Modeling, role-playing, and didactic instructions as facilitators of group-based social training in the retarded

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dc.creatorMagee, Janna Lou
dc.date.accessioned2016-11-14T23:14:18Z
dc.date.available2011-02-18T19:49:38Z
dc.date.available2016-11-14T23:14:18Z
dc.date.issued1975-12
dc.degree.departmentPsychologyen_US
dc.description.abstractThe present investigation is concerned with the acquisition and performance of social skills by the mildly retarded. Successful interpersonal interactions and the use of acceptable social amenities are skills essential to virtually any habilitation program with the retarded. These deficiencies are especially significant given the important role that social behavior plays in vocational success. It is to this specific area—social skills in job performance—that this research is addressed. This study is an investigation into the training of mildly retarded individuals in social skills through the medium of group therapy. The research examines the impact of tlriree treatment approaches (modeling, role-playing, and didactic instruction) on both the behavioral aspects of the group therapy process and subsequent subject performance on an outcome measure.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/2346/12081en_US
dc.language.isoeng
dc.publisherTexas Tech Universityen_US
dc.rights.availabilityUnrestricted.
dc.subjectGroup psychotherapyen_US
dc.subjectPeople with mental disabilitiesen_US
dc.subjectSocial adjustmenten_US
dc.titleModeling, role-playing, and didactic instructions as facilitators of group-based social training in the retarded
dc.typeDissertation

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