This research paper concerns the influence of intelligence and social skills on the academic adjustment to university. Social demographic data was compiled based on gender, age, social class, and the type of teaching institution. A total of 393 university students took part in this survey, including 167 students under 20 years of age, 101 between 20 and 30, 31 between 31 and 40, and 26 over 40 years of age. Males accounted for 128 of the students, with 55 belonging to social class A, 134 to B, and 94 to classes C and D, and 184 participants attending public institutions. Data collection was performed using the Inventario de Habilidades Sociais, a Questionario de Vivencias Academicas (reduced version), and the Raven's test Matrizes Progressivas. The main results achieved presented significant correlations between social skills and academic adjustment, however, no significant results were found between intelligence and academic adaptation.

/pdf/intelligence-and-social-competence-in-university-adaptation-3jpsljqy3q.pdf

Intelligence and social competence in university adaptation

Este estudo teve por objetivo correlacionar as habilidades sociais educativas dos professores (HSE), o Burnout e a relacao professor-aluno. Participaram 400 professores ( M = 36,08 anos, DP = 9,94), de ambos os sexos (348 mulheres e 52 homens), os quais lecionavam no 7o, 8o e 9o ano do Ensino Fundamental, provenientes de oito escolas, sendo quatro publicas e quatro particulares, situadas em cidades do Estado do Rio de Janeiro. Os professores responderam ao Questionario com informacoes demograficas e nivel socioeconomico, a Escala da Relacao Professor-Aluno (IHSE-Del-Prette), ao Inventario de Habilidades Sociais Educativas (IHSE-Del-Prette) e ao Inventario de Burnout de Maslach (MBI). Os resultados indicaram que as HSE dos professores se associaram positivamente com a relacao professor-aluno e negativamente com o Burnout , sendo esse correlacionado negativamente com a relacao professor-aluno. O modelo de regressao evidenciou que as HSE dos professores tem maior poder preditivo sobre as relacoes entre professores e alunos nos Anos Finais do E.F. Conclui-se que intervencoes com foco na aprendizagem de HSE dos professores podem contribuir para a prevencao de Burnout , assim como promover o desenvolvimento academico e socioafetivo de seus alunos.

/pdf/correlacoes-entre-habilidades-sociais-educativas-dos-4s8ryq1rjx.pdf

Correlações entre Habilidades Sociais Educativas dos Professores, Burnout e Relação Professor-Aluno

Psicologia das habilidades sociais-Terapia e educaçao

The studies developed by the authors in this area, since its beginning in the 1980s, articulate three axes of academic production: conceptual, methodological, and empirical (research and practice). They were simultaneously addressed to answer relevant questions to any person at a first contact with the area. Examples of frequent questions derived from an initial contact were such as: what social skills are, which their fields are, which their processes and their scopes are, what characterizes a Social Skills Training, and how it links to cultural issues of social living. Answers to these and other questions allowed to identify theoretical and conceptual issues associated with different aspects and practices in vogue in the historic moment in question. Considering the first mentioned axe, one can note the conceptual development presented in the literature and, particularly, in our last book (Del Prette and Del Prette, Habilidades Sociais e Competencia Social: Manual teorico-pratico [Social Skills and Social Competence: a theoretical-practical handbook], 2017). which systematizes the key concepts of the area, proposing the centrality of the notion of social competence, as well as its requirements and criteria for orienting evaluation and intervention. The methodological axe is the development of inventories, resources, and assessment procedures (for children, adolescents, adults, and the elderly in different social roles), associated with the studies of characterization of the nonclinical and clinical populations and implications for practice and research. The empirical axe is the development and improvement of the experiential method for programs for the promotion of social skills and social competence, together with studies of the effectiveness of these programs with diverse clienteles and contexts and related to different problems and goals of health and quality of life. The advancement of the area derived from these issues (research, conceptual, and practical) counted on the collaboration of researchers from Brazil and abroad, as well as involving undergraduate and graduate students. The systematization of the conceptual basis and the development of instruments and procedures for the evaluation and promotion of social skills were important to guide empirical research and to improve the intervention programs. The empirical researches also generated remaining issues for the improvement of instruments and for the conceptual reworking. Our contribution in the field of social skills is being recognized in other countries by validation of the instruments (especially in Argentina and Portugal) and the increase of citations to our studies published in Brazil and abroad. The academic production on the theme has been generating what can be called “the social skills movement in Brazil.” One can measure this movement by the involvement of professionals and lay public in events and books about social skills. Due to its relevance to health and quality of life, outside the academic environment, this production is being used by the practitioners, especially with families, schools, organizations, and clinical care. Thus, it characterizes processes of dissemination that make this knowledge accessible to the greatest number of people. We expect that the available knowledge is even more widespread and constantly leading to new conceptual issues and research applied to different sectors of interpersonal relations.

Studies on Social Skills and Social Competence in Brazil: A History in Construction

This paper aims to investigate the parent’s social skills and the influence of these skills on the parents’ attachment to their children with intellectual disability. The child who suffers from intellectual disability needs to improve his/her interpersonal relations in order to reach a suitable development that allows him/her to get more autonomy, happiness and consequently a better way of life. Several authors have underlined the importance of an adequate repository of social abilities from parents to set up a warm familiar environment, which is propitious for the development of their children. This environment would influence the quality of the attachment to their children, changing these parents in examples of social behaviors and, additionally, collaborating with the improvement of the social life of their children, allowing them to be more autonomous and inclusive. Nevertheless, stress and some social-demographic variables, with the advent of a handicapped child, can determine the social incompetence of the parents in order to provide harmonious places to accept this child.

/pdf/habilidades-sociales-y-el-envolvimiento-entre-padres-e-hijos-10jf854hbt.pdf

Habilidades sociales y el envolvimiento entre padres e hijos con deficiencia intelectual

assuming a teacher as a professional acting on an essentially relational activity and assuming that the quality of the acted interactions reflects in the development of social skills of the students, this study aimed to recognize the teachers' repertoire of social skills through comparing the socio-demographical variables. We compared variables such as level of edu- cation in what the teacher acts, gender, school classification and level of expertise. The study included 264 teachers. We applied the inventario de habilidades sociais (DEL PRETTE; DEL PRETTE, 2001b). The main results of this study suggest that there are significant differences especially regarding to his/her school classification. This means that public and private syste- ms have their own and dissimilar exigencies. it was identified that the most of teachers has good repertoire of social skills and that they would serve as standards for the behavior of the students.

Estudo comparativo de habilidades sociais e variáveis sociodemográficas de professores

Este artigo pretende abordar o tema das habilidades sociais relacionando-o ao envolvimento entre pais e filhos com deficiencia intelectual. O portador de deficiencia intelectual e um sujeito que necessita aprimorar suas relacoes interpessoais para desenvolver-se satisfatoriamente, de forma a conquistar mais autonomia e satisfacao pessoal e melhor qualidade de vida. Muitos autores destacam a importância de um repertorio adequado de habilidades sociais dos pais estabelecendo um ambiente familiar acolhedor e propicio para o desenvolvimento pleno dos filhos. Esse ambiente pode influenciar na qualidade do envolvimento com os filhos, transformando esses pais em modelos de comportamento social e colaborando ainda para que os filhos tenham um desempenho social mais autonomo e inclusivo. Ha, entretanto, o estresse e as variaveis sociodemograficas, que, com a chegada de um filho com deficiencia, podem determinar a incompetencia social desses pais para a conquista de espacos mais harmoniosos destinados a receber esse filho.

/pdf/habilidades-sociais-e-o-envolvimento-entre-pais-e-filhos-com-58qovb1f0p.pdf

Habilidades sociais e o envolvimento entre pais e filhos com deficiência intelectual

O estudo teve como objetivo comparar e correlacionar indicadores de habilidades sociais e do envolvimento de pais com filhos portadores de retardo mental. Participaram 27 casais com filhos portadores de retardo mental. Os pais responderam os questionarios “Criterio Brasil”, “Qualidade da interacao familiar na visao dos pais” e “Inventario de habilidades sociais” (IHS – Del Prette). Houve diferenca significativa no “Inventario de habilidades sociais”; para o F1, enfrentamento e autoafirmacao com risco, as medias dos pais foram superiores as das maes e para o F3, conversacao e desenvoltura social, as medias das maes foram superiores as medias dos pais. As maes mostram-se mais envolvidas na educacao dos filhos. Foram encontradas correlacoes entre cuidados dispensados aos filhos e assertividade e tambem entre expressao de sentimentos positivos e cuidados com o filho evidenciando a influencia das habilidades sociais no envolvimento de pais com seus filhos.

A influência das habilidades sociais no envolvimento de mães e pais com filhos com retardo mental

Estudio comparativo de habilidades sociales y variables sócio demográficas de profesores

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