Date of Award

12-17-2012

Document Type

Action Research Paper

Superseded Degree Name

Master Of Arts In Special Education

Colleges & School

College Of Education And Leadership

First Advisor

Sister Gabrielle Kowalski, O.S.F.

Library of Congress Subject Heading

Students with social disabilities; Social phobia

Abstract

The purpose of this study was to determine if social anxiety could be reduced through the implementation of social skill streaming activities. Nine 14 to 18-year-old male students were introduced to specific social skills and topics throughout the six-week intervention, and taught ways to interact appropriately with others. In order for students to reduce social anxiety, they need opportunities to practice socializing and interacting with others in a safe and secure environment. In this study, the social lessons were centered on the following topics: introducing yourself, turn taking, asking for assistance, special interests, and conversation starters. The students participated in a variety of activities in a highly structured, small group setting which allowed for one-on-one conversations with peers and staff for one hour per day. The intervention included short readings in Social Time magazine, with worksheets and discussions to enhance the information. Students worked in groups to create classroom visuals such as a mind sight wheel where students identified seven places or things that placed them in a happy and calm mind set. The group also made individual five point anxiety scales, labeling the emotions they felt at each of the five stages. Social anxiety was measured weekly, based upon each individual's behavior log, as well as levels the researcher and individual identified at the end of each day. Prior to the intervention, students took as a pretest the Liebowitz Anxiety Scale. At the end of the intervention the students retook the scale and the researcher analyzed the pre and post test scores to determine if anxiety was or was not effectively decreased.

Rights

Open Access

OCLC Number

822029160

Is this full-text open access?

1

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