Social skills training in schools: an evaluation study

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Abstract
A study evaluating the effectiveness of a school-based social skills programme is described. All children in three year bands of an Oxford middle school were screened for behaviour problems. Subjects selected were allocated at random to eight sessions of social skills training with four booster sessions later or to a no treatment control group. Change was assessed by teacher, parent and self-report measures. Results suggested a significant improvement in social activity, parental report of social behaviour and self-esteem in the treatment as compared to the control group, which persisted at 6 month follow-up. Self-esteem changes were age and gender related. Implications for school-based social skills programmes are discussed.