The Effect of Social Skills Interventions in the Primary School

The Project Adventure RESPECT Program: implementing an experientially-based intervention as an agent for whole school social and academic change in the era of evidence-based practice

“…In a review of social skills training programming literature, positive or mixed results are found for a majority of the studies over a 12-year period (Moote Jr., Smyth, and Wodarski 1999). Similar successes are documented for programmes focusing on social inclusion, emotional intelligence, interpersonal problem solving, promoting social-emotional competencies, preventing bullying and improving self-esteem and efficacy for girls (Denham et al 2006;Kuperminc and Allen 2001;Linares et al 2005;Newman-Carlson and Horne 2004;Rimm-Kauffman and Sawyer 2004;Steese et al 2006). Clearly, there is demonstrated success in changing students' perceptions and behaviour.…”

“…Several factors constantly interact to influence the likelihood of students' learning and thriving both in and out of school, including how a teacher presents the material (Atkinson 2004), the intrinsic motivation of the student (Marsh et al 2005), and the way each student learns best (Gardner 2004). Along with the research documenting the complex interaction of factors affecting students' performance are countless programmes and methods designed to optimise and enhance motivational, behavioural, and psychological outcomes (Denham et al 2006). United States (US) urban middle schools typically face even more challenges than those found in suburban and rural environments, understanding that these challenges differ across the country with the inherent variability of the geographic, social, economic and cultural landscape of each individual school district.…”

Inclusion in PK‐12: an international perspective

“…Hodson et al 2005). However, relatively simple strategies seemed to address the needs of children who may experience difficulties or feel left out, such as developing friendship schemes, circle time, games, peer mentoring, skills training, various clubs open to all students, and increasing awareness and acceptance of students with disabilities among peers (Arthur 2004;Denham et al 2006;Hodson et al 2005;Nicolaidou, Sophocleous, and Phtiaka 2006. ) In observing the inclusion of students with special educational needs into mainstream schools, Waite, Bromfield, and McShane (2005) reported on some factors that facilitated inclusion such as positive attitudes of included child, engaging topics, peer support, small group, and paired work.…”

Social inclusion and learning networks: a ‘wider notion of learning’ or taking things in a different direction?

“…This observation fits some literature perspectives that have called for recognition of the crucial importance of social skills training for social inclusion in primary schools. Denham et al (2006), for instance, have described the 'culture of care' that characterises the work of primary school professionals, and Webb and Vulliamy (2002) have talked of the 'social work dimension' to work in schools.…”