中文摘要
本研究主要在探討社交技巧訓練方案提升國小兒童社交技巧與社會自尊之影響效果。研究對象是以桃園縣某國小四年級學生為樣本，進行「社交技巧行為特徵檢核表」的施測，配合意願調查，篩選出三十六名社交技巧不佳兒童做為研究對象，經隨機分派每組十八名至實驗組與控制組。實驗組成員接受每週二次，每次四十分鐘共十六次，為期八週的社交技巧訓練方案，而控制組則不接受處理。實驗前後，兩組成員皆接受「社交技巧行為特徵檢核表」、「社會自尊評量表」相同量表之評量。
本研究透過二因子混合設計變異數分析考驗假設。並分析歸納「單元回饋表」、「成員總回饋」及實驗組班級教師之訪談記錄，以作為研究結果的佐證與補充。
根據研究結果，主要發現摘述如下：
一、社交技巧訓練方案提升國小兒童自評版、教師版之社交技巧具有顯著立即輔導效果。
二、社交技巧訓練方案提升國小兒童同儕版之社交技巧不具顯著立即輔導效果。
三、社交技巧訓練方案提升國小兒童社會自尊、人際勇氣及社會自信不具顯著立即輔導效果。
四、由團體成員的回饋及班級教師訪談發現，成員對此團體持正向肯定的態度。各成員在生活中與同儕的互動與相處都有不同程度的改變，且能實際運用的社交技巧。此方案對成員而言，具有正向影響力。
研究者根據研究結果加以討論並提出建議，以作為輔導運用及未來研究之參考。

The purposes of the research is to discuss the training effect of the social skills training group influencing the children on promoting social skills and social esteem.
The 36 experimental participants are sifted from the fourth grade student of an elementary school, Taoyuan. The researcher randomly assigns those sifted students to experimental and control groups, and each group has 18 members. These students are considered inapt in social skills and are willing to participate in the program. Only the experimental group members attended 16-session, twice a week, 40 minutes per session, social skills training group, while the control group did not receive any treatments. The instruments used for pretest and posttest include the social skill behaviors and charactics scale for elementary and junior school Scale（SSBCS）and the Social Self-esteem Scale (SSES). The collected data were analyzed by two-way ANOVA, and collected the response information of members, teachers, and individual analysis of the experimental members as the proof and assistance of the research results.
The major findings are as followings:
1. The social skills training group can promote the experimental students in SSBCS’s self related behavior, work related behavior and interpersonal related behavior has be conspicuous, and the results in the teacher version, which indicates the immediate effect of the treatment.
2. The social skills training group did no show the immediate effects in enhancing the results in student version and the social self-esteem on students.
3. In the students group members back coupling, finally demonstrate trains to the social skill training hold the affirmation manner, indicate the involvement have the positive influence, and individual analysis of the experimental students as the proof and assistance of the research results.
Finally, some suggestions for these applications in education, guidance and the directions for further research are suggested based on the findings and the limitations of this study.

一、中文文獻
于麗萍(1988)。國小學生同儕調解方案之實驗研究。台北市立師範學院國民教育研究所碩士論文，未出版，台北。
井敏珠(1995)。國小兒童人際關係與學校輔導策略。學生輔導通訊，36期，頁52-55。
文林譯(1992)。自信自尊-信心就是力量。台北：麥田。
王櫻芬(1997)。社會技巧訓練對國小攻擊傾向兒童之攻擊行為、社會技巧與自我效能之影響效果研究。高雄師範大學輔導研究所碩士論文，未出版，高雄。
朱玉娓(1992)。台灣青少年多重向度自我概念與整體自尊關係之比較研究。教育心理學報，33：2.04，頁103-123。
朱經明(1981)。國中學生自我概念、友伴關係及其相關因素之研究。台灣師範大學教育研究所碩士論文，未出版，台北。
吳佳玲(1996)。家庭結構與子女自尊表現之研究：繼親家庭與生親家庭之比較。台南家專學報，15，頁203-217。
吳怡欣、張景媛(2000)。青少年自我尊重模式之驗證。教育心理學報，31：2，頁105-127。
吳秋燕(1999)。社會技巧訓練對增進國小問題行為兒童社會適應能力教學效果之研究。彰化師範大學特殊教育研究所碩士論文，未出版，彰化。
吳倩儀(2004)。網路團體諮商方案對國小高年級害羞兒童輔導效果之研究。台南師範學院國民教育研究所碩士論文，未出版，台南。
吳新華(1996)。兒童適應問題。台北：五南。
李美瑩(2003)。社會技巧訓練團體對國小被拒兒童的輔導效果研究。新竹師範大學院教育與心理輔導研究所碩士論文，未出版，新竹。
李佩怡(1999)。人際關係理論。測驗與輔導，152，頁152-156。
李翠月(2003)。自我肯定訓練對國小人際關係困擾學生之輔導成效。嘉義大學特殊教育研究所碩士論文，未出版，嘉義。
李淑娥譯(1998)。面對自己。台北：心理。
李雅真(2002)。團體遊戲治療對被同儕拒絕兒童輔導效果之研究。屏東師範學院心理輔導教育研究所碩士論文，未出版，屏東。
阮美蘭(1982)。小型團體諮商對改善兒童人際關係效果之實驗研究。台北：文景。
周百營(2002)。國民中小學學生認知扭曲、生氣情緒與攻擊行為關係之研究。台中師範學院國民教育研究所碩士論文，未出版，台中。
周新富(1997)。社交技巧訓練的教學方法及其班級教學歷程之分析。人文及社會學科教學通訊，8：3，頁171-187。
孟瑛如(2004)。國民中小學社交技巧行為特徵檢核表。台北：心理。
林世欣(2000)。國中學生自我概念與同儕關係之研究。屏東師範學院教育心理與輔導研究所碩士論文，未出版，屏東。
林玉彬(1999)。認知行為取向團體諮商對國小害羞兒童輔導效果之研究。台南師範學院國民教育研究所碩士論文，未出版，台南。
林杏足(1997)。諮商中當事人自尊改變歷程之分析研究。彰化師範大學輔導學系博士論文，未出版，彰化。
林佩琪(2000)。社會技巧訓練對國小「退縮--被拒絕」兒童之社會技巧、同儕接納與社會自尊影響之實驗研究。東華大學教育研究所碩士論文，未出版，台東。
林燕玲(2000)。直接教學模式對青春期嚴重情緒障礙學生社會技巧教學成效之研究。台灣師範大學特殊教育研究所碩士論文，未出版，台北。
邱瓊瑩(2002)。社交技巧訓練對國小兒童社交技巧與人際關係之影響研究。新竹師範學院國民教育研究所碩士論文，未出版，新竹 。
姜錢珠(1993)。社會技巧訓練對增進國中生社會技巧、社會自尊與人際關係效果之研究。高雄師範大學教育研究所碩士論文，未出版，高雄。
施顯烇(1990)。認知與行為治療。台北：幼獅文化。
洪嘉謙(2004)。社會技巧訓練對國小欺凌受害兒童團體輔導效果之研究。屏東師範學院心理與輔導研究所碩士論文，未出版，屏東。
洪榮照(1988)。兒童攻擊行為相關因素與認知行為策略輔導效果之研究。彰化師範大學特殊教育學系研究所博士論文，未出版，彰化。
洪儷瑜等編輯(2002)。社會技巧訓練課程實例彙編。台灣師範大學特殊教育學系增訂版。
苗延威譯(1996)。人際關係剖析。台北：巨流。
胡榮、王小章譯(1994)。心靈、自我與社會。台北：桂冠。
徐大偉(2000)。國小學生生氣情緒及生氣情緒管理團體方案成效之研究。高雄師範大學教育研究所碩士論文，未出版，高雄。
徐西森(1997)。團體動力與團體輔導。台北：心理。
徐西森、連廷嘉、陳仙子、劉雅瑩(2002)。人際關係的理論與實務。台北：心理。
涂喜敏(1991)。社會能力訓練團體對低成就國中生的社會技巧與社會自尊之影響。文化大學兒童福利研究所碩士論文，未出版，台北。
張怡真(1998)。國小學童獨生子女與非獨生子女同儕關係及其相關因素研究。台東師範學院教育研究所碩士論文，未出版，台東。
張春興(1989)。張氏心理學辭典。台北：東華。
張惟亮(2003)。人際關係之班級輔導活動實施效果研究。新竹師範學院輔導教學碩士班碩士論文，未出版，新竹。
張雅惠(1998)。團體輔導對國小學童自我概念與同儕關係影響之研究。嘉義師範學院國民教育研究所碩士論文，未出版，嘉義。
張進上(1987)。社會心理學自我論之分析。台南師專學報，20，頁157。
張瑞玉(2005)。中心主題合作輔導方案對提升國小學童自我概念與人際關係成效之研究。屏東師範學院教育行政研究所碩士論文，未出版，屏東。
許志彰(2001)。團體諮商對國小偷竊兒童自我概念與自我控制影響效果之研究。台南師範學院國民教育研究所碩士論文，未出版，台南。
許明珠(2005)。認知行為改變技術之班級輔導方案對國小一年級學童社交技巧與人際衝突之影響。屏東教育大學教育心理與輔導學系碩士論文，未出版，屏東。
郭為藩(1979)。自我心理學。台南：開山。
郭為藩(1996)。自我心理學。台北：師大書苑。
郭國禎(1988)。社會技巧訓練對青少年攻擊行為之輔導研究。教育學報，11，頁265-301。
郭慧貞(2000)。情緒教育方案對增進國小智能障礙兒童社交技巧之教學效果研究。彰化師範大學特殊教育研究所碩士論文，未出版，彰化。
陳李綢(1983)。國小兒童自我概念發展之研究。中國測驗學會測驗年刊，30，頁93-100。
陳明男(1990)。兒童發展。台北：渤海堂。
陳芳媜(1998)。國中生社會技巧、學習適應與焦慮之關係研究。成功大學教育研究所碩士論文，未出版，台南。
陳皎眉、鄭美芳(2002)。人際關係與溝通。臺北縣中和市：大中國。
陳錫銘（1991）。認知行為取向團體諮商對國小憂鬱兒童輔導效果之研究。台灣師範大學教育心理與輔導研究所碩士論文，未出版，台北。
陳稟華(1991)。諮商技巧訓練的成效暨諮商技巧與諮商效果的相關研究。教育心理學報，24，頁117-143。
曾瑞真(1996)。人際關係與溝通。台北：揚智。
曾瑞真、曾玲民譯(1998)。人際關係與溝通。台北：揚智。
曾端真(2000)。兒童行為的評估與輔導。台北﹕天馬文化。
程紋貞(1995)。國小學童自我概念、社交技巧與攻擊行為的關係。嘉義師範學院國民教育研究所碩士論文，未出版，嘉義。
黃月霞 (1993)。教導兒童社會技巧﹕溝通技巧訓練的理論與應用。台北：五南。
黃牧仁譯(1999)。兒童到青少年期的友誼發展。台北：五南。
黃信仁(1985)。社會技巧訓練對國小兒童社會關係之影響。文化大學兒童福利研究所碩士論文，未出版，台北。
黃淑玲(1994)。國民小學學生人際關係、學業成就與自我觀念相關之研究。高雄師範大學教育研究所碩士論文，未出版，高雄。
黃惠惠(1993)。團體輔導工作概論。台北：張老師文化。
黃堅厚(1999)。人格心理學。台北：心理。
黃德祥(1991)。社會技巧訓練在教育與輔導上的應用。輔導月刊，3(4)，頁31-35。
黃德祥(1991)。社會計量地位分類之研究。測驗年刊，38，頁53-69。
黃德祥(1994)。青少年發展與輔導。台北：五南。
楊國樞，張春興(1994)。兒童的社會發展-策略與活動。台北：桂冠。
葉佩玲(2003)。自我效能取向社交技巧訓練方案對國小公眾型害羞兒童社交技巧及自我效能之影響。台南師範學院教師在職輔導教學碩士論文，未出版，台南。
詹素珠(1996)。教師口語行為、國中學生自尊與學校適應行為之相關研究。台灣師範大學教育心理與輔導研究所碩士論文，未出版，台北。
廖鳳池(1990)。認知治療理論與技術。台北﹕天馬文化。
劉永福(1994)。認知取向與社會技巧訓練團體對社會畏縮兒童輔導效果研究。台灣師範大學教育心理與輔導研究所碩士論文，未出版，台北。
劉舒珊(2004)。阿德勒學派遊戲治療團體對「退縮-被拒絕」兒童輔導效果之研究。台南師範學院國民教育研究所碩士論文，未出版，台南。
蔡麗芳(1992)。社會技巧訓練策略對國小兒童社會技巧、問題行為及同儕接納之影響效果實驗研究。台灣師範大學教育心理與輔導研究所碩士論文，未出版，台北。
鄭小萍(1991)。國小五年級兒童「同理心訓練方案」輔導效果之研究。台灣師範大學教育心理與輔導研究所碩士論文，未出版，台北。
鄭和鈞、鄧京華 (1995)。高中生心理學。台北：五南。
鄭美芳(1987)。自我概念與人際關係。台北：駿馬。
鄭惠霙(1997)。國小六年級注意力缺陷及過動症學童社會技能及其教學輔導效果之研究。台灣師範大學特殊教育研究所碩士論文，未出版，台北。
鄭曉楓(2001)。認知行為取向團體輔導對國小攻擊傾向兒童之攻擊及攻擊行為影響效果研究信念。新竹師範學院國民教育研究所碩士論文，未出版，新竹。
盧欽銘(1979)。我國兒童及青少年自我觀念的發展。師大教育心理學報，12期，頁123-132。
賴佳菁(1996)。被同儕拒絕、攻擊行為與兒童內外控信念、自尊之研究-以台中地區國小4、6年級為例。中國文化大學青少年兒童福利研究所碩士論文，未出版，台北。
謝美華(2003)。社交技巧訓練對ADHD學童人際關係和社交技巧輔導效果之研究。台北市立師範學院國民教育研究所輔導教學碩士論文，未出版，台北。
簡茂發、朱經明(1982)。國中學生的友伴關係及其相關因素之研究。測驗年刊，29，頁93-104。
羅佳芬(2001)。國小兒童父母管教方式、自我概念、人際關係與利社會行為之相關研究。台南師範學院國民教育研究所碩士論文，未出版，台南。

二、英文文獻
Argyle, M. & Kendon, A. (1967). The experimental analysis of social performance. Advance in experimental social psychology, 55-99. New York: Academic Press.
Argyle, M. (1967). The psychology of interpersonal behaviour. Harmondsworth: Penguin Books.
Argyle, M. (1978). The psychology of interpersonal behavior. London: Cox & Wyman Ltd.
Argyle, M. (1984). Some new development in social skill training. Bulletin of the British Psychological society, 37: 405-410.
Arkoff, A. (1968). Adjustment and health. New York: McGraw-Hill Book Company.
Asher, S. R. (1983) Social competence and peer status: Recent advances and future directions. Child Development, 54: 1427-1434.
Bandura, A. (1969). Principle of behavior modification. New York: Holt, Rinehart & Winston.
Bandura, A. (1977). Social learning theory. Englewood Cliffs, N. J., Psychology, 5: 16-23.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
Bash, M. A. S., & Camp, B. W. (1981). Think Aloud: Increasing social and cognitive skills: A problem-solving program for children (classroom program grades 5-6). Illinois: Research Press.
Batsche, G. M., & Knoff, H. M. (1994). Bullies and their victims: Understanding a pervasive problem in the schools. School Psychology Review, 23(12): 165-174.
Beane, J. A., & Lipka, R. P. (1986). Self-concept, self-esteem, and the curriculum. New York: Teachers College Press, Columbia University.
Bellack, A. S. (1993). Behavioral assessment of social skill. In A. S. Bellack ＆ M. Hersen (Eds.), Research and practice in social skills training, 75-104. New York: Plenum Press.
Bernstein, J. Y., & Watson, M. W. (1997). Children who are targets of bullying: A victim pattern. Journal of Interpersonal Violence, 12(4), 483-499.
Bienert, H. & Schneider, B. H. (1995). Deficit-specific social skills training with peer-nominated aggressive disruptive and sensitive isolated preadolescents. Journal of Clinical Child Psychology, 24, 287-299.
Bierman, K. L. (1986). Process of change during social skills training with preadolescents and its relation to treatment outcome. Child Development, 57, 230-240.
Blake, P. C., & Slate, J. R. (1993). A preliminary investigation into the relationship between adolescent self-esteem and parental verbal interaction. School Counselor, 14 (2), 81-85.
Bolognini, M., Plancherel, B., & Halfon, O. (1996). Self-esteem and mental health in early adolescence: Development and gender differences. Journal of Adolescence, 19, 233-245.
Bourcet. C. (1998). Self-evaluation and school adaptation in adolescence. European Journal of Psychology of Education, 8, 515-527.
Branden, N. (1990). What is self-esteem? ERIC Document Reproduction Service NO. ED 325 783.
Braswell, L., & Bloomquist, M. L. (1991). Cognitive-behavioral therapy with ADHD children: Child, family, and school interventions. New York: Guilford Publications, Inc.
Brooks Gunn, J., and Warren M. P. (1989). How Important Are Pubertal and Social Events for Different Problem Behaviors and Contexts? Paper presented at the biennial meeting of the Society for Research in Child Development. Kansas City, April.
Brooks-Gunn, J., and Pettersen, A. C. (Eds.)(1983). Girls at Puberty: Biological and Psychological Perspectives. New York: Plenum.
Brown, C. S. & Brown, J. H. (1982). Counseling Children for social compentence: An manual for teachers and counselors. IL: Charles C Thomas Publisher.
Buhrmester, D. (1990). Intimacy of friendship, interpersonal and adjustment during preadolescence and adolescence. Child Development, 61, 1101-1111.
Bulkeley, J. R., & Cramer, D. (1994). Social skill training with young adolescents: Group and individual approaches in a school setting. Journal of Adolescent, 17(6): 521-531.
Carrledge, G., ＆ Kleefeld, J. (1991). Taking Part-introducing social skills to children. MN: American Guidance Service, Inc.
Cartledge, G., & Milbum, J. F. (1995). Teaching social skills to children: Innovation approach (3rd ed.). Boston, MA: Allyn & Bacon.
Collins, N. L., & Read, S. J. (1990). Adult attachment, working models, and relationship quality in dating couples. Journal of Personality and Social Psychology, 58(4), 644-663.
Combs, M. & Slaby, D. (1977). Social-skills training with children. Inc.
Cooley, C. H. (1922). Human nature and the social order. New York: Charles Scribners Sons.
Coppersmith, S. (1967). The antecedents of self-esteem. London: W.H. Freeman.
Cotton, N. S. (1985). The development of self-esteem and self-esteem regulation. In J. E. Mack & S. L. Ablon (Eds.). The development and sustenance of self-esteem in childhood,145-148. New York: International University Press.
Crandall, R. (1973). Measures of self-esteem. In J. P. Robinson ＆ P. R. shaver(Eds.). Measuring social psychological attitudes,45-168. Ann Arbor:Institute of Social Research.
Crik, N. R. & Dodge, K. A. (1996). Social information-processing mechanisms in reative and proactive aggression. Child Development, 67, 793-1002.
Cross, B. E. (1997). Self-esteem and curriculum: Perspectives from urban teachers. Journal of Curriculum:Supervision, 13(1), 70-91.
Damon, W. (1983). Social ＆ Personality development. New York: W. W. Norton ＆ Company.
Dekovic, M. (1992). The role of parents in the development of child's peer acceptance. (ERIC Document Reproduction Service No. ED 381232)
DeRosier, M. E., Kurpersmidt, J. B., & Patterson, C. J. (1994). Children's academic and behavioral adjustment as a function of the chronic1ty and proximity of peer rejection. Child Development, 65, 1179-1813.
Dodge, A. (1983). Behavioral antecedents of peer social status. Child Development, 54, 1386-1399.
Dodge, K. A. (1986). A social information processing model of social competence in children. In M. Perlmutter (Eds.), Cognitive perspective on children's social and behavioral development. NJ: Erlbaum.
Dodge, K. A. (1991). The structure and function of reactive and proactive aggression. In I. Rubin & D. Pepler (Eds.), The development and treatment of childhood aggression, 201-216. Hillsdale, NJ: Erlbaum.
Dodge, K. A., & Frame, C. L. (1982). Social cognition biases and deficits in aggressive boys. Child Development, 53, 620-635.
Dubow, E. F., Tisak, J., Causey, D., Hryshko, A., ＆ Reid, G.. (1991). A two-year longitudinal stressful life events, social support, and social academic adjustment. Child Development, 62, 583-599.
Dusek, J. B. (1996). Adolescent Development and Behavior. NJ: Prentice-Hall.
Eisler, R. M,. ＆ Frederikson, L. W. (1980). Perfecting Social Skills. New York: Plenum Press.
Erikson, E. H.(1968).Identity, Youth, and, crisis. New York: Norton
Elliott, M. (1997b). A whole school approach to bullying. In M. Elliott.
Elliott, S. N., & Gresham, F. M. (1991). Social skills intervention guide. (ERIC Document Reproduction Service NO. ED397347)
Erikson, E. H., (1956). Growth ＆ crises the health personality. Psycological Issues, 50-110.
Erikson, E. H., (1968). Identity: Youth and Crisis. New York: Norton.
Evans, S. W., Axelrod, J. L., & Sapia, J. K. (2000). Effective school-based mental health interventions: Advancing the social skills training paradigm. Jorunal of School Health, 70, 191-195.
Flower, J. V. (1977). Simulation and role playing techniques. In A. Kanfer ＆ M. Goldstein (Eds.), Helping people change. Chicago； University of Chicage Press.
Frey, D., & Carlock, C. J, (1990). Measure of self esteem. Enhancing self esteem(2’ED.). Bristol PA: Accelerated Development.
Frey, K. S., Hirschstein, M. K., & Guzzo, B. A. (2000). Second step: Preventing aggression by promoting social competence. Journal of Emotional & Behavioal Disorders, 8(2): 102-113.
Garner, S. Y. (1995). Self-esteem of elementary and middle school children. (ERIC Document Reproduction Service No. Ed397-347.)
Gresham, (1986). Conceptual issues in the assessment of social competence in childen. In P.S. Strain, M. J. Guralinick ＆ H. M. Walker(Eds.), Childern's social behavior: Development, assessment, and modification, 143-179. New York: Academic Press.
Gresham, F. M., & Elliott, S. N. (1990). The Social Skills Rating System. Circle Pines, MN: American Guidance Service.
Gresham, F. M., ( 1997). Social competence and students with behavior disorders. Education & Treatment of Children, 20, 233-250.
Gresham, F. M., (1982). Misguided mainstreaming: The case for social skills training with handicapped children. Exceptional Children, 48, 422-435.
Gresham, F. M., (1986). Conceptual and definitional issues in the assessment of children's social skills : Implications for classification and training. Journal of Clinical Child Psychology. 15(1), 3-15.
Gresham, F. M., (1988). Social skills Conceptual and applied aspects of assessment, training, and social validation. In J. C. Witt, S. N. Eillott, ＆ F. M. Greshan, (Eds.), Handbook of behavioral therapy in education, 523-546. New York: Plenum Press.
Gresham, F. M., Sugai, G., & Horner, R. H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67, 331-344.
Guindon, M. H. (2002). Toward accountability in the use of the self-esteem construct. Journal of Consulting and Development, Spring:204-214.
Haney, P.,＆ Durlak, J. A.(1989). Changing self-esteem in children and adolescents: A meta-analytic review. Journal of Clinical Psychology, 27(4), 423-433
Harter, S. (1982). The perceived competence scale for children. Child Development, 53, 87-97.
Harter, S. (1983). Developmental perspective on self-system. In Handbook of Child Psychology. Vol.4. New York: John Wiley ＆ Sons. Inc.
Hartup, W. W. (1976). Peer interaction and the behavioral development of the individual child. In E. Schopler ＆R. J. Reichler(Eds.), Psychopathology and child development: Deviations and treatment, 220-232. New York: Plenum Press.
Hoffmann, H., Kupper, Z., & Kunz, B.(1998). Predicting schizophrenic outpatients’ behavior by symptomatology and social skills. The Journal of Nervous and Mental Disease, 186, 214-222.
Hollin, C. R. (1990). Cognitive behavioral interventions with young offenders. NewYork: Pergamon Press.
Hughes, J. N. (1989). A cognitive behavioral model for assessing children's social competence. In J. N. Hughes & R. J. Hall(Eds.), Cognitive behavioral Psychology in the schools: A comprehensive handbook, 116-165. New York: The Guilford Press.
Hughes, J. N., & Sullivan, K. A. (1988). Outcome assessment in social skills training with children. Journal of School Psychology, 26, 167-183.
In-Sub, S., ＆ Hatli, J. (1984). The home environment, self-concept and academic achievement: A causal modeling approach. Jaournal of Educational Psychology, 70, 1269-1281.
Kershner, J. R. (1990). Self-concept and IQ as predictors of remedial success in children with learning disbilities. Journal of Learning Disabilities, 23, 368-374.
Kevin, M., & Mzobanzi, M. (2001). Family capital, goal orientations and South African adolescent's self-concept: A moderation-mediation model. Educational Psychology, 21(3), 333-350.
Kolb, S. M., & Hanley-Maxwell, C. (2003). Critical social skills for adolescents with high incidence disabilities: Parental Perspectives. Exceptional Children, 69,163-179.
Ladd , G. W. & Mize, J. (1983). A cognitive social learning model of social skill training. Psychological Review, 90, 127-157.
Ladd, G. W. & Kochenderfer, B. J. (1996). Friendship quality as a predictor of young children's early school adjustment. Child Development, 67, 1103-1118.
Lahey & A.Kazdin(Eds.). Advance in Clinical Child Psychology. New York:Plenum.
Lange, A., ＆ Jakubouski, P. (1977). Responsible assertive behavior: A Cognitive behavioral approach to assertiveness training. NewYork: Research Press.
Lawrence, D. (1996). Enhancing self-esteem in the classroom. Lond: St Edmundsbury Press.
Lewinsohm, P. M,. ＆ Shaffer, M.(1971). Use of home observations as an integral part of the treatment of depression. Journal of Consulting and Clinical Psychology, 37, 87-94.
Lewis, M., ＆ Michalson, L. (1983). Children's emotions ＆ Moods. New York: Plenum.
Lochman, John E. ＆ Curry, John F. (1986). Effects of Social Problem-Solving Training and Self-Instruction. Journal of Clinical Child Psychology, 15(2), 159-164.
Loevinger, T. (1976). Ego development. San Francisco: Jossey-Bass.
Lorr, M., ＆ Wunderlich, R. (1986). Two objective measures of self-esteem. Journal of Personality Assessment, 50, 18-23.
Markus, H., ＆ Kunda, Z. (1986). Stability and malleability of the self-concept. Journal of Personality and Social Psychology, 51, 858-866.
Maslow, A. H. (1968). Toward a psychology of being. New York: Van Nostrand.
Mead, G. H. (1934). Mind, Self and society. Chicago: University of Chicago Press.
Meichenbaum, D. (1977). Cognitive-behavior modification: A integrated approach. New York:Plenum Press.
Meichenbaum, D. (1986). Cognitive-behavior modification: An integrative approach. In F. H. Kanfer & A. P. Gildstein (Eds.), Helping people change: A textbook of methods (3rd ed.), 346-380. New York: Pergamon Press.
Michelson, L. (1987). Cognitive-behavioral strategies in the prevention and treatment of antisocial disorders in children and adolescents. In J. D. Burchard & S.N. Burchard (Eds.), The prevention of delinquent behavior, 275-310. Newbury Park, CA: Sage.
Miller, J. P. (1976). Humanizing the Classroom: Models of teaching ineffective education. New York: Praeger.
Miller, R. L. (1988). Positive self-esteem and alcohol/drug related attitudes among school children. Journal of Alcohol and Drug Education, 33(3), 26-31.
Mischel, W. (1976). Introduction to personality ＆ education. New York: Holt, Rinehart ＆ Winston.
Murk. C. (1999). Self-esteem: Research, theory, and practice(2th ed.) New York: Springer.
Nelson, M. A. (1991). The role of physical education and children’s activity in the public health. Research Quarterly for Exercise and Sport, 62, 148-150.
O' Donnell, W. J., (1979). Adolescent self-reported and peer- reported self-esteem. Adolescence, 14, 465-470.
Oden, S., & Asher, S. R. (1977). Coaching children in social skills for friendship marking. Child Development, 48, 495-506.
Overton, S., & Rausch, J. L. (2002). Peer relationships a ssupport for children with disabilities: Ananalysis of mothers' goal sand in dicators for friendship. Focuson Autism & Other Development Disabilities, 17(1).
Parker, J. G. & Asher, S. R. (1987). Peer relations and later personal adjustment: are low-accepted children at risk？Psychological Bulletin, 102(3), 99-128.
Pick, F. R. (1992). The self perception of self-concept and self-esteem: A theoretical analysis. (ERIC Document Reproduction Service NO. ED 353529.)
Podesta, C. (1990). Self-esteem and the six-second secret.：Newbury, CA：
Pope, A. W., McHale, S. M., & Craighead, W. E. (1988). Self-esteem enhancement with children and adolescents. NY: Pergamon Press.
Purkey, W. W. (1988). An Overview of Self-Concept Theory for Counselors. (ERIC Document Reproduction Service No.ED304630)
Reid, W H. (1989). The treatment of psychiatric disorders: Revised for the DSM-R. NY: Bruner-Mazel.
Rigby, K., & Slee, P. T. (1993). Dimensions of interpersonal relation among Australian children and implications for psychological well-being. Journal of Social Psychology, 133(1), 33-42.
Rigby, K., Cox, I., & Black, G. (1997). Cooperativeness and bully/victim problems among Australian Schoolchildren. Journal of Social Psychology, 137(3), 357-368.
Rinn, R. C., & Markle, A. (1979). Social skill deficits in children. In A. S. Bellack, & M. Hersen (Eds.).
Robins, R. W., Hendin, H. M., & Trzesniewski, K. H. (2001). Measuring global self-esteem: Construct validation of a single-item measure and the Rosenberg Self-Esteem Scale. Personality and Social Psychology Bulletin, 27, 151-161.
Rosenberg, M. (1979). Conceiving the self. NY: Basic Books.
Rotheram, M. J. (1980). Social skills training with elementary and high school. In D. Rathjen, ＆ J. Forget (Eds.). Social competence interventions for children and adults. New York : Pergaman.
Rotheram, M. J. (1987). Children' s social and academic competence. Joural of Educational Research, 80, 206-211.
Rotheram, M. J. (1987). Children’s social and academic competence. Journal of Educational Research, 80, 206-211.
Rubin, R. (1978).“Stability of Self-Esteem Ratings and Their Relation to Academic Achievement: A Longitudinal Study.”Psychology in the Schools, 15, 430-433
Rubin, K. H., Bukowski, W. M., & Parker, J. G. (1997). Peer interactions, and groups. In W. Damon, N. Eisenberg(Eds.). Handbook of child psychology, Vol3: Social, emotion, and personality development. New York: John Wiley & Sons.
Rubin, K. H., LeMare, L. J., ＆Lollis, S. (1990). Social withdrawal in childhood: Developmental pathways to peer rejection. In S.R. Asher ＆ J. D. Coie(Eds.), Peer rejection in childhood(pp.217-252).Cambridge University Press.
Schaefer, C. E. ＆ Millman, H. L. (1988). How to help children with common problems.(Vol.5). New York: Litton Education Publishing.
Schaeffer, J. A. (1982). The relationship between women' self-esteem and their affiliation need. MI: University Microfilms International.
Schaffer, H. R., and Emerson, P. E. (1964) “The Develompment of Social Attachments in Infancy.”Monographs of the Society for Research in Child Development, 29,(3).
Schlenker, B. R., & Leary, M. R. (1982). Social anxiety and self-presentation: A conceptualization and model. Psychological Bulletin, 92, 641-669.
Schutz, W. C. (1973). Encounter. In Raymond Corsini (Ed.). Current.Staub, E. (1978). Positive social behavior and morality: vol,1.Social and personal influences. New York : Academic Press.
Smith, C. A. (1999). The encyclopedia of parenting theory and research. Westport, C. T.: Greenwood Press.
Spence, S. H. (1987) The relationship between social-cognitive skills and peer sociometric status. British Journal of Developmental Psychology, 5, 347-356.
Spielberger, C. D. (1972). Stress and anxiety: An overview. In S. B. Sells ＆ R. G. Demaree(Eds.) Needed research on stress and anxiety: A special report of the use-sponsored grant study: Critical appraisal of research in the personality-emotions domain.(ERIC Document Reproduction Service No. ED113649)
Stephens, T. M. (1978). Social skill in the classroom. Columbus, OH: Park Press.
Stephens, T. M. (1992). Social skill in the classroom. Odessa: Psychological Assessment Resources.
Sullivan, H. S. (1953). The interpersonal theory of psychology. New York: Norton.
Thibaut, J. W. ＆ Kelley, H. H.(1959). The social psychology of groups. New York: Wiley.
Thompson, K. L. ＆ Bundy, K. A. (1995). Social skills training for young adolescents: Symbolic and behavioral components. Adolescence, 30, 723-735.
Twentyman, C. T., & Zimering, R. T. (1979). Behavioral training of social skills: A review Progress in Behavior Modification, 7, 319-400.
Urbin, E. S., ＆ Kendall, P. C. (1980). Review of social-cognitive problem-solving intervention with child. Psychological Bulletin, 88, 109-143.
Vanderark, S. (1989). Self-esteem, creativity, and music: Implications and direction for research. (ERIC Document Reproduction service No. ED380342).
Walk, H. M., Mc Connell, S., Holmes, D., Todis, B., Walker, J., & Golden, N. (1983). The Walker social skills curriculum: the Accepts Program. Tekas: Services for Professional, Educations Press.
Walz, G. R., & Bleuer, J. C. (1992). Student self- esteem: A vital element of school success.(ERIC Document Reproduction Service NO. ED 348 633.)
Weiss M. J.,＆ Harris S. L.(2001).Teaching social skills to people with autism. Behavior Modification, 25(5), 785-802
Weissberg, R. P., et. al., (1981). Evaluation of a social-problem-solving training program for suburban and inner-city third-grade children. Journal of Consulting and Clinical Psychology, 49(2), 251-261.
Well, L. E., ＆ Marwell, G. (1976). Self-esteem: Its conceptualization and measurement. London : Sage Publicacious.
Whisler, J. S. (1991). The impact of the teacher on student' sense of self: A perspective from a model of mental health. (ERIC Document Reproduction Service NO.ED 358394).
Wolpe, J. (1958). Psychotherapy by reciprocal inhibition. Standford University Press.
Wylie, R. C. (1974). The self-concept review. Lincoln: University of Nebraska Press.
Yalom , I. D.(1985). The theory and practice of group psychotherapy（3rd ed.).New York：Basic Books.
Youniss, J., McLellan, J. A., & Strouse, D. (1964). We’re popular, but we’re not snobs: Adolescens describe their crowds. In R Montemayor, G. R. Adams, & T. P. Gullotta (Eds.), Personal relationships in adolescence: Vol. 6, Advances in adolescent development. Thousand Oaks, CA: Sage.
Ziller, R. C., Hagey, J., Smith, H., ＆ Long, B. H. (1969). Self-esteem: A self-social construct. Journal of Consulting and Clinical Psychology, 31, 84-95.