Dorothy Whittington – författare

Research into and analysis of social skill training had become a subject of major interest by the early 1980s. On one hand, academic psychologists were increasingly focused on understanding social interaction, while on the other, there was growing demand for the practical application of social skill training across various contexts. First published in 1983, New Directions in Social Skill Training reflects the advancements and concerns of the time, addressing a wide range of needs—from students undergoing professional training who require specialised skills, to psychiatric patients and individuals with mental handicaps who face deficiencies in social skills.

The book presents a number of significant advances in the field, covering key issues such as cognition and social skills, situational factors influencing social skills, linguistic analysis of skills, articulation and organisation of skills, and the development of social skills. New Directions in Social Skill Training, therefore, should be of great interest to social, clinical and applied psychologists, nurses, social workers, and counsellors.

Research into and analysis of social skill training had become a subject of major interest by the early 1980s. On one hand, academic psychologists were increasingly focused on understanding social interaction, while on the other, there was growing demand for the practical application of social skill training across various contexts. First published in 1983, New Directions in Social Skill Training reflects the advancements and concerns of the time, addressing a wide range of needs—from students undergoing professional training who require specialised skills, to psychiatric patients and individuals with mental handicaps who face deficiencies in social skills.

The book presents a number of significant advances in the field, covering key issues such as cognition and social skills, situational factors influencing social skills, linguistic analysis of skills, articulation and organisation of skills, and the development of social skills. New Directions in Social Skill Training, therefore, should be of great interest to social, clinical and applied psychologists, nurses, social workers, and counsellors.

While much has been written about the teaching of social skills to the less able, particularly in the context of mental health, the idea of teaching such skills to students undergoing professional training is comparatively innovatory.

First published in 1981, A Guide to Social Skill Training is both a practical guide for those about to set up SST programmes and a critical review of theory and practice in SST. Social skills training is divided into three categories for the purpose of this study: remedial (as taught to the mentally handicapped and psychiatric patients); developmental (for normal or ‘at risk’ children in schools); and specialised (for students of the ‘interpersonal’ professions).

The practical guidance offered to prospective trainees includes advice on skill selection and arrangement and on the three major elements in training, namely, sensitisation, practice, and feedback. The authors draw upon considerable experience of a programme of Simulated Social Skills Training (SSST), explaining its procedure, logistics, and cost-effectiveness.

A major theme throughout the book is the need to integrate social skills training into a total curriculum, and the book therefore will be of direct practical value to clinical and applied psychologists and to teachers in special education, ordinary schools, and tertiary education.

While much has been written about the teaching of social skills to the less able, particularly in the context of mental health, the idea of teaching such skills to students undergoing professional training is comparatively innovatory.

First published in 1981, A Guide to Social Skill Training is both a practical guide for those about to set up SST programmes and a critical review of theory and practice in SST. Social skills training is divided into three categories for the purpose of this study: remedial (as taught to the mentally handicapped and psychiatric patients); developmental (for normal or ‘at risk’ children in schools); and specialised (for students of the ‘interpersonal’ professions).

The practical guidance offered to prospective trainees includes advice on skill selection and arrangement and on the three major elements in training, namely, sensitisation, practice, and feedback. The authors draw upon considerable experience of a programme of Simulated Social Skills Training (SSST), explaining its procedure, logistics, and cost-effectiveness.

A major theme throughout the book is the need to integrate social skills training into a total curriculum, and the book therefore will be of direct practical value to clinical and applied psychologists and to teachers in special education, ordinary schools, and tertiary education.