Social skills training is a vital part of a school curriculum, but many schools ignore it. Educational facilities should strive to produce students with the relevant social skills to steer them ahead in all avenues of life. Schools can select a social skill program from the pool of programs available backed by different theories (Shepherd & Linn, 2015). An institution should consider various factors before choosing a program that will yield the best outcomes.
Firstly, a school should consider whether a social skills intervention has the adaptability to be used in different groups. An effective program will require instructors to hold sessions in large groupings like a whole class, small groups, and individualized students (Shepherd & Linn, 2015). Secondly, the potentiality of the program to differentiate and supply strategies to deal with different deficits is a vital consideration before its selection (Shepherd & Linn, 2015). The initiative should provide directives on handling social performance and social skills deficiencies independently.
Thirdly, an institution should determine whether it can support the conveyance mechanisms of the program. For instance, empirical-based interventions require outright directives, illustrating, acting out a skill in different environs, and performance response (Shepherd & Linn, 2015). Lastly, the initiative should be able to enhance self-monitoring among the target group (Shepherd & Linn, 2015). The primary of a social skills program is to instill in students self-management skills to overcome their different deficits.
In conclusion, adopting a social skills program is essential to building an all-round student. An effectual initiative should be adjustable to different groupings of participants. The intervention should distinguish between varying deficiencies and provide ways of handling them. Furthermore, a school should examine its ability to support the program’s delivery mechanism and whether it promotes self-management for the participants before its selection.
Shepherd, T. L., & Linn, D. (2015). Behavior and classroom management in the multicultural classroom: Proactive, active, and reactive strategies. SAGE.