Training course on social skills

School forms one of the longest consecutive phases in the life of children and young people. School years cover the most important and intensive periods of neurobiological, personality, social skills and group behaviour development. It can provide a lot of support to the positive growth in all these aspects.

So far, school has focused more on academic achievements than on building social competence and firm self-esteem. Because of the many structural and cultural changes taking place, the need for supporting the development of social skills and competence are increasing to support healthy development and prevent marginalisation.

Social skills have much to do with interpersonal skills and emotional intelligence. The latter includes abilities such as being able to motivate oneself and persist in the face of frustrations, to control impulse and delay gratification, to regulate one's moods and keep distress from swamping the ability to think, to empathise, and to hope (D. Goleman, Emotional Intelligence, 1995).

The fourth course organised in Cyprus, entitled Group Dynamics and Social Skills in the Classroom, was the outcome of the Comenius 3.1, a project co-ordinated by the Finnish Centre for Health Promotion, Finland (1999-2001), and partnered with the University of Lueneburg, Germany, and Högeskolan of Jönköping, Sweden. The first course was held in Kuusamo, Finland, in August 2002, followed by Cyprus last year.

There has been a growing concern behind the European In-Service Training Course on Group Dynamics and Social Skills. There is an increase of violence, depression and behavioural problems among children, young people and teachers. Violence is usually caused by lack of constructive communication. Empathy and understanding oneself as well as others are the basic skills we need at school and in the closest relationships to feel safe and satisfied.

The aim of the course was to share experiences and basic information on group dynamics and social skills, provide tools to observe the group process, to create a better school and classroom environment and to discuss how to use this knowledge in the classroom. During the course, participants also presented their ways of teaching social skills in their countries. The Maltese seemed to have a unique and ideal way to teach the scheme.

The headmaster in the Czech Republic said: "The presentations done by some course participants (especially the ones by Joseph Gauci and Herman Bugeja) were very inspirational. They showed us various ways used for social and personal development in their country. I am sure their experience will help me and my colleagues work effectively on the curriculum at our school."

It would be excellent to organise a similar course in Malta and let the participants from all over Europe see the practical implementation of teaching personal and social development in schools.

Ms Salomäki is consultant trainer at the European Bridges Consulting, Helsinki, Finland.