Contributions of social skills training to the socio-emotional development of children and adolescents: parental meanings
Abstract Objective This qualitative study aimed to understand parental meanings about the contribution of social skills training to the socioemotional development of their children. Method Semi-structured online interviews were conducted one to two years after the intervention with eight mothers a...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Pontifícia Universidade Católica de Campinas
2025-06-01
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| Series: | Estudos de Psicologia (Campinas) |
| Subjects: | |
| Online Access: | http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0103-166X2025000103204&lng=en&tlng=en |
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| Summary: | Abstract Objective This qualitative study aimed to understand parental meanings about the contribution of social skills training to the socioemotional development of their children. Method Semi-structured online interviews were conducted one to two years after the intervention with eight mothers and one father whose children, aged eight to 14, participated in a social skills training at a university in southern Brazil. The interviews were subjected to thematic analysis, prepared with the help of the webQDA software. Results Two categories emerged: Understanding social skills from the parents’ perspective and Repercussions of the experience of participating in social skills training for the child and for the parent-child relationship, analyzed based on the Bioecological Theory. Parents reported that their children learned skills on how to make friends, empathy, civility, self-control, emotional expressiveness, assertiveness and problem-solving. Conclusion For parents, social skills training favored the socioemotional development of their children, contributing to self-knowledge and social interactions. |
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| ISSN: | 1982-0275 |