DEVELOPMENT AND EVALUATION OF SOCIAL SKILLS TRAINING FOR ADOLESCENTS

Na prehodu iz otroštva v mladostništvo naraščajo težave na psihosocialnem področju. Z ustreznim treningom socialnih veščin lahko mladostnikom pomagamo, da ustrezno razvijejo lastno identiteto, se lažje spopadejo s težavami, izboljšajo kvaliteto medosebnih odnosov in postanejo bolj psihološko odporni. Da bi se mladostniki uspešnejše socialno prilagodili in da bi se zmanjšala pojavnost motečega vedenja v šoli, sem se odločila, da razvijem trening socialnih veščin, ga izvedem in evalviram. Pri tem me je zanimalo tudi, ali se bodo pojavile kakšne morebitne spremembe v razvoju socialnih veščin in kakšno prepričanje bodo sodelujoči učenci imeli po izvedbi treninga glede spremembe lastnih vedenjskih in čustvenih vzorcev ter ali se bo njihova pozornost na svoje vedenje povečala. Trening socialnih veščin sem izvedla v osmem razredu osnovne šole v pomurski regiji, kjer se je za sodelovanje odločilo 6 učencev. Izvedla sem ga v obliki delavnic, s katerimi so učenci pridobivali veščine asertivnosti, sodelovanja, empatije, samokontrole in odgovornosti. Raziskovanje je temeljilo na kvantitativnem in kvalitativnem zbiranju podatkov. Podatke sem pridobila s pomočjo lestvice socialnih veščin, vprašalnika prepoznavanja čustev in samorefleksije, sprotnih poročil, evalvacijskega končnega vprašalnika, evalvacijskega pripomočka »Tarča« in »Pričakovanja in strahovi«. Na podlagi pridobljenih podatkov in ocenjevanja sem ugotovila, da so se tekom izvajanja treninga socialnih veščin pokazale nekatere pozitivne spremembe in napredek na področju socialnih veščin. Skupaj s sovoditeljem sva izvedbo treninga socialnih veščin ocenila kot uspešno. Trening socialnih veščin se je izkazal za uporabno in primerno obliko pomoči za mladostnike na psihosocialnem področju.When children enter adolescence, psychosocial problems become more frequent. Using an appropriate social skills training, we can help adolescents properly develop their own identity, cope with their problems more easily, improve the quality of their interpersonal relationships and enhance their psychological resilience. To help adolescents with social adaptation and to reduce the occurrence of disruptive behaviour in school, we decided to develop, perform and evaluate a social skills training. We were interested in whether any changes would occur in the development of social skills, and whether after finishing the training the participating pupils would perceive any changes in their behavioural and emotional patterns and become more aware of their behaviour. The social skills training was performed in 8th grade at an elementary school in the Pomurje region, where six pupils volunteered to participate. It was conducted in the form of workshops, whereby pupils gained skills of assertiveness, cooperation, empathy, self-control and responsibility. Research was based on quantitative and qualitative collection of data. Data was gathered by using a social skills scale, an emotion recognition and self-reflection questionnaire, regular notes, a final evaluation questionnaire and the evaluation tools “Tarča” (Target) and “Pričakovanja in strahovi” (Expectations and Fears). Based on the collected data and the evaluation, we have established that there were some positive changes and progress in the field of social skills that arose during the social skills training. My fellow training coach and I assessed that the social skills training was conducted successfully and it has proven to be a useful and appropriate tool in helping adolescents with their psychosocial skills