(6-2-04)
Liberman’s view of social skills
Priority
- eye contact
- posture
- voice loudness
- voice tone
- gestures
- verbal content
Content
- ask for something
- say “no”
- express feelings (I statement)
- express opinions (I statements)
- “I feel . . . .”
- “I want . . . .”
- “I like . . . .”
- “I think . . . .”
Plan
- assessment
- report
- observation
- intervention
- increase awareness
- instruct
- model
- rehearse
- feedback
- increase awareness
- support, encourage, expect change
- homework
- assessment [back to beginning of loop]
Liberman’s view of social skills
(5-31-16)
Social skills
“In a general sense, social skills are all the behaviors that help us to communicate our emotions and needs accurately and allow us to achieve our interpersonal goals.” (Liberman, DeRisi, & Mueser, 1989, p. 3)
Breaks down into three-stage process:
1st stage: receiving skills: “those skills that are necessary to attend to and perceive accurately the relevant social information contained in situations.” (p. 3)
“Examples of receiving skills include identifying appropriate people with whom to interact, accurately recognizing the feelings and desires that other communicate, hearing correctly what another person has said, and knowing what one’s personal goals for an interaction are.” (p. 3)
Sizing up a situation
2nd stage: processing skills: “we must choose the response that is most likely to be successful in achieving our short- and long-term goals.” (p. 3)
“Problem solving involves generating a list of possible solutions (i.e., potentially effective behaviors), evaluating the relative merits of each solution in terms of their anticiapted consequences, selecting the best solution or combination of soltions, and deciding how to best put the plan into action.” (p. 3)
3rd stage: sending skills: “the actual behaviors involved in the social transaction.” (p. 3)
“Sending skills include both the verbal content or what is said, and how the message is communicated to others.” (p. 3)
nonverbal behaviors: “appropriate facial expressions, gestures, postures, and eye contact” (p. 4)
paralinguistic skills: “voice volume, fluency and pacing, affect, tone, latency to respond, meshing of responses in conversation, and interpersonal distance” (p. 4)