Social Skills Training means focusing on a range of social competency skills (e.g. developing self-control, stress management, responsible decision-making, social problem solving, and communication skills). It is an integral part of the Comprehensive, Multi-Component Approach.

Supporting Citations:

Dent, C.W. et al. (1995). Two-year behavior outcomes of Project No Tobacco Use. Journal of Clinical and Consulting Pscyhology, 63, 676-677.

Gottfredson, D.C. (1997). School-based crime prevention. In L. Sherman (Ed.), Preventing crime: what works, what doesn't, what's promising: A report to the United States Congress (pp. 5-1 - 5-74). Washington, DC: US Department of Justice.

Hansen, W.B. (1992) School-based substance abuse prevention: A review of the state of the art in curriculum, 1980-1990. Health Education Research: Theory and Practice 7(3), 403-430.

Horner, R.H., Sugai, G., Lewis-Palmer, T.and Todd, A.W. (2001). Teaching school-wide behavioral expectations. Report on Emotional & Behavioral Disorders in Youth , 1(4), pp. 77-79.

Lewis TJ, Sugai G, Colvin G (1998). Reducing problem behavior through a school-wide system of effective behavior support: investigation of a school-wide social skills training program and contextual interventions. School Psychology Review, 27(3), pp. 446-459.

Mayer, G.R., and Sulzer-Azaroff, B. (1991). Interventions for vandalism. In G. Stoner, M.K. Shinn and H.M. Walker (Eds.) Interventions for achievement and behavior problems (pp. 559-580). Washington, D.C.: National Association of School Psychologists

Payton JW, Wardlaw DM, Graczyk PA et al. (2000). Social and emotional learning: a framework for promoting mental health and reducing risk behaviors in children and youth. Journal of School Health 70 (5) pp. 179-185.

Pilgrim, Colleen et al. (1998). Implementation and impact of a family-based substance abuse prevention program in rural communities. Journal of Primary Prevention, 18(3), 341-361.