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social skills

1. IDENTIFICATION AND MANAGEMENT OF SOCIAL SKILLS

Many authors defined social skills, but we are going to center our point of view in the definition of Caballo, 1986, who define social skills as "A set of behaviors emitted by an individual in an interpersonal context that expresses the feelings, attitudes, desires, opinions or rights of that individual in a way appropriate to the situation, respecting those behaviors in the others, and that generally solves the immediate problems of the situation, while minimizing the likelihood of future problems. "

Therefore, a social skillful behavior is:

- To expresses feelings, attitudes, desires, opinions, rights, pleasures: the range of things we may need to express at a given time is very broad.

- In a suitable way to the situation: the communication can not be separated from the context where it takes place.

- Respect others: social competence must start from the fact that rights are common to all.

- Generally solves the immediate problems: we do not always achieve what we want, although we have expressed clearly and that not to hurt or to disturb the other person has been a priority for us. That is a possibility that we have to assume.

- Minimizes the likelihood of future problems: when we are able to repeatedly communicate and take care of relationships, it is likely that in the future we will have fewer situations of conflict with others.

 

Social skills are acquired through various basic learning mechanisms such as observational modeling or learning, direct positive reinforcement, feedback, etc. However, there are people who have not acquired during their personal development the skills necessary to interact with the environment correctly, so they require training in this type of skills.

There are many group techniques aimed at improving communication, assertiveness, empathy, leadership, decision making, conflict resolution, etc. These are aimed at developing and encouraging the acquisition of these and other social skills.

 

According to Caballo (2000), there are different groups or types of social skills:

• Group I. First Social Skills.

 Listen.  Start a conversation.  Hold a conversation.  Ask a question.  Give thanks.  Introduce yourself.  Introduce others.  Make a compliment

• Group II. Advanced Social Skills.

 Ask for help.  Participate.  Give instructions.  Follow instructions.  Apologize.  Convince others.

• Group III. Skills related to feelings.

 Know your own feelings.  Express feelings.  Understand the feelings of others.  Facing oneself with the other's anger.  Express affection.  Solve fear.  Self-compensate.

• Group IV. Alternative abilities for aggression.

 Request permission.  Share something.  Helping others.  Negotiate.  Start self-control.  Defend their own rights.  Respond to jokes.  Avoiding problems for others.  Do not get into fights.

• Group V. Skills to cope with stress.

 Make a complaint.  Respond to a complaint.  Show sportsmanship after a game.  Solve the embarrassment.  Fix them when you leave one aside.  Defend a friend.  Respond to persuasion.  Respond to failure.  Facing contradictory messages.  Respond to an accusation.  Prepare for a difficult conversation. O Facing the pressures of the group.

• Group VI. Planning skills.

 Making decisions.  Discern the cause of a problem.  Set a goal.  Determine one's abilities.  Collect information.  Solve problems according to their importance.  Make a decision.  Concentrate on a task.

 

All these abilities mentioned above comprise an extensive set of verbal and nonverbal abilities that combine in complex behavioral repertoires that depend on cognitive processes for their correct execution and that are also influenced by the context or situation. Therefore, the fundamental components that compose these skills, according to this author, are:

1.Areas and behavioral components:

- Non-verbal communication: Facial expression, gaze, gestures, automanipulations, proximity, orientation, posture tone and appearance.

- Paralinguistic Communication: Volume of voice, inflections, tone, clarity, rhythm, fluency and speech disturbances.

- Verbal communication: Duration, generality, formality, variety, humor and turns of words.

2. Areas and cognitive components:

- Perceptions about the communication environment: Perceptions of formality, perceptions of a warm environment, perceptions of the private environment, perceptions of restriction and perceptions of distance.

- Cognitive variables of the individual: Cognitive competences, coding strategies and personal constructs, expectations, subjective values ​​of stimuli and systems and self-regulation plans.

3. Physiological components:

- Heart rate

- pressure and blood flow

- electrodermal (sweating) and electromyographic responses (muscle contraction)

- breathing (depth and frequency)

 

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