Implementing a classroom-based social skills training program in middle childhood

Although social skills training (SST) programs have been shown to improve c hildren's long-term developmental outcomes, school personnel are not typica lly able to implement such programs. This article outlines the institutiona l and organizational supports, trainer selection criteria, and the training needed for school counselors to successfully implement and sustain a SST p rogram for children. Social skills programs will only become routine in the classroom if the school setting provides administrative support for skills training, and structures to encourage implementation of SST programs (espe cially substantial and ongoing training based in the classroom setting). In addition to organizational level considerations, SST trainers need to be s ocially competent, be able to manage children in small groups, be familiar with the theoretical model underlying the SST program, have the opportunity to practice delivering the program, and have positive attitudes toward del ivering the program. The procedures for selecting, training, monitoring, an d evaluating school counselors who are SST trainers are described.