Implementing a Classroom-Based Social Skills Training Program in Middle Childhood

Abstract

Although social skills training (SST) programs have been shown to improve children's long-term developmental outcomes, school personnel are not typically able to implement such programs. This article outlines the institutional and organizational supports, trainer selection criteria, and the training needed for school counselors to successfully implement and sustain a SST program for children. Social skills programs will only become routine in the classroom if the school setting provides administrative support for skills training, and structures to encourage implementation of SST programs (especially substantial and ongoing training based in the classroom setting). In addition to organizational level considerations, SST trainers need to be socially competent, be able to manage children in small groups, be familiar with the theoretical model underlying the SST program, have the opportunity to practice delivering the program, and have positive attitudes toward delivering the program. The procedures for selecting, training, monitoring, and evaluating school counselors who are SST trainers are described.