Abstract
Though there is debate as to whether they are necessary or sufficient determinants, social skills are presumed to form the foundation for competence in most major models (e.g., Cavell, 1990; Crick & Dodge, 1994; Dubois & Felner, 1996; Rose-Krasnor, 1997). Once focusing on more molecular and observable units of behavior (McFall, 1982), more current conceptualizations of social skills incorporate a full range of cognitive, emotional, and behavioral skills and abilities, as well as motivational and expectancy sets (e.g., Dubois & Felner, 1996). Behind this conceptual shift was the rising influence of the social learning perspectives. The integration of these perspectives into mainstream behavioral psychology formed the basis for current cognitive-behavioral approaches and, as such, has important conceptual and applied implications for social skills assessment and intervention.
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Nangle, D.W., Erdley, C.A., Adrian, M., Fales, J. (2010). A Conceptual Basis in Social Learning Theory. In: Nangle, D., Hansen, D., Erdley, C., Norton, P. (eds) Practitioner's Guide to Empirically Based Measures of Social Skills. ABCT Clinical Assessment Series. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-0609-0_3
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