Abstract
We live in a social world, yet there is little evidence that most of us know how to analyse social experiences and how to improve our social skills. Nor is there much evidence that formal education tries to teach us how to do so. Schools ideally should be places where both staff and children are very much aware of what is happening at each point of social interaction, and very much alert to the role this interaction plays in helping individuals to formulate opinions about themselves and others. But in reality, social relationships are almost as much of a hit and miss business in schools as they are in society generally. Teachers receive little training in social behaviour, and beyond the routine enforcement of the rules of politeness they often have limited expertise in this behaviour to pass on to children.
This is a preview of subscription content, log in via an institution to check access.
Preview
Unable to display preview. Download preview PDF.
References
Abrams, D., Wetherell, N., Cochrane, S., Hogg, M. and Turner, J.C. (1990) Knowing what to think by knowing who you are: self-categorization and the nature of norm formation, conformity, and group polarization. British Journal of Social Psychology, 29, 97–119.
Asch, S.E. (1955) Opinions and social pressure. Scientific American, November.
Asher, S.R. (1983) Social competence and peer status: recent advances and future directions. Child Development, 54, 1427–34.
Bandura, A. (1986) Social Foundations of Thought and Action: A social cognitive theory. Englewood Cliffs, New Jersey: Prentice-Hall.
Bee, H. (1989) The Developing Child, 5th edn. New York: Harper & Row.
Berndt, T.J., Hawkins, J.A. and Hoyle, S.C. (1986) Changes in friendship during a school year. Effects on children’s and adolescents’ impressions of friendship and sharing with friends. Child Development, 57, 1284–97.
Besag, V. (1989) Bullies and Victims in Schools. Milton Keynes: Open University Press.
Boulton, M.J. and Underwood, K. (1992) Bully/victim problems among middle school children. British Journal of Educational Psychology, 62, 73–87.
Clark, R.D. and Maas, A. (1988) The role of social categorization and perceived source credibility in minority influence. European Journal of Social Psychology, 18, 381–394.
Croll, P. (1986) Systematic Classroom Obseroation. London: Fainter Press.
Crutchfield, R.S. (1955) Conformity and character. American Psychologist, 10.
Dodge, K.A. (1983) Behavioural antecedents of peer social status. Child Development, 54, 1386–1399.
Elliott, N. (1991) Bullying. A Practical Guide to Coping for Schools. Harlow: Longman.
Eron, L.D. (1987) The development of aggressive behavior from the perspective of a developing behaviourism. American Psychologist, 42, 435–42.
Flanders, N.A. (1970) Analyzing Teacher Behavior. Reading, Massachusetts: Addison Wesley.
Grussec, J.E. and Arnasan, L. (1982) Consideration for others: approaches to enhancing altruism. In S.G. Moore and C.G. Cooper (Eds) The Young Child: Reviews of research, Vol. 3. Washington, DC: National Association for the Education of Young Children.
Hargreaves, D. (1967) Social Relations in a Secondary School. London: Routledge & Kegan Paul.
Hartup, W.W. (1984) The peer context in middle childhood. In W.A. Collins (Ed.) Development During Middle Childhood. The Tears from Six to Twelve. Washington, DC: National Academy Press.
High/Scope (1992) Manual for the Child Observation Record. Ypsilanti, Michigan: High/Scope Educational Research Foundation.
Lacey, C. (1970) Hightown Grammar. Manchester: Manchester University Press.
Lazarus, A.A. (1973) On assertive behaviour: a brief note. Behaviour Therapy, 4, 697–699.
Lott, A.J. and Lott, B.E. (1960) The formation of positive attitudes towards group membership. Journal of Abnormal and Social Psychology, 561, 297–300.
Merrett, F. and Wheldall, K. (1990) Positive Teaching in the Primary School. London: Paul Chapman.
Milgram, S. (1974) Obedience to Authority: An experimental overview. London: Tavistock.
Nottinghamshire Education Committee (1991) Developing a co-ordinated approach. In P.K. Smith and D. Thompson (Eds.) Practical Approaches to Bullying. London: David Fulton.
Potter, S. (1947) Gamesmanship. London: Rupert Hart-Davis.
Shaw, M. (1977) Group Dynamics: The psychology of small group behaviour. New Delhi: Tara McGraw Hill.
Smith, P.K. (1993) Social development. In A.M. Colman (Ed.) Companion Encyclopedia of Psychology, Vol. 2. London: Routledge.
Smith, P.K. and Thompson, D. (1991) (Eds) Practical Approaches to Bulying. London: David Fulton.
Spence, S. (1980) Social Skills Training with Children and Adolescents. Windsor, Berks: NFER/Nelson.
Tatum, D. and Herbert, G. (1992) Bullying: A positive response, 2nd edn. Cardiff: Cardiff Institute of Higher Education.
Trower, P. Bryant, B. and Argyle, M. (1978) Social Skills and Mental Health. London: Methuen.
Turner, C. (1991) Social Influence. Milton Keynes: Open University Press.
Vaughn, B.E. and Langlois, J.H. (1983) Physical attractiveness as a correlate of peer status and social competence in preschool children. Developmental Paychology, 19, 561–7.
Wheldall, K. and Merrett, F. (1989) Posittive Teaching in the Secondary School. London: Paul Chapman.
Wood, W., Wang, F.Y. and Chacherie, J.G. (1991) Effects of media violence on viewers’ aggression in unconstrained social situations. Psychological Bulletin, 109, 371–83.
Additional reading
Argyle, M. (1983) The Psychology of Interpersonal Behaviour 4th edn. Harmonds-worth: Penguin. Still one of the best introductions to the general field of social interactions.
Argyle, M. (1991) Co-operation: The Basis of Sociability. London: Routledge. Excellmt text by one of the leading authorities in the field.
Bennett, N. and Desforges, C. (Eds) (1985) Recent Advances in Classroom Research. Edinburgh: Scottish Academic Press. Not restricted to social aspects of classroom behaviour, but contains much useful material on interaction.
Brown, G. and Shaw, M. (1986) Social skills training in education. In C.R. Hollin and P. Trower (Eds) Handbook of Social Skills Training, Vol. 1. Oxford: Pergamon. One of the best brief introductions (the whole book is strongly recommendetf).
Cartledge, G. and Milburn, J.F. (Eds) (1986) Teaching Social Skills to Children. Oxford: Pergamon Press. A range of training techniques of practical use for teachers.
Delamont, S. (1983) Interaction in the Classroom 2nd edn. London: Methuen. One of the best short works on interaction analysis.
Delamont, S. (1984) The observation and classification of classroom behaviours. In D. Fontana (Ed.) Behaviourism and Leming Theory in Education. Edinburgh: Scottish Academic Press. A full survey of the development and current status of research into classroom interaction.
Duck, S. (1986) Friends For Life: The psychology of close relationships. Brighton: Harvester Press. A penetrating and comprehensive look at the mechanics of fiimdship.
Fontana, D. (1990) Social Skills at Work. London: BPS/Routledge. Short practical introduction to social skills training.
Hargie, O., Saunders, S. and Dickson, D. (1987) Social Skills in Interpersonal Communication 2nd edn. London: Routledge. Especially good on the communicative aspects of social behaviours.
Kleinke, C.L. (1986) Meeting and Understanding People. New York: W.H. Freeman. A splmdid, highly readable and eminently practical guide to assessing and relating to others.
Kutnick, P. (1983) Relating to Leming: Towards a developmental social psyclwlogy of the primary sclwol. London: Allen & Unwin. Deals with younger children, but a valuable introduction to the way in which social factors irfluence teaming and development.
Roland, E. and Munthe, E. (1989) Bulllying: An International Perspective. London: David Fulton. Shows the extent and nature of bullying across cultures — a disturbing picture.
Rubin, K. and Ross, H. (1982) (Eds) Peer Relations and Social Skills in Chiltilwod. New York: Springer Verlag. One of the few books to look at the area exclusively. from the child’s perspective.
Spence, S. and Shepherd, G. (1983) Developments in Social Skills Training. London: Academic Press. Practical and comprehensive suroey of social skills strategies suitable for classroom use.
Tatum, D.P. and Lane, D. (1988) Bullying in Schpols. Stoke-on-Trent: Trentham. Sane, sensible and practical appraisal of the problem and its treatment.
Author information
Authors and Affiliations
Copyright information
© 1995 David Fontana
About this chapter
Cite this chapter
Fontana, D. (1995). Social behaviour and social skills. In: Psychology for Teachers. Psychology for Professional Groups. Palgrave, London. https://doi.org/10.1007/978-1-349-24139-2_11
Download citation
DOI: https://doi.org/10.1007/978-1-349-24139-2_11
Publisher Name: Palgrave, London
Print ISBN: 978-0-333-64066-1
Online ISBN: 978-1-349-24139-2
eBook Packages: Palgrave Social & Cultural Studies CollectionSocial Sciences (R0)