TEPSE & HEPSN CENTRE
JAI NARAIN VYAS UNIVERSITY
JODHPUR
Social Skills Training (Ref. to children with Emotional /
Behavioural Disorders) Sequence, Activities and Methods
Submitted By
RIDHI KEDIA
PAPER CODE- EDGC107
INTERVENTIONS FOR CHILDREN
Advanced Diploma in Child Guidance &
Counselling
Session 2025-26
Skill Training
Skills training for children is a multifaceted approach aimed at nurturing a child's holistic
development. This method is designed to equip children with the tools, abilities, and
knowledge necessary to navigate life's challenges effectively. By fostering cognitive, social,
emotional, and behavioral competencies, skills training empowers children to grow into well-
rounded individuals who can confidently face various situations. In this detailed exploration,
we delve into the components, objectives, key skill domains, benefits, and implementation of
skills training for children.
Objectives of Skills Training for Children
The primary objectives of skills training for children encompass a range of essential
developmental areas:
1. Social Skills Development: This component focuses on enhancing a child's capacity to
interact harmoniously with peers and adults. It encompasses communication skills, empathy,
active listening, conflict resolution, cooperation, sharing, and teamwork.
2. Emotional Regulation: Emotional intelligence is a key focus, teaching children to
recognize, understand, and manage their emotions effectively. It equips them with strategies
for dealing with stress, anxiety, frustration, and other emotional challenges.
3. Cognitive Skills Enhancement: Skills training helps children develop cognitive capabilities
critical for problem-solving, critical thinking, creativity, memory enhancement, and attention
improvement.
4. Behavioral Modification: Addressing challenging behaviors is an integral part of the
training. It seeks to replace negative or problematic behaviors with positive alternatives,
fostering self-control, assertiveness, and negotiation skills.
5. Academic Support: In cases where academic difficulties exist, skills training can provide
tutoring and support to improve performance in subjects where the child may struggle. It also
emphasizes study techniques, time management, and organizational skills to promote
academic success
Social Skills Training (Ref. to children with Emotional / Behavioural Disorders)
Sequence, Activities and Methods
Children with emotional and behavioral disorders (EBD) often struggle with social
interactions, making it challenging for them to build meaningful relationships and navigate
social situations effectively. Social skills training (SST) is a structured approach designed to
help these children develop essential social skills. This essay aims to provide a detailed
overview of the sequence, activities, and methods involved in social skills training for
children with EBD.
Sequence of Social Skills Training
1. Assessment and Individualized Planning
o Activities: Structured interviews with parents/teachers, direct observation in
classroom/playground, standardized tools (e.g., Social Skills Rating System).
o Methods: Functional behavior assessment, checklists, self-report scales.
o Goal: Identify deficits (e.g., turn-taking, conflict resolution) and strengths to
tailor interventions.
2. Building Rapport and Establishing Trust
o Activities: Ice-breaker games, interest inventories, informal conversations.
o Methods: Positive reinforcement, active listening, empathy-building
techniques.
o Goal: Create a safe, supportive environment where the child feels valued.
3. Psychoeducation
o Activities: Storytelling, social comics, visual aids explaining emotions and
social rules.
o Methods: Didactic teaching, interactive discussions, multimedia presentations.
o Goal: Increase awareness of social challenges and benefits of skill
development.
4. Skill Modeling and Demonstration
o Activities: Role-play by facilitators, video modeling, puppet shows.
o Methods: Direct modeling, peer modeling, use of social narratives.
o Goal: Provide clear, observable examples of appropriate social behaviors.
5. Skill Practice
o Activities: Structured role-play scenarios (e.g., asking to join a game),
cooperative board games, group projects.
o Methods: Behavioral rehearsal, reciprocal peer tutoring, small-group practice.
o Goal: Allow repeated, safe practice of skills in controlled settings.
6. Feedback and Reinforcement
o Activities: Immediate verbal praise, token economies, progress charts.
o Methods: Positive reinforcement schedules, corrective feedback, peer
feedback circles.
o Goal: Strengthen desired behaviors and encourage persistence.
7. Generalization and Transfer
o Activities: Practicing skills in natural settings (classroom, playground, home).
o Methods: Homework assignments (e.g., greeting a peer daily), parent-teacher
collaboration, community outings.
o Goal: Ensure skills are applied across contexts and with different people.
8. Maintenance and Ongoing Support
o Activities: Booster sessions, periodic reassessment, parent workshops.
o Methods: Continuous reinforcement, self-monitoring checklists, peer
mentoring.
o Goal: Sustain progress and prevent regression.
Core Activities in SST
Role-Playing: Practicing greetings, conflict resolution, sharing, and cooperation.
Social Stories: Short narratives illustrating appropriate responses in common
situations.
Games & Group Activities: Cooperative games to build teamwork and empathy.
Emotion Recognition Exercises: Identifying emotions through pictures, videos, or
facial expressions.
Problem-Solving Tasks: Guided practice in resolving disagreements or negotiating.
Methods Used
Behavioral Techniques: Modeling, reinforcement, shaping, and prompting.
Cognitive-Behavioral Approaches: Teaching self-regulation, perspective-taking,
and problem-solving.
Peer-Mediated Interventions: Using socially skilled peers as role models and
practice partners.
Multimodal Strategies: Combining visual aids, technology (apps, videos), and
experiential learning.
Collaborative Approaches: Involving parents, teachers, and caregivers to reinforce
skills outside sessions.
Activities in Social Skills Training
1. Role-Playing
o Children act out social scenarios such as greeting peers, asking for help, or
resolving disagreements.
o Facilitators guide them through different roles (e.g., being the helper vs. the
one asking for help).
o Builds confidence and prepares them for real-life interactions.
2. Video Modeling
o Children watch short clips or animations showing positive social behaviors
(e.g., sharing, turn-taking).
o Videos can be paused for discussion and replayed for reinforcement.
o Effective for visual learners and those who benefit from repeated exposure.
3. Group Discussions
o Facilitated conversations where children share experiences about friendship,
conflict, or emotions.
o Encourages perspective-taking and empathy.
o Helps children practice listening, turn-taking, and expressing themselves
respectfully.
4. Social Stories
o Short, personalized narratives that explain social situations step by step.
o Example: “When I want to play, I can ask, ‘Can I join?’ If my friend says yes,
I play. If they say no, I can find another activity.”
o Simplifies complex social rules into digestible lessons.
5. Emotion Recognition Activities
o Games like “Guess the Emotion” using facial expression cards or photos.
o Activities where children match emotions to scenarios (e.g., “How would you
feel if your toy broke?”).
o Strengthens emotional literacy and empathy.
6. Peer Mediation
o Children are encouraged to resolve conflicts with guidance rather than adult
intervention.
o Builds negotiation, compromise, and problem-solving skills.
o Promotes independence and responsibility in social interactions.
7. Community Outings
o Real-world practice in settings like parks, shops, or restaurants.
o Children apply skills such as ordering food, waiting in line, or asking for
assistance.
o Bridges the gap between training and everyday life.
8. Visual Supports
o Tools like cue cards (“Remember to say thank you”), emotion charts, or visual
schedules.
o Provides constant reminders and scaffolding for children who struggle with
memory or attention.
o Encourages independence by reducing reliance on verbal prompts.
Methods in Social Skills Training
1. Behavioral Therapy
o Uses reinforcement (praise, tokens, rewards) to encourage desired behaviors.
o Example: A child earns a star for greeting peers appropriately.
2. Cognitive-Behavioral Techniques
o Helps children identify negative thoughts (“Nobody likes me”) and replace
them with positive ones (“I can make friends if I try”).
o Encourages self-reflection and problem-solving.
3. Social Stories
o A method as well as an activity, emphasizing perspective-taking and
structured learning through narratives.
o Especially effective for children who struggle with abstract social rules.
4. Social Learning Theory
o Children learn by observing facilitators, peers, or videos.
o Emphasizes imitation and reinforcement of modeled behaviors.
5. Applied Behavior Analysis (ABA)
o Breaks down complex skills (e.g., joining a group activity) into smaller steps.
o Uses systematic teaching and reinforcement to build mastery.
6. Positive Behavior Support (PBS)
o Focuses on preventing problem behaviors by teaching alternative positive
behaviors.
o Example: Teaching a child to ask for a break instead of acting out when
overwhelmed.
7. Peer-Mediated Interventions
o Involves socially skilled peers as role models and practice partners.
o Creates natural opportunities for learning and increases motivation.