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Autonomy and social skills: a group‐based programme with adolescents with learning difficulties for the enhancement of personal autonomy and social skills
Author(s) -
Reiter Shunit
Publication year - 2001
Publication title -
journal of research in special educational needs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.543
H-Index - 27
ISSN - 1471-3802
DOI - 10.1111/j.1471-3802.2001.00143.x
Subject(s) - psychology , autonomy , social skills , feeling , group cohesiveness , medical education , pedagogy , cohesion (chemistry) , developmental psychology , social psychology , mathematics education , medicine , political science , law , chemistry , organic chemistry
A group‐based educational programme on life skills was implemented with eleven participants with moderate learning difficulties, aged 17–18 years, for nine months. The aim of the programme was to enhance autonomy by means of group cohesion and the teaching of social skills. Teaching was based on the internalisation cycle model. The analysis of group processes was completed by means of content analysis of the teacher's detailed reports. Students’ outcomes were computed on three questionnaires that were administered at the beginning and end of the programme: the Quality of Life questionnaire (Schalock & Keith, 1993), The Progress Assessment Charts of Social Development (Gunzburg, 1972), and the Self‐Concept scale (Fitts,1964). Significant changes occurred in the area of social integration; at the end participants expressed a more positive feeling concerning friends. Significant improvements occurred in nearly all areas of social skills: self‐help, socialisation, communication and occupation. No changes occurred in the self‐concept; it was high and positive at the beginning and at the end the programme. The findings confirm the efficacy of a group‐based educational programme with participants with learning difficulties.