2. Social Psychology Lecture 2 Models of social interaction and their application to social skills training Jane Clarbour (Spring 2002)

3. Objectives Demonstrate an understanding of the concept of social skill Identify differences between social behaviour and motor skills Give an account of the revision to the social skills model Describe the application of the social skills model in relation to social skills training and social deficits Specify the basic principles of social skills training Specify the principles of assertiveness training

4. Social skills model Argyle & Kendon, 1967 Social interaction as a skill – –like driving a car or a game of tennis Much is known about motor skills processes –this knowledge is transferable to social interaction

5. Applications of the social skills model A person’s behaviour affects other people’s –Physical proximity –Posture –Language & speech –Patterns of looking at other people –Bodily movements –Facial expression

6. Skills in social interaction Knowledge that actions are related to consequences –Watch for signs of emotional disturbance This might signal signs of argument –Watch for signs of appropriate action Time to talk, or time to listen –Apply appropriate tone of voice/choice of words –Make appropriate gestures

7. Similarities between social interaction & motor skills Distinctive goals Motor Skills Motor skill operator has main goals and sub- goals Driving: Main goal –getting somewhere Sub-goal –Steering –Changing gear etc… Social Skills Social skills model also uses main goals and sub-goals Interviewing : Main goal –Gathering information Sub-goal –Establishing rapport in order to obtain that goal

8. Similarities between social interaction & motor skills Identification of relevant cues Motorists: –concentration on movement of traffic & edge of road (not admiring view!) Social interaction: –selective attention of cues relevant to intended goal, such as making friends –Identification of irrelevant cues Psychiatric disorders: –Some people particularly bad at selecting social information. Depressives selectively attend to negative feedback about themselves making depression worse (Trower, 1981).

9. Similarities between social interaction & motor skills Central translation processes (‘planning’) Translation of Perceptual Processes Motor skill: Translation of information relating to car and the kerb into appropriate steering response. Social skill: People learn certain behavioural strategies in response to social situations. Forward planning – prospective cognition

10. Similarities between social interaction & motor skills Motor responses This refers to the actual behaviour. Motor skill: Initially very awkward (like driving a car – each action requires much practice, but then becomes automated) Social skill: Initially difficult or awkward – but like driving, with practice becomes more automated. Artificial behaviour natural behaviour

11. Similarities between social interaction & motor skills Feedback & corrective action Motor skill: Skilled performer uses perceptual cues to take corrective action (e.g. steering a car. Social Skill: Skilled performer corrects performance in relation to social feedback from others. (Note importance of non-verbal feedback). Both rely on timing of respective contribution

12. Application of motor performance to social skills model (cited in Hargie, 1997) Motivation –Sitting in a rather warm room Goal –Desire to cool down Translation –Devise plans of action (i.e. open window/take off coat/turn down heating) Response –Carry out chosen plan Perception –Monitor change

13. Argyle’s social skills model (Argyle & Kendon, 1967) Motivation, goal Perception Translation Motor responses Changes in outside world Feedback loop

14. Perceptual processes Perceptual processes are selective. –Skilled performers know what they can ignore. Perceptual cues vary according to each situation –Varies according to cooperative or competitive interaction Skilled performance is related to accurate perception of relevant features of specific situation

15. Translation processes Skilled translation –entails adequate interpretation of perceived cues as requiring specific action –May become automated as relevant social ‘schemata’, or translations. –Skilled performers require vast repertoire of translations

16. Actions/motor responses Hierarchical basis of behaviour –General level (plan) Contains many sub-plans of behavioural –Sub-plans (activities) Different ways might obtain same outcome –Fine details Body posture, proximity, utterances, Social skills may be analysed at any level

17. Application of SSM to social context Person A meets person B –A is attracted to B (motivation) –A wants to know B’s name (immediate goal) Person A translates social context –A devises plans of action & considers consequences of various alternative plans Give own name and pause… Ask directly –A carries out plan –A gets response from B Person A perceives B’s response Person A translates social context….etc.

18. Weakness of the SSM Emphasis on the individual within the interaction Ignores feedback from external sources Cognitive bias ignores role of emotion

19. Revisions to social skills model (Hargie & Marshall, 1986) New model accounts for goals of both interactors Feedback from self & other Replace ‘central translation processes’ with Inclusion of emotion and retrospective cognition relating to action Interpretation of the model within person-situation context

20. Summary of social skills model Social interaction likened to motor skill acquisition through the social skills model (SSM). SSM sees interaction as –skilled performance –A matching process Behaviour is directed and adaptive, Social inputs are translated (non-verbal behaviour, proximity, language etc) and matched with actions related to consequences Revised social skills model includes emotion and cognition instead of central translation processes – interpreting the model within the person-situation context.

21. Social Skills Training Research into the SSM has highlighted fine details of social interaction – making it easier for people to learn to change their own behaviour Interventions and training can even change how people think But Social Skills Training and Assertiveness Training are designed to change how people communicate

22. Social competence Establishing and maintaining friendly relationships Being cooperative and helpful Clear communication Persuasive Perceptual sensitivity Warmth Flexibility

23. Social Skills Training Social skills training is based on the assumption that communication is a form of skill that can be learned and improved like any other Based on principles of: –Demonstration –Practice –Feedback

24. Procedures in social skills training Social skills training is based on the SSM of demonstration, practice and feedback. 1.Demonstration A tennis coach when instructing a pupil to serve might demonstrate what to do herself first 2.Practice She might then get the pupil to practice a few times 3.Feedback She would probably then give feedback on the pupil’s performance – verbal, or video feedback

25. Explicit vs. Implicit feedback Implicit feedback (‘I think you could do a little better’) –Ineffective because unclear to which behaviour referring. Explicit feedback (‘you need to maintain more eye contact’) –Effective as the client is explicitly told of good or bad performance, and why the performance has improved Emphasis on feedback should be explicit!

26. Effective feedback Effective feedback may be –Verbal –A tape recoding –A videotape recording Most effective feedback is –Immediate –Not enjoyed! –Acceptable –Essential for learning

27. Assertiveness Training Aims to: –Effectively communicate own position –provide feedback to other person about how they should behave in future –Be firm, clear, and convincing Assertiveness is not aggression! –Aggression involves and may invoke hostility (not the purpose of assertiveness

28. Assertiveness Training is… Direct – stating explicitly what the problem is. Specific – an assertion should be clear & focused (avoid generalisation). Respectful – avoid blame, attack and not demeaning. (RAKOS, 1990)

29. Refusal Assertion (Kelly, 1982) Poor refusal assertion may lead to: –feelings of helplessness –loss of control –low self-esteem –Depression Skilled refusal assertion may lead to: –Changes in the behaviour of others –Increased perception of self-efficacy –Higher self-esteem

30. Application of Refusal Assertion Socially passive/unassertive individuals Highly aggressive/violent individuals (lack of skills necessary for anger and aggression control)

31. Refusal Assertion Training Minimal Effect Response (Rimm & Masters, 1987) –Use least amount of effort to obtain objective e.g. apologise (as violation of an individual’s rights may be unintended/accidental Excessive assertion may be counter-productive (producing hostility rather than compliance) –Be persistent –Sometimes the minimal response may be insufficient. –Incremental increase in degree of assertion.

32. Social skills deficits (Franzoi, 2000) Social anxiety –An emotion experienced due to concern with interpersonal evaluation (Leary & Kowalski, 1995) Self-oriented concern –Fear of negative reaction from others invokes self- fulfilling prophecy (Pozo et al, 1991) Avoidance of eye contact Appearing nervous or jittery Loneliness (Jones et al, 1982) Lonely people spend more time talking about themselves Show less interest in others Expectation of failure in social interaction

33. Poor social skills and mental disorder Poor social skills may lead to mental disorder (Argyle & Kendon, 1967) –Social failure may lead to social rejection and failure to cope –Poor coping skills and rejection may lead to anxiety disorders

34. Conclusions Emphasis on learned behaviour Links between social skills training and the social skills model Considered social skills training for: –Interview techniques –Assertiveness training –Refusal assertion Shown to be effective and long lasting May be beneficial in raising self-esteem