Social skills
Social skills encompass the abilities necessary for effective interpersonal interactions and communication in various aspects of life, including friendships, education, and the workplace. The development of social skills begins in infancy, where early affectionate interactions can significantly influence a child's ability to connect with others. As children grow, they learn to engage in increasingly complex social situations, such as sharing and taking turns during play. However, the acquisition of these skills can be hindered by conditions like ADHD, depression, and autism spectrum disorders, as well as substance abuse.
Parents and educators play a crucial role in fostering social skills through modeling positive behavior and providing encouragement. Techniques such as positive reinforcement and appropriate disciplinary measures can guide children toward better interactions with peers. As young people continue to navigate diverse social environments, their skills may be challenged or enhanced, particularly with the growing influence of technology and social media on personal interactions. Overall, strong social skills are vital for achieving success and well-being in various social contexts.
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Social skills
Social skills are the skills a person needs to successfully interact with others. They are required in nearly every area of life requiring interpersonal communication, from making friends, to succeeding in school, to doing well in work situations. A person who develops good social skills is likely to prosper in each of these areas. Conversely, a person with poor social skills is likely to experience a variety of challenges with peers, teachers, and co-workers. Those challenges can adversely affect everyone the individual deals with. For those reasons, parents and teachers have come to realize the importance of developing strong social skills.
Overview
Social skills begin in infancy. A baby who is held often and receives affection will be happier and more responsive. This was illustrated by studies of babies in orphanages, who received the food, water, and sleep they needed but received very little human interaction. Their health quickly waned and some even died. On the other hand, babies who are held, rocked, and talked to flourish. They learn that people will respond to the communications they make, whether a cry or a smile. Babies in turn begin to tailor their communications to achieve the desired responses from others. This is the foundation of social skills.
This foundation develops further as the child grows up and learns to interact with others in progressively more complex situations. These situations can include interacting constructively with others during play time and learning to take turns. As building friendships becomes a more conscious action, the child improves his or her social skills to make friends successfully. That process typically involves elements such as giving, sharing, complimenting, supporting, and sharing common interests. One theory that elaborates on the relationship building process in particular is social penetration theory.
Of course, the progression of these abilities is not a smooth path for everyone. It can be impeded by many conditions; some of the most well-known are Attention Deficit Hyperactivity Disorder (ADHD), depression, and autism spectrum disorders. Drugs and alcohol may also permanently or temporarily alter social skills; while mild intoxication is commonly believed to make one feel more relaxed and comfortable around others, studies show that alcoholism can severely impair social skills. People who lack social skills may be at risk to not only face a disadvantage in making friends and succeeding at school and at work, but to suffer from related conditions such as low self-esteem and social isolation.
Yet, even in the most challenging cases, parents and teachers can do much to successfully guide a child’s development of good social skills. One is modeling, which is simply a matter of parents and teachers practicing good social skills themselves. Many children will mimic such behavior, which then eventually becomes their standard way of interacting with others. This is in accordance with the old adage, “they do what you do, not what you say.” The value of modeling underlines the importance of authority figures living up to the standard of what they teach, especially in regard to their interactions with others.
Positive reinforcement of good social skills, such as praise when a child plays well with others, also has a strong constructive effect. This approach gives children a clear signal that their conduct with other people is good and encourages them to continue in the same direction. Punishment for inappropriate interactions with others is another way to influence a child’s social skills. For example, a child who is unkind to others while playing with dolls might have the dolls taken away for the rest of the day.
As young people grow up, they find their social skills tested in a variety of situations. Advanced social skills will hopefully develop when they begin interacting with others from a variety of different backgrounds and extend their skills to convey appropriate behavior in many recreational, academic, and work situations. However, researchers have brought up concerns that the influence of technology and social media on everyday life may in fact have a negative impact on the development of face-to-face social skills.
Bibliography
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