A social skills analysis in childhood and adolescence using symbolic interactionism

Alan Russell

    Research output: Contribution to journalArticlepeer-review

    2 Citations (Scopus)

    Abstract

    Support is obtained from the literature about the need for advances in the conceptualization of "social skills." There is agreement that much is known about how to improve social skills, but less attention has been given to what to change or improve. The present article outlines a model of social skills in childhood and adolescence using the concepts and literature on symbolic interactionism in an attempt to provide a possible conceptual framework for social skills. The proposed model is organized around the concepts of role-taking, role-making, definition of the situation, and self. Each concept is taken in turn and how it could contribute to the analysis or understanding of social skills in childhood and adolescence is shown. The article concludes with a discussion of ways in which the proposed scheme might be used in one area of social skills - friendship making. Some possible difficulties and limitations in the model are noted.

    Original languageEnglish
    Pages (from-to)73-92
    Number of pages20
    JournalJournal of Youth and Adolescence
    Volume13
    Issue number1
    DOIs
    Publication statusPublished - Feb 1984

    Bibliographical note

    Copyright:
    Copyright 2007 Elsevier B.V., All rights reserved.

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