Effect of a Social Skills Intervention Programme on the Emotional Intelligence of Children with Limited Social Skills: An Experimental Study
Introduction: The present study investigated the effect of a social skills intervention programme on the emotional intelligence of children with limited social skills. While many intervention programmes have been studied for the development of social skills and emotional intelligence, most of th...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
JCDR Research and Publications Private Limited
2023-08-01
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| Series: | Journal of Clinical and Diagnostic Research |
| Subjects: | |
| Online Access: | https://www.jcdr.net/articles/PDF/18344/62791_CE[Ra1]_F(IS)_PF1(HB_SHU_OM)_QC(AN_RDW_IS)_PFA2(HB_KM)_PN(KM).pdf |
| Summary: | Introduction: The present study investigated the effect of a
social skills intervention programme on the emotional intelligence
of children with limited social skills. While many intervention
programmes have been studied for the development of social
skills and emotional intelligence, most of them were conducted
in foreign countries. However, the present study was conducted
due to the limited availability of such programmes in India.
Aim: The aim of this study was to develop an intervention
programme on social skills for children with limited social skills
and to determine the effect of the programme on intra and
interpersonal awareness and management of these children.
Materials and Methods: An experimental study was
conducted at the Department of Education, Kurukshetra
University, Kurukshetra, Haryana, India. The study lasted for
six weeks, from December 2013 to January 2014. A total of
40 ninth-grade students, aged between 13-15 years, selected
from two schools in Kurukshetra, Haryana (Arya Public School
and Mata Rukmini Rai School). The experimental group (n=20)
received the intervention programme related to social skills,
while the control group (n=20) received no intervention. The
students were pre-tested and post-tested using a scale on
social skills and the ‘Mangal Emotional Intelligence Inventory’
2005 (MEII) emotional intelligence inventory. Statistical
analysis “t-test” was applied for to measuring significance of
the difference between the performance of the experimental
and control groups.
Results: The present study showed a significant change in
intrapersonal and interpersonal awareness and management
of children with limited social skills after the implementation of
the intervention programme designed by the researcher. The
calculated t-ratio for the pre-test scores of the experimental
and control groups (0.19) was not significant at the prescribed
levels of significance (0.05 and 0.01). This suggests that no
significant difference was found between the pre-test scores
of the experimental and control groups in terms of emotional
intelligence. The mean score of the experimental group students
(85.65) was higher than the mean score of the control group
students (59.40).
Conclusion: The social skills intervention programme proved to
be effective in influencing the emotional intelligence of students
with limited social skills. Students should be encouraged to
develop social skills such as conversation skills, friendship
skills, leadership skills, honesty, and teamwork, as these
contribute to emotional intelligence and overall success. Cocurricular activities should be considered as important as the
curriculum. Students should be observed for peer relations,
lack of interest, friendship skills, and cooperative skills, as
schools can be considered a miniature society where children
with limited social skills can be identified early on. |
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| ISSN: | 2249-782X 0973-709X |