Behavioural and cognitive approaches to social skills training with young children

Establishing peer relationships is an important part of social development in children. Children who are social isolates or rejected by their peers may be at risk in their social relationships during adolescence and adulthood. Two main approaches to intervening in peer relationships have been employed over the past sixty years: the first emphasises the individual's role as a member of a peer group, while the second focusses on improving social skill learning and performance. The research evidence is reviewed with respect to both these theoretical approaches, with the social skills training (SST) approach being generally more clearly supported. Problems with the generalisation of social skills learned in the training program to actual social situations and to improved peer relationships are seen as requiring an extension of the behavioural SST approach. A social cognitive strategy which coaches children in making self‐efficacy judgements of their ability to perform a task successfully is claimed to be a useful adjunct to the SST program. Specific teaching/coaching points are included as a guide to teachers who wish to help children improve their social skills and peer relationships.