a normal and social life as they used to before. The graphic scale is also important is this evaluation since it will give the team leader a role specific feedback that will enable the correction of the roles and place the team member is the correct team role the next time hence improving the performance of the team as a whole (Rosen M.A., et
Such individuals also have the ability to give patient hearing to others and ability to read social situations while understanding the norms and rules of society. Such individuals are also experts at controlling social situations tactfully (Groves, 2005)
Hence while assuming a social role such leaders can create a rapport with others very easily and establish a good and strong communication channel. This is an essential quality of leader in any organization where there is need for communication with the subordinates (Harbour and Farrell, 2009)
Social Skills & the Corporate Ladder The Debate The importance of the role of leadership and how it relates to success in an organization is being realised more and more in the present age of business. More importance is being attached to developing efficient managers who are also good leaders and who have the ability to lead a team-small or large to drive an organization to sustainability and success (Riggio and Reichard, 2008)
There are rough estimates that companies expend anywhere from $16.5 billion to $45 billion annually for training and other purposes for development of leadership qualities in their managers in the United States alone (Rosenbach, Taylor and Youndt, 2012)
Moreover, based on the displacement hypothesis, one would question the validity of the second argument that has been put forth by those arguing against this hypothesis. The displacement theory postulates that when one increases their engagement in one area, they compensate for it by reducing their engagement in another area (Acar 48)
" In our case, this could be translated to mean that on the internet, one is able to behave like the dog they are, and this gives less socially adept persons the right to feel more comfortable building social networks. The second argument is based on the 'rich get richer' hypothesis, which suggests that people only use online social media to reinforce relationships that they had already formed and keep in touch with long-distance associates; as such, social media networks do not reduce the time spent on physical relationships, and neither does it ruin individuals' social skills (Honeycutt and Brian 304)
Another argument that has been put forth by those in support of the negative correlation between social media engagement and social skills is that such engagement impedes on our ability to identify with and accept the views of others, and this affects our ability to maintain healthy interpersonal relationships. On social media, people tend to follow and identify with people who share the same interests (Keller 10)
Arguments against Two crucial arguments have been raised against the hypothesis in question. Some researchers have argued that contrary to popular beliefs more use of social media builds social skills because people who are less socially adept such as those with self-esteem issues can effectively use the same as a form of social compensation (Subrahmanyam and Smahel 90; Ahn 1490)
Hypothesis: more use of online social media and less interpersonal communication results in a lack of social skills Arguments for One of the core arguments that have been put forth in support of the hypothesis stated in the preceding section is that increased online communication at the expense of face-to-face interactions causes people to have a decreased sensitivity to emotional cues (Wolpert). Studies have shown that being sensitive to other people's emotional cues is a key social skill in the formation and maintenance of physical relationships, and it is built and developed through physical interactions (Uhls et al
Moreover, based on the displacement hypothesis, one would question the validity of the second argument that has been put forth by those arguing against this hypothesis. The displacement theory postulates that when one increases their engagement in one area, they compensate for it by reducing their engagement in another area (Acar 48)